J. Cleland

Mr. CLELAND

Mr. CLELAND. Mr. President, 25 years ago the National Medical Association and other prominent organizations endorsed the development of the Medical School at Morehouse College in Atlanta, GA. This came in light of studies that revealed first, a severe shortage of African American and other minority physicians in the United States, particularly in Georgia and second, that African Americans suffered disproportionately from major diseases. Since its inception, Morehouse School of Medicine has worked to help solve our nation's health care crisis by graduating top-quality physicians who dedicate themselves to serving the more than 32 million people in this country who live in medically neglected communities. More than 80 percent of Morehouse School of Medicine graduates practice in underserved communities. Each year, the School graduates five times the national average of African Americans completing their studies at accredited medical schools in this country. Since 1975, Morehouse School of Medicine has grown from an entry class of 25 students to a current 40 students per class. Each year, over 20,000 Georgians who are disadvantaged are served by approximately 50 community health promotion projects sponsored by Morehouse School of Medicine. These projects include prevention initiatives associated with substance abuse, teen pregnancy, geriatric services, cancer, lead poisoning and violence prevention. In addition to the Medical School's activities in community health promotion, Morehouse School of Medicine provides about 25,000 patient encounters for approximately 10,000 people per year in community clinics throughout metropolitan Atlanta area. The student body of Morehouse School of Medicine continues to excel and 100 percent of the institution's family medicine and surgery residents passed their board exams in their first sitting for 2 years in a row. These accomplishments stem in part from the strong leadership of Morehouse School of Medicine's founding dean and president, Louis W. Sullivan, M.D., who has been with the Medical School since its inception. Aside from his years in Washington as U.S. Secretary of Health and Human Services, Dr. Sullivan has dedicated his life's work to producing top-quality physicians. During his tenure, Morehouse School of Medicine established several programs. These include a 4-year undergraduate medical education program, seven residency programs and several centers of excellence including the National Center for Primary Care, the Neuroscience Institute, the Cardiovascular Institute and the NASA/Space Medicine and Life Science Research Center, the first of its kind at a minority medical institution. Dr. Sullivan has worked tirelessly to provide vision and direction for the institution's future, while continuing to preserve the very best traditions of its past. Morehouse School of Medicine, the State of Georgia and our Nation are truly blessed to have his leadership.

Mr. CLELAND

Mr. CLELAND. Mr. President, April is ``National Pecan Month.'' One of the nation's important agricultural products, pecans are the only major tree nut that can be considered a true American nut. Pecans were first discovered growing in North America and parts of Mexico in the 1600's and were given the name ``pecan'' based on the Native American word of Algonquin origin, meaning ``all nuts requiring a stone to crack.'' Pecans were favored by pre-colonial residents and served as a major source of food because they were accessible to waterways and easier to shell than other North American nut species. Today, pecans are grown in Alabama, Arizona, Arkansas, California, Florida, Georgia, Kansas, Louisiana, Mississippi, New Mexico, North Carolina, Oklahoma, South Carolina and Texas and are enjoyed around the world as the perfect nut. According to U.S. Department of Agriculture statistics, over 346 million pounds of pecans were produced in the U.S. in 1999. In fact, the majority of the world's pecan production, 80 percent, comes from the U.S. While valued for their wonderful aroma and flavor, scientific research has begun to recently reveal an even more important reason to make pecans part of an everyday, healthy diet. According to researchers at leading academic institutions in this country, pecans have many of the important nutritional attributes that health professionals recommend. Not only are nutrition researchers finding that pecans can lower blood cholesterol levels when incorporated into the diet, food scientists have also found that pecans are a concentrated source of plant sterols, which are widely touted for their cholesterol-lowering ability. Numerous studies have also shown that phytochemicals like those found in pecans act as antioxidants, which can have a protective effect against many diseases. Since 90 percent of the fat in pecans are of the heart-healthy unsaturated variety, they fit right into the government's latest U.S. Dietary Guidelines for Americans issued in May 2000. The latest dietary guidelines from the American Heart Association, AHA, also bode well for pecan lovers. The new AHA guidelines specifically advise Americans to limit their intake of saturated fat and to ``substitute grains and unsaturated fatty acids from fish, vegetables, legumes and nuts'' in its place. In addition to their cholesterol-lowering properties and heart- healthy fats, pecans contain more than 19 important vitamins and minerals, including vitamins A and E, folic acid, calcium, magnesium, phosphorus, potassium, zinc and several B vitamins, and are a good source of fiber. Pecans are part of the protein group in the U.S. Department of Agriculture's Food Guide Pyramid, making them a nutritious alternative for Americans who are vegetarians or striving to eat a more plant-based diet. Pecans, which are naturally sodium-free, are also ideal for anyone who wishes to restrict their sodium intake. Pecans, a true all-American nut, deserve to be recognized. Not only for their long history of providing sustenance and enjoyment, but for the health benefits they can provide to Americans--especially those striving to eat a healthier diet. I hope my colleagues will join me in celebrating ``National Pecan Month.''

Mr. CLELAND

Mr. CLELAND. Mr. President, today I am introducing legislation to establish the Arabia Mountain National heritage Area in the State of Georgia. The significance of this area and the need to act now is underscored by Metro Atlanta's unprecedented rate of growth. In fact, it has been said that Atlanta is the fastest growing city in civilization. The area surrounding Arabia Mountain is located only 20 minutes east of Atlanta, near my home town of Lithonia. I speak from personal experience when I say that this area has seen the effects of Metro Atlanta's unbridled expansion, particularly in the past decade. As a result, vital open spaces and farmlands have all but disappeared. I believe it is essential to preserve what remains of significant natural, cultural, and historic resources in this region. The terrain surrounding Arabia Mountain contains a diverse ecosystem consisting of rare plant species, wetlands, pine and oak forests, streams and a lake. Additionally, this area is home to many historic sites, structure, and cultural landscapes, including the last remaining farm in DeKalb County. On a personal note, I can remember when this town was known as the dairy belt of Georgia. Now, we are down to a single working farm. My legislation reflects what has been a real grass roots effort to preserve this vital landscape. Over the past several years, local citizens have been working in conjunction with city, county, and State officials to move forward with plans to preserve these resources. In fact, this project has already benefited from significant private contributions of land, money, and professional services which have enabled the Arabia Mountain Heritage Area Alliance to produce a detailed feasibility study which was released on February 28, 2001. However, local efforts to protect and preserve the resources of the area will not fully materialize without the technical assistance of Federal agencies. Under my bill, the National Park Service, NPS, will be authorized to provide essential technical support in order to develop and implement a plan to manage the natural, cultural, historical, scenic, and recreational resources of the heritage area. Taking into account the diverse interests of the governmental, business, and nonprofit groups within the area, the management plan will assist the local governments in adopting land use policies which maximize the many resources of the region. I have personally visited this area, and I must reiterate my strong interest in this important preservation effort. I ask unanimous consent that the text of the bill be printed in the Record, and urge my colleagues to join me in enacting this legislation.

Mr. CLELAND

Mr. CLELAND. Mr. President, today I am introducing legislation to establish the Arabia Mountain National heritage Area in the State of Georgia. The significance of this area and the need to act now is underscored by Metro Atlanta's unprecedented rate of growth. In fact, it has been said that Atlanta is the fastest growing city in civilization. The area surrounding Arabia Mountain is located only 20 minutes east of Atlanta, near my home town of Lithonia. I speak from personal experience when I say that this area has seen the effects of Metro Atlanta's unbridled expansion, particularly in the past decade. As a result, vital open spaces and farmlands have all but disappeared. I believe it is essential to preserve what remains of significant natural, cultural, and historic resources in this region. The terrain surrounding Arabia Mountain contains a diverse ecosystem consisting of rare plant species, wetlands, pine and oak forests, streams and a lake. Additionally, this area is home to many historic sites, structure, and cultural landscapes, including the last remaining farm in DeKalb County. On a personal note, I can remember when this town was known as the dairy belt of Georgia. Now, we are down to a single working farm. My legislation reflects what has been a real grass roots effort to preserve this vital landscape. Over the past several years, local citizens have been working in conjunction with city, county, and State officials to move forward with plans to preserve these resources. In fact, this project has already benefited from significant private contributions of land, money, and professional services which have enabled the Arabia Mountain Heritage Area Alliance to produce a detailed feasibility study which was released on February 28, 2001. However, local efforts to protect and preserve the resources of the area will not fully materialize without the technical assistance of Federal agencies. Under my bill, the National Park Service, NPS, will be authorized to provide essential technical support in order to develop and implement a plan to manage the natural, cultural, historical, scenic, and recreational resources of the heritage area. Taking into account the diverse interests of the governmental, business, and nonprofit groups within the area, the management plan will assist the local governments in adopting land use policies which maximize the many resources of the region. I have personally visited this area, and I must reiterate my strong interest in this important preservation effort. I ask unanimous consent that the text of the bill be printed in the Record, and urge my colleagues to join me in enacting this legislation.

Mr. CLELAND

Mr. CLELAND. Mr. President, on March 7, 2001, the Washington Post reported that the recent census indicates a 60-percent growth in our Nation's Hispanic population, which now totals 35.3 million. Georgia has also been witness to this growth. In 1991 the Hispanic student population in Dalton, GA, was only 4 percent and now 10 years later, Hispanic enrollment in Dalton public schools has skyrocketed to 51 percent. The data from the 1999-2000 school year show that 45 percent of students in Dalton and 13 percent in Whitfield County are Spanish speaking. There are children of hard-working families who are an important part of the Dalton community. Accordingly, business and community leaders in that north Georgia community recognize the need for innovative and comprehensive solutions to address the recent influx of immigrants. Recent studies show that where quality education programs are joined with community-based services, immigrants have an increased opportunity to become an integral part of their community and their children are better prepared to achieve success in school. The Georgia Project has provided an innovative solution to the needs of northwest Georgia. This is a teacher exchange program which brings bilingual teachers from Mexico to provide language instruction to all Dalton/Whitfield students. In addition, the program also sponsors a Summer Institute which provides Dalton/Whitfield teachers with the opportunity to study Mexican culture and history and the Spanish language in Monterrey, Mexico. The driving force behind this endeavor has been the creative efforts of Erwin Mitchell. His dedication to public service and fairness was evident during his days as a Member of the House of Representatives. This same dedication and spirit of duty were the guiding forces behind the award-winning Georgia Project. As the mastermind behind the Georgia Project, Erwin Mitchell's efforts have been confirmed by the rising test scores of Dalton/Whitfield students on the Iowa Test of Basic Skills. His work has recently been recognized by both the National Education Association, NEA, and the National Association for Bilingual Education, NABE. The NEA has selected him to receive the NEA's 2001 George I. Sanchez Memorial Award for his ``exemplary contributions in the area of human and civil rights.'' NABE has named him the 2001 Citizen of the Year for his ``efforts in shaping a successful future for America's students.'' This wave of immigration is not limited to Georgia alone. For example, the Waterloo, IA, school system is being challenged to teach 400 Bosnian refugee children who came here without knowing our language, culture or customs. Schools in Wausau, WI, are filled with Asian children wanting to achieve success in the United States. In Wayne County, MI, 34 percent of the student population are Arabic- speaking and receive special help. According to the U.S. Census Bureau, the recently arrived immigrant and refugee population living here today will account for 75 percent of the total U.S. population growth over the next 50 years. This growth is occurring in places like New York, Los Angeles, and Miami, but also in nontraditional immigrant communities like Gainesville, GA, and Fremont County, ID. Innovative programs are being offered across the country to help accommodate these populations, which is why I have once again introduced the Immigrants to New Americans Act. This legislation will create a competitive grant program within the Department of Education that funds model programs, which, one, help immigrant children to succeed in America's classrooms and, two, help their families access community services such as job training, transportation, counseling, and child care. Our country's diversity is growing and it is vital for us to support successful programs like the Georgia Project that address the needs of changing communities.

Mr. CLELAND

Mr. CLELAND. Mr. President, last October the U.S. Department of Commerce published its latest report on Internet access in the United States. According to the Department's Falling Through the Net: Toward Digital Inclusion, more Americans than ever are connected to the Internet and groups that have traditionally been digital ``have nots'' are making significant gains. Although a record number of Americans have Internet access, the report concludes that a ``digital divide'' still exists ``between those with different levels of income and education, different racial and ethnic groups, old and young, single and dual-parent families, and those with and without disabilities.'' Increasing numbers of Americans are using the Internet to vote, shop, pay bills, take education courses, and acquire new skills. Now more than ever it is critical that all Americans have the tools necessary for full participation in the Information Age economy. However, the Commerce report finds that in some cases, the digital divide has expanded over the last 20 months. For example, the gap in Internet access rates between African American households and the nation as a whole is now 18 percent, 3 percent more than in December 1998. And the gap in Internet access between Hispanic households and the national average is 17.9 percent, 4.3 percent more than it was 20 months ago. America's higher education institutions are demonstrating similar trends, persistent inequities in a generally improving picture. Last year the Department of Commerce teamed up with the National Association for Equal Opportunity in Higher Education, NAFEO, to undertake, for the first time ever, an in-depth study of Internet access at Historically Black Colleges and Universities, HBCUs, across America. The result was the landmark Historically Black Colleges and Universities: An Assessment of Networking and Connectivity. The report found that 98 percent of the 80 HBCUs surveyed had basic access to the Internet, World Wide Web, and campus networks. At the same time, however, the report also found ``serious areas of digital divide in student access, high-speed connectivity and insufficient infrastructure.'' In particular, the Commerce study reported that fewer than 25 percent of HBCU students, or only 1 out of every 4, personally own computers, compared to 49 percent of students in institutions of higher education as a whole. Further, only two HBCUs, or 3 percent, indicated that financial aid was available to help their students close the ``computer ownership gap.'' In addition, half of the HBCU campuses surveyed did not provide student access to computing resources at a critical location--the campus dormitory. And most of the campuses lacked high- speed connectivity to the Internet and World Wide Web, a key area and one that the report speculated may ``restrict HBCUs from making the digital leap into the 21st Century.'' In regard to rural, private HBCUs, the Commerce report found ``a significant technology gap.'' There have been to date no published studies of Internet-connectivity at either Hispanic-Serving Institutions, HSIs, or Tribal Colleges and Universities which are comparable to the October 2000 U.S. Department of Commerce report. Nevertheless, we have hard data which point to this alarming conclusion: Serious digital divide issues exist which affect the ability of Minority-Serving Institutions, MSIs, to be competitive with other institutions of higher learning in the Information Age. With their high level of poverty, and with only 8 percent of all American Indian households having Internet access, Jose C. de Baca, executive director of the American Indian Science and Technology Education Consortium, says that ``American Indians are the ethnic group most likely to be caught on the wrong side of the digital divide.'' Tribal Colleges offer an important technology opportunity for these isolated American Indian reservation communities. However, studies show that while most U.S. universities need access to T-3 lines for necessary research and data flow, only one Tribal College currently has access to that bandwidth. Moreover, less than half of the Tribal Colleges can access smaller T-1 lines and this access is sporadic. In fact, many Tribal Colleges are not even networked to provide intra-campus e-mail service (``Circle of Prosperity: A Vision for the Technological Future of Tribal Colleges and American Indians''). Similarly, Hispanic-Serving Institutions can have a powerful impact on the Digital Divide in the Hispanic community, but in testimony to the Congressional Web-based Education Commission, Dr. Antonio Perez, representing the Hispanic Association of Colleges and Universities, HACU, stated that there is an acute shortage of Hispanic faculty in the areas of information technology. According to the Computing Research Association Taulbee Survey of institutions granting doctoral degrees in computer science and computer engineering, only two percent of the Computer Science and one percent of the Computer Engineering Ph.D. recipients were Hispanics for 1998-1999. Dr. Perez stated that this proportion ``typifies Hispanic and minority professional participation in Information Technology in general,'' and in his testimony he underscored the need for federal assistance if Hispanic-Serving Institutions are to become ``equal partners'' in this new Information Age. In an effort to address the technology gap that exists at Minority- Serving Institutions across the country, today I am joined by my distinguished colleagues, Senator Hollings, Senator Stevens, and Senator Inouye, in introducing the National Technology Instrumentation Challenge Act. This legislation would create a new grant program within the Department of Commerce, the center of technological expertise and innovation in the federal government. Our bill would provide up to $250 million to help Historically Black Colleges and Universities, Hispanic- Serving Institutions, and Tribal Colleges and Universities bridge the Digital Divide. The grant money could be used for such activities as campus wiring, equipment upgrade, technology training, and hardware and software acquisition. A Minority-Serving Institution, for example, could use funds provided under this legislation to offer its students universal access to campus networks and computing resources. Or they might choose to use their grant money to dramatically increase their connectivity speed rates beyond the T-1 level. In sum, this legislation offers a significant opportunity for those institutions serving the largest concentrations of the nation's minority students to keep pace with the advancing technologies of the 21st Century. In the ever expanding and always exciting world of the Information Highway, it should be our mandate to work to ensure that no one in this country is left behind, least of all our leaders of tomorrow. The National Technology Instrumentation Challenge Act is a positive step in creating digital opportunity for all students in America, in whose hands the future of this great nation rests. The legislation is endorsed by the National Association for Equal Opportunity in Higher Education, the National Association for the Advancement of Colored People, the Hispanic Association of Colleges and Universities, the American Indian Higher Education Consortium, the Alliance for Equity in Higher Education, the League of United Latin American Citizens, the National Indian Education Association, the Native Hawaiian Education Association, the National Indian School Board Association, the United National Indian Tribal Youth, and the Atlanta University Center. Mr. President, I ask unanimous consent that the text of the bill and the letters of support be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, last October the U.S. Department of Commerce published its latest report on Internet access in the United States. According to the Department's Falling Through the Net: Toward Digital Inclusion, more Americans than ever are connected to the Internet and groups that have traditionally been digital ``have nots'' are making significant gains. Although a record number of Americans have Internet access, the report concludes that a ``digital divide'' still exists ``between those with different levels of income and education, different racial and ethnic groups, old and young, single and dual-parent families, and those with and without disabilities.'' Increasing numbers of Americans are using the Internet to vote, shop, pay bills, take education courses, and acquire new skills. Now more than ever it is critical that all Americans have the tools necessary for full participation in the Information Age economy. However, the Commerce report finds that in some cases, the digital divide has expanded over the last 20 months. For example, the gap in Internet access rates between African American households and the nation as a whole is now 18 percent, 3 percent more than in December 1998. And the gap in Internet access between Hispanic households and the national average is 17.9 percent, 4.3 percent more than it was 20 months ago. America's higher education institutions are demonstrating similar trends, persistent inequities in a generally improving picture. Last year the Department of Commerce teamed up with the National Association for Equal Opportunity in Higher Education, NAFEO, to undertake, for the first time ever, an in-depth study of Internet access at Historically Black Colleges and Universities, HBCUs, across America. The result was the landmark Historically Black Colleges and Universities: An Assessment of Networking and Connectivity. The report found that 98 percent of the 80 HBCUs surveyed had basic access to the Internet, World Wide Web, and campus networks. At the same time, however, the report also found ``serious areas of digital divide in student access, high-speed connectivity and insufficient infrastructure.'' In particular, the Commerce study reported that fewer than 25 percent of HBCU students, or only 1 out of every 4, personally own computers, compared to 49 percent of students in institutions of higher education as a whole. Further, only two HBCUs, or 3 percent, indicated that financial aid was available to help their students close the ``computer ownership gap.'' In addition, half of the HBCU campuses surveyed did not provide student access to computing resources at a critical location--the campus dormitory. And most of the campuses lacked high- speed connectivity to the Internet and World Wide Web, a key area and one that the report speculated may ``restrict HBCUs from making the digital leap into the 21st Century.'' In regard to rural, private HBCUs, the Commerce report found ``a significant technology gap.'' There have been to date no published studies of Internet-connectivity at either Hispanic-Serving Institutions, HSIs, or Tribal Colleges and Universities which are comparable to the October 2000 U.S. Department of Commerce report. Nevertheless, we have hard data which point to this alarming conclusion: Serious digital divide issues exist which affect the ability of Minority-Serving Institutions, MSIs, to be competitive with other institutions of higher learning in the Information Age. With their high level of poverty, and with only 8 percent of all American Indian households having Internet access, Jose C. de Baca, executive director of the American Indian Science and Technology Education Consortium, says that ``American Indians are the ethnic group most likely to be caught on the wrong side of the digital divide.'' Tribal Colleges offer an important technology opportunity for these isolated American Indian reservation communities. However, studies show that while most U.S. universities need access to T-3 lines for necessary research and data flow, only one Tribal College currently has access to that bandwidth. Moreover, less than half of the Tribal Colleges can access smaller T-1 lines and this access is sporadic. In fact, many Tribal Colleges are not even networked to provide intra-campus e-mail service (``Circle of Prosperity: A Vision for the Technological Future of Tribal Colleges and American Indians''). Similarly, Hispanic-Serving Institutions can have a powerful impact on the Digital Divide in the Hispanic community, but in testimony to the Congressional Web-based Education Commission, Dr. Antonio Perez, representing the Hispanic Association of Colleges and Universities, HACU, stated that there is an acute shortage of Hispanic faculty in the areas of information technology. According to the Computing Research Association Taulbee Survey of institutions granting doctoral degrees in computer science and computer engineering, only two percent of the Computer Science and one percent of the Computer Engineering Ph.D. recipients were Hispanics for 1998-1999. Dr. Perez stated that this proportion ``typifies Hispanic and minority professional participation in Information Technology in general,'' and in his testimony he underscored the need for federal assistance if Hispanic-Serving Institutions are to become ``equal partners'' in this new Information Age. In an effort to address the technology gap that exists at Minority- Serving Institutions across the country, today I am joined by my distinguished colleagues, Senator Hollings, Senator Stevens, and Senator Inouye, in introducing the National Technology Instrumentation Challenge Act. This legislation would create a new grant program within the Department of Commerce, the center of technological expertise and innovation in the federal government. Our bill would provide up to $250 million to help Historically Black Colleges and Universities, Hispanic- Serving Institutions, and Tribal Colleges and Universities bridge the Digital Divide. The grant money could be used for such activities as campus wiring, equipment upgrade, technology training, and hardware and software acquisition. A Minority-Serving Institution, for example, could use funds provided under this legislation to offer its students universal access to campus networks and computing resources. Or they might choose to use their grant money to dramatically increase their connectivity speed rates beyond the T-1 level. In sum, this legislation offers a significant opportunity for those institutions serving the largest concentrations of the nation's minority students to keep pace with the advancing technologies of the 21st Century. In the ever expanding and always exciting world of the Information Highway, it should be our mandate to work to ensure that no one in this country is left behind, least of all our leaders of tomorrow. The National Technology Instrumentation Challenge Act is a positive step in creating digital opportunity for all students in America, in whose hands the future of this great nation rests. The legislation is endorsed by the National Association for Equal Opportunity in Higher Education, the National Association for the Advancement of Colored People, the Hispanic Association of Colleges and Universities, the American Indian Higher Education Consortium, the Alliance for Equity in Higher Education, the League of United Latin American Citizens, the National Indian Education Association, the Native Hawaiian Education Association, the National Indian School Board Association, the United National Indian Tribal Youth, and the Atlanta University Center. Mr. President, I ask unanimous consent that the text of the bill and the letters of support be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, one of the first times I ever came to the Dirksen Senate Office Building, a location where I now have my Senate office, was on December 12, 1969, some 20 months after my injury in Vietnam, when I was summoned to appear before the Senate Committee on Veterans' Affairs about how the Veterans Administration was handling returning Vietnam war veterans. That meeting was chaired by a tall, lean Senator from California named Alan Cranston and it was the start of a three decade friendship. Thus, in 1974 after experiencing what hopefully will prove to be my only electoral defeat, in the Democratic Primary for Lieutenant Governor of Georgia, one of the first people I turned to was Senator Cranston, who generously accepted my offer to come out to California to campaign for his successful re-election. Then, after the General Election, he came to my aid by serving as guest-of-honor at a fund-raising dinner to pay off my campaign debt. And to top it off, Senator Cranston helped me get a job as a special investigator for the Senate Veterans' Affairs Committee, which is where I was serving when President Carter selected me to head the VA, in no small part because of the strong recommendation of Alan Cranston. I hope this short discourse makes it clear the debt of gratitude that I personally owed to Senator Cranston, but more importantly, it is indicative of the kind of man Alan was: dynamic, thoughtful, compassionate. He touched many lives, including veterans who benefited from his tireless commitment especially on behalf of Vietnam era veterans, future generations of Americans who today and for all time to come will benefit from his far-sighted commitment to the protection of our land, air and water and for citizens of the world who benefit from his long-time commitment to world peace, a cause he continued to pursue till the end of his life through the Global Security Institute. Another part of the Cranston legacy is perhaps somewhat less known to the general public: his efforts on behalf of the disabled. When Alan Cranston came to the Senate in 1969, those with disabilities had virtually no legal protections against various forms of discrimination and indeed faced many barriers, physical and otherwise, to just getting in to the halls of government. To Alan Cranston, that was unacceptable. He led the efforts to enact the landmark Federal Rehabilitation Act of 1973 which outlawed discrimination against the disabled in all federally funded programs. Among its many provisions, the 1973 law: Required federally funded buildings to be made accessible; promoted the hiring and advancement of qualified persons with disabilities by the Federal Government; and established the Architectural and Transportation Barriers Compliance Board, which has responsibility for setting standards for accessibility and for assisting and enforcing compliance with accessibility laws. I was honored to be named to that Board by President Carter in 1979. Throughout the remainder of the 1970's Alan worked to revamp federally assisted State vocational rehabilitation programs by his sponsorship of laws that gave priority to the most seriously disabled and, most importantly, required a focus and follow-through on employment. In 1980, he sponsored successful legislation to make these same improvements in vocational rehabilitation programs for veterans. And in 1990, Senator Cranston was a leading co-sponsor of the Americans with Disabilities Act, which in many ways was a culmination of two decades of leadership by Senator Cranston on behalf of fairness and opportunity for persons with disabilities. It was a great honor to have known and worked with Alan Cranston. Our country is a better place because of his achievements, which we celebrate today.

Mr. CLELAND

Mr. CLELAND. Mr. President. I rise today to introduce legislation that would honor Benjamin Elijah Mays for his distinguished career as an educator, civil and human rights leader, and public theologian. Among his many accomplishments, Dr. Benjamin E. Mays earned a master's degree and a doctorate of philosophy from the University of Chicago, served as president of Morehouse College and mentored Martin Luther King, Jr., and received numerous awards and honors during his lifetime. In recognition of his many accomplishments and contributions to the citizens of this nation and the world, I believe the President should award the Presidential Medal of Freedom to the late Benjamin E. Mays. Dr. Benjamin Elijah Mays' achievements are even more extraordinary given the circumstances and social climate in the United States at the turn of the 20th Century. Dr. Mays, the son of former slaves, encountered prejudice and obstacles at every stage of his early education and pursued his dream of a college education despite hostile, and sometimes violent, opposition. Although he faced the frustrations inherent in segregation, Dr. Mays finished high school at South Carolina State College in three years and graduated as class valedictorian. Based on his will to learn, his motivation to succeed, and his strong strength of character, Dr. Mays then went on to graduate from Bates College in Maine and received his graduate degrees from the University of Chicago. As dean of the School of Religion at Howard University and later as President of Morehouse College in Atlanta, Georgia for 27 years, Benjamin Mays overcame seemingly insurmountable obstacles to offer quality education to all Americans, especially African-Americans. One of Dr. Mays' own inspirations was Mahatma Gandhi, whom he met in Mysore, India for 90 minutes and who shaped Mays' views on nonviolence as a means of political protest. Dr. Mays greatly influenced his students and, one in particular, Martin Luther King, Jr. sought the advice and counsel of his mentor before and during the civil rights movement. Dr. Mays was instrumental in the elimination of segregated public facilities in Atlanta and promoted the cause of nonviolence through peaceful student protests during a time in this nation that was often marred by racial violence. Another student from Morehouse, Ira Joe Johnson, published a book about Dr. Mays' scholarship program for African-American medical students in the early 1940s. Dr. Mays once said that ``[e]very man and woman is born into the world to do something unique and something distinctive and if he or she does not do it, it will never be done.'' This nation owes a great debt to the late Dr. Benjamin E. Mays and it is certainly appropriate and timely to honor his achievements and his contributions to the citizens of the United States and the world by awarding him a Presidential Medal of Freedom.

Mr. CLELAND

Mr. CLELAND. Mr. President, when I was a boy growing up in Lithonia, GA, I was privileged to have accomplished and dedicated teachers who provided me with a strong foundation in the three R's. Thanks to their capable and committed efforts, I received an excellent education in reading, writing, and arithmetic. And thanks to their good example and their ability to teach through inspiration, I was also well versed in the fourth R, which I call ``respect.'' What my teachers demonstrated so effectively almost five decades ago is that character education is essential to any well-rounded system of education. We can work together to help ensure that all children in America will start school ready to learn. We can pool our efforts-- parents, teachers, community leaders, and elected officials--to enable our students to be first in the world in scientific and academic achievement. But I believe the greatest gift and most effective tool we can give to our children is to instill in them, from the beginning, the values and beliefs which help mold their character. Character is the essential building block in each youngster's journey to become a responsible, moral adult. It is the gift my teachers gave me when they offered me a first-rate education which addressed not only matters of the head, but of the heart as well. Thanks, in part, to the efforts of my distinguished colleagues, Senators Domenici and Dodd, character education has spread into thousands of classrooms throughout this nation. In 1994, Senator Domenici with the support of Senators Dodd and Mikulski offered a successful amendment to the Improving America's Schools Act which established, for the first time ever, a grant program in the Department of Education to enable State education agencies, in partnership with local education agencies, to develop character education programs. My State of Georgia was one of the first to receive funding under the Partnerships in Character Education Pilot Projects. Since its inception in 1995, this program has awarded more than $25 million to 37 States throughout the country. I am proud to join my colleagues today in introducing legislation to expand this worthy program which encourages schools and communities to develop and sustain character education programs of excellence. It has been said that the character of a nation is only as strong as the character of its individual citizens. In illustration of this truth, I like to tell a true story which happened decades ago during the war in Korea. At that time, one of our generals was captured by the Communists. He was taken to an isolated prison camp and told that he had but a few minutes to write a letter to his family. The implication was that he was to be executed shortly. The general's letter was brief and to the point: ``Tell Bill,'' he wrote, ``the word is integrity.'' The word is indeed integrity. This following Monday, Presidents' Day, I will host a Summit on Character at the State Capitol in Georgia, which will be attended by State leaders from across the political and social spectrum. The purpose of the Summit is to rekindle the American spirit that motivated the Founders in constituting our nation and to inspire Georgians to develop the highest standards of character in themselves and in the youth of our State. Benjamin Franklin once said that ``The noblest question in the world is, What good may I do in it?'' The Character Summit in Georgia has this in common with the legislation we are introducing today: They both seek to encourage moral character and civic virtue in our children--America's most precious resource and the future of this great Nation.

Mr. CLELAND

Mr. CLELAND. Mr. President, when I was a boy growing up in Lithonia, GA, I was privileged to have accomplished and dedicated teachers who provided me with a strong foundation in the three R's. Thanks to their capable and committed efforts, I received an excellent education in reading, writing, and arithmetic. And thanks to their good example and their ability to teach through inspiration, I was also well versed in the fourth R, which I call ``respect.'' What my teachers demonstrated so effectively almost five decades ago is that character education is essential to any well-rounded system of education. We can work together to help ensure that all children in America will start school ready to learn. We can pool our efforts-- parents, teachers, community leaders, and elected officials--to enable our students to be first in the world in scientific and academic achievement. But I believe the greatest gift and most effective tool we can give to our children is to instill in them, from the beginning, the values and beliefs which help mold their character. Character is the essential building block in each youngster's journey to become a responsible, moral adult. It is the gift my teachers gave me when they offered me a first-rate education which addressed not only matters of the head, but of the heart as well. Thanks, in part, to the efforts of my distinguished colleagues, Senators Domenici and Dodd, character education has spread into thousands of classrooms throughout this nation. In 1994, Senator Domenici with the support of Senators Dodd and Mikulski offered a successful amendment to the Improving America's Schools Act which established, for the first time ever, a grant program in the Department of Education to enable State education agencies, in partnership with local education agencies, to develop character education programs. My State of Georgia was one of the first to receive funding under the Partnerships in Character Education Pilot Projects. Since its inception in 1995, this program has awarded more than $25 million to 37 States throughout the country. I am proud to join my colleagues today in introducing legislation to expand this worthy program which encourages schools and communities to develop and sustain character education programs of excellence. It has been said that the character of a nation is only as strong as the character of its individual citizens. In illustration of this truth, I like to tell a true story which happened decades ago during the war in Korea. At that time, one of our generals was captured by the Communists. He was taken to an isolated prison camp and told that he had but a few minutes to write a letter to his family. The implication was that he was to be executed shortly. The general's letter was brief and to the point: ``Tell Bill,'' he wrote, ``the word is integrity.'' The word is indeed integrity. This following Monday, Presidents' Day, I will host a Summit on Character at the State Capitol in Georgia, which will be attended by State leaders from across the political and social spectrum. The purpose of the Summit is to rekindle the American spirit that motivated the Founders in constituting our nation and to inspire Georgians to develop the highest standards of character in themselves and in the youth of our State. Benjamin Franklin once said that ``The noblest question in the world is, What good may I do in it?'' The Character Summit in Georgia has this in common with the legislation we are introducing today: They both seek to encourage moral character and civic virtue in our children--America's most precious resource and the future of this great Nation.

Mr. CLELAND

Mr. CLELAND. Mr. President, the U.S. Department of Commerce's latest report on Internet access in the U.S. is out. According to the Department's Falling Through the Net: Toward Digital Inclusion, published last October, more Americans than ever have Internet access and own computers. The number of Americans using the Internet jumped to 116.5 million in August 2000, 31.9 million more Americans than were online in December 1998. And groups that have traditionally been digital ``have nots'' are making significant gains, according to the Commerce report's findings. Almost 39 percent of rural households, for example, now have Internet connections, a 75 percent increase over the last 20 months. The report found that African American households are now more than twice as likely to have Internet access at home than they were 20 months ago. Similarly, Internet access in Hispanic households has also nearly doubled and now stands at 23.6 percent. And more Americans at every income level have Internet access in their homes, especially at the middle income levels. Today, two out of every three households earning more than $50,000 have Internet connections. Although more Americans than ever are connected to the Internet, the report concludes that a ``digital divide'' still exists ``between those with different levels of income and education, different racial and ethnic groups, old and young, single and dual-parent families, and those with and without disabilities.'' According to the Commerce Department report, for example, more than three-fourths of all households earning in excess of $75,000 use the Internet at home, while less than one-fifth of the households with incomes of under $15,000 do. In some cases, the digital divide has even expanded over the last 20 months. The gap in Internet access rates between African American households and the nation as a whole is now 18 percent--3 percent more than in December 1998. And the gap in Internet access between Hispanic households and the national average is 17.9 percent--4.3 percent more than it was 20 months ago. Increasing numbers of Americans are using the Internet to vote, shop, pay bills, take education courses, and acquire new skills. It is therefore becoming more and more critical that all Americans have the tools necessary for full participation in the Information Age economy. Access to these tools is essential to ensure that our economy continues to grow and that in the future no one is left behind. A viable alternative for many of these under-served individuals is Internet access outside the home, and statistics show that computer use at schools, libraries, and other public access points such as community centers is on the rise. Today I am joined by my distinguished colleague, Senator Wyden, in introducing the Community Technology Assistance Act. Currently, the special enhanced tax deduction exists in the case of computer equipment donated to elementary and secondary schools and public libraries. Our bill would expand this tax incentive to include computer donations to community and senior centers as well. Consider the many high-profile technology and Internet related companies, such as Microsoft, Intel and AmericaOnline, that have donated computer equipment and web access to schools and universities across America. Our bill would encourage companies and individuals to invest in their community and jump start efforts to help bridge the digital divide in rural and low-income areas everywhere. In addition, we know a digital divide exists between seniors and the population as a whole. In fact, the October 2000 Commerce Department report found that individuals over the age of 50 are among the least likely to be connected to the Internet, with an Internet use rate of less than 30 percent. Internet access at senior centers offers older Americans a promising opportunity. According to the National Association of State Units on Aging, eight states have conducted surveys on computer and on-line access at their senior centers. Pennsylvania reports, for example, that while more than 250 of their 650 senior centers are linked to the Internet, many more need computers. West Virginia indicates that every center that has opened a computer training program presently has a waiting list. In an informal survey, Georgia reports that no more than half of the state's approximately 200 senior centers have computers available for participant use--and ``that would be a generous estimate.'' Clearly, the need is there to increase the availability of 21st Century technology to America's senior citizens. In a society that increasingly relies on computers and the Internet to deliver information and enhance communication, we need to ensure that all Americans have access to the fundamental tools of the Information Age. As the Commerce Department report concludes, there is still much more to be done to make certain that we close the gap between the digital ``haves'' and ``have nots" and ensure that everyone is included in the 21st Century economy. The Community Technology Assistance Act is a positive step in creating digital opportunity for all Americans. I ask unanimous consent that the text of the bill be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, the U.S. Department of Commerce's latest report on Internet access in the U.S. is out. According to the Department's Falling Through the Net: Toward Digital Inclusion, published last October, more Americans than ever have Internet access and own computers. The number of Americans using the Internet jumped to 116.5 million in August 2000, 31.9 million more Americans than were online in December 1998. And groups that have traditionally been digital ``have nots'' are making significant gains, according to the Commerce report's findings. Almost 39 percent of rural households, for example, now have Internet connections, a 75 percent increase over the last 20 months. The report found that African American households are now more than twice as likely to have Internet access at home than they were 20 months ago. Similarly, Internet access in Hispanic households has also nearly doubled and now stands at 23.6 percent. And more Americans at every income level have Internet access in their homes, especially at the middle income levels. Today, two out of every three households earning more than $50,000 have Internet connections. Although more Americans than ever are connected to the Internet, the report concludes that a ``digital divide'' still exists ``between those with different levels of income and education, different racial and ethnic groups, old and young, single and dual-parent families, and those with and without disabilities.'' According to the Commerce Department report, for example, more than three-fourths of all households earning in excess of $75,000 use the Internet at home, while less than one-fifth of the households with incomes of under $15,000 do. In some cases, the digital divide has even expanded over the last 20 months. The gap in Internet access rates between African American households and the nation as a whole is now 18 percent--3 percent more than in December 1998. And the gap in Internet access between Hispanic households and the national average is 17.9 percent--4.3 percent more than it was 20 months ago. Increasing numbers of Americans are using the Internet to vote, shop, pay bills, take education courses, and acquire new skills. It is therefore becoming more and more critical that all Americans have the tools necessary for full participation in the Information Age economy. Access to these tools is essential to ensure that our economy continues to grow and that in the future no one is left behind. A viable alternative for many of these under-served individuals is Internet access outside the home, and statistics show that computer use at schools, libraries, and other public access points such as community centers is on the rise. Today I am joined by my distinguished colleague, Senator Wyden, in introducing the Community Technology Assistance Act. Currently, the special enhanced tax deduction exists in the case of computer equipment donated to elementary and secondary schools and public libraries. Our bill would expand this tax incentive to include computer donations to community and senior centers as well. Consider the many high-profile technology and Internet related companies, such as Microsoft, Intel and AmericaOnline, that have donated computer equipment and web access to schools and universities across America. Our bill would encourage companies and individuals to invest in their community and jump start efforts to help bridge the digital divide in rural and low-income areas everywhere. In addition, we know a digital divide exists between seniors and the population as a whole. In fact, the October 2000 Commerce Department report found that individuals over the age of 50 are among the least likely to be connected to the Internet, with an Internet use rate of less than 30 percent. Internet access at senior centers offers older Americans a promising opportunity. According to the National Association of State Units on Aging, eight states have conducted surveys on computer and on-line access at their senior centers. Pennsylvania reports, for example, that while more than 250 of their 650 senior centers are linked to the Internet, many more need computers. West Virginia indicates that every center that has opened a computer training program presently has a waiting list. In an informal survey, Georgia reports that no more than half of the state's approximately 200 senior centers have computers available for participant use--and ``that would be a generous estimate.'' Clearly, the need is there to increase the availability of 21st Century technology to America's senior citizens. In a society that increasingly relies on computers and the Internet to deliver information and enhance communication, we need to ensure that all Americans have access to the fundamental tools of the Information Age. As the Commerce Department report concludes, there is still much more to be done to make certain that we close the gap between the digital ``haves'' and ``have nots" and ensure that everyone is included in the 21st Century economy. The Community Technology Assistance Act is a positive step in creating digital opportunity for all Americans. I ask unanimous consent that the text of the bill be printed in the Record.

Mr. CLELAND

Mr. CLELAND. I yield the floor. I suggest the absence of a quorum.

Mr. CLELAND

Mr. CLELAND. Madam President, it is an honor to share the floor with my distinguished friend from Florida. He and I have known each other for a long, long time. I was out in the corridors and heard a familiar voice and realized that my friend was making his first speech on the floor of the Senate, which was a great pleasure for me to hear. He has eloquence, he has intelligence and everything it takes to make a powerful impact on this body. It is an honor to be with him on the floor.

Mr. CLELAND

Mr. CLELAND. Mr. President, within the last decade, many States have experienced a wave of immigration that is rivaling the first and second waves of German, Irish, Polish and Scandinavian immigrants who arrived in the U.S. in the late 1800s and early 1900s. In fact, the Census Bureau is estimating that these recently arrived immigrants and refugees will account for 75 percent of the U.S. population growth over the next 50 years. These changing demographics are impacting not just communities accustomed to large immigrant populations like New York, Los Angeles and Miami, but also non-traditional immigrant communities like Gainesville, Georgia and Fremont County, Idaho. One result of our new wave of immigrants is a significant increase in the number of children with diverse linguistic and cultural backgrounds enrolling in our schools. The Waterloo, Iowa school system, for example, is being challenged to teach 400 Bosnian refugee children, who came here without knowing our language, culture or customs. Schools in Wausau, Wisconsin are filled with Asian children who want to achieve success in the United States. In Dalton, Georgia, over 51 percent of the student population in the public schools are Hispanic children eager to participate in their new schools and communities. In Turner, Maine, the school-aged children of hundreds of recently arrived Latino immigrant families are pouring into this rural town's schools. It is clear that U.S. schools from Florida to Washington State are being increasingly challenged by these changing demographics. We need to make sure that these children are served appropriately--and that their families are as well. Studies have shown that where quality educational programs are joined with community-based services, immigrants have an increased opportunity to become an integral part of their community and their children are better prepared to achieve success in school. The recent influx of immigrants into U.S. communities calls for innovative and comprehensive solutions. Today I am reintroducing the Immigrants to New Americans Act. This legislation would establish a competitive grant program within the Department of Education to assist schools and communities which are experiencing an influx of recently arrived immigrant families. Specifically, this grant program would provide funding to partnerships of local school districts and community-based organizations for the purpose of developing model programs with a two-fold purpose: to assist culturally and linguistically diverse children achieve success in America's schools and to provide their families with access to comprehensive community services, including health care, child care, job training and transportation. It does take a village to raise a child, Mr. President. I have seen firsthand the benefits of one community's program that brings together teachers, community leaders and businesses in an innovative partnership to aid their linguistically and culturally diverse population. It is the Georgia Project, and its mission is to assist immigrant children from Mexico achieve to higher standards in Dalton, Georgia's public schools. In recent years, the carpet and poultry industries in Dalton and surrounding Whitfield County experienced the need for a larger workforce. The city's visionary leaders encouraged immigrants from Mexico to settle in their community to fill that need. The challenge has been in Dalton's public school system where Hispanic enrollment went from being just four percent ten years ago to over 51 percent today. To deal with this sizable increase, Dalton and Whitfield County public school administrators and business leaders formed a public- private consortium. This consortium, known as The Georgia Project, initiated a teacher exchange program in 1996 with the University of Monterrey in Mexico. Today, twenty teachers from Mexico are helping to bridge the language and culture gap by serving as instructors, counselors and role models and providing Spanish language training to English-speaking students. In addition, Dalton public school teachers spend a month each year in Monterrey, Mexico learning firsthand the culture, language and customs of the Hispanic students they serve. There are other programs across the United States that address similar challenges experienced by the City of Dalton and Whitfield County. One such example is the Lao Family Project in St. Paul, Minnesota. This is a community-based refugee assistance organization that provides a wide range of parent-student services to Hmong and Vietnamese refugees in St. Paul in an effort to help parents become economically self-sufficient and their children succeed in school. The Lao Family Project's staff are bilingual/bicultural para-professionals who provide services that include adult English-language acquisition programs and preschool literacy activities for children. In the rural communities of Healdsburg and Windsor, California, the Even Start program provides a variety of instructional and support services to low-income, recently arrived Hispanic immigrant families and their preschool and elementary school children. The program focuses on increasing family involvement in their children's education, helping parents and children with their literacy skills, and offering English as a second language course. Many of the instructional activities for the parents' classes are coordinated with the classroom teachers to ensure consistency with what is being taught to both the parent and child. One focus of these classes is to communicate what the children are learning in their regular classes so that parents can help their children at home. The Exemplary Multicultural Practices in Rural Education Program, or EMPIRE, operates in the Yakima region of rural Central Washington State, an area with a diverse mix of ethnic groups, including Caucasians, Hispanics, Native Americans, African Americans, and Asian Americans. The program promotes positive race relations and an appreciation for ethnic and cultural differences. It encourages schools to develop learning environments where children of all backgrounds can be successful in school and in the community. With support from EMPIRE's board of advisors, each school designs and carries out its own projects based on local resources and needs. Schools in which EMPIRE is active plan a wide variety of programs and activities with emphasis on staff development, student awareness, parent involvement and improvement of curriculum and instruction. The Immigrants to New Americans Act is not a one-size-fits-all approach. It rewards model programs designed by individual communities to address that community's specific needs and challenges. The legislation is endorsed by the National Association for Bilingual Education, the League of United Latin American Citizens, the National Council of La Raza, the Hispanic Education Coalition, the India Abroad Center for Political Awareness, the Southeast Asia Resource Action Center, and the National Korean American Service and Education Consortium. Our Nation's communities are being transformed by the diverse culture of their citizens. Successfully addressing this change will require leadership, creative thinking and an eagerness to encourage and promote the promise that these new challenges bring. By doing so, we as a Nation will better serve all our children--the best guarantee we have of ensuring America's strength, well into the 21st Century and beyond. Mr. President, I ask unanimous consent that the text of the bill and the letters of support be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, within the last decade, many States have experienced a wave of immigration that is rivaling the first and second waves of German, Irish, Polish and Scandinavian immigrants who arrived in the U.S. in the late 1800s and early 1900s. In fact, the Census Bureau is estimating that these recently arrived immigrants and refugees will account for 75 percent of the U.S. population growth over the next 50 years. These changing demographics are impacting not just communities accustomed to large immigrant populations like New York, Los Angeles and Miami, but also non-traditional immigrant communities like Gainesville, Georgia and Fremont County, Idaho. One result of our new wave of immigrants is a significant increase in the number of children with diverse linguistic and cultural backgrounds enrolling in our schools. The Waterloo, Iowa school system, for example, is being challenged to teach 400 Bosnian refugee children, who came here without knowing our language, culture or customs. Schools in Wausau, Wisconsin are filled with Asian children who want to achieve success in the United States. In Dalton, Georgia, over 51 percent of the student population in the public schools are Hispanic children eager to participate in their new schools and communities. In Turner, Maine, the school-aged children of hundreds of recently arrived Latino immigrant families are pouring into this rural town's schools. It is clear that U.S. schools from Florida to Washington State are being increasingly challenged by these changing demographics. We need to make sure that these children are served appropriately--and that their families are as well. Studies have shown that where quality educational programs are joined with community-based services, immigrants have an increased opportunity to become an integral part of their community and their children are better prepared to achieve success in school. The recent influx of immigrants into U.S. communities calls for innovative and comprehensive solutions. Today I am reintroducing the Immigrants to New Americans Act. This legislation would establish a competitive grant program within the Department of Education to assist schools and communities which are experiencing an influx of recently arrived immigrant families. Specifically, this grant program would provide funding to partnerships of local school districts and community-based organizations for the purpose of developing model programs with a two-fold purpose: to assist culturally and linguistically diverse children achieve success in America's schools and to provide their families with access to comprehensive community services, including health care, child care, job training and transportation. It does take a village to raise a child, Mr. President. I have seen firsthand the benefits of one community's program that brings together teachers, community leaders and businesses in an innovative partnership to aid their linguistically and culturally diverse population. It is the Georgia Project, and its mission is to assist immigrant children from Mexico achieve to higher standards in Dalton, Georgia's public schools. In recent years, the carpet and poultry industries in Dalton and surrounding Whitfield County experienced the need for a larger workforce. The city's visionary leaders encouraged immigrants from Mexico to settle in their community to fill that need. The challenge has been in Dalton's public school system where Hispanic enrollment went from being just four percent ten years ago to over 51 percent today. To deal with this sizable increase, Dalton and Whitfield County public school administrators and business leaders formed a public- private consortium. This consortium, known as The Georgia Project, initiated a teacher exchange program in 1996 with the University of Monterrey in Mexico. Today, twenty teachers from Mexico are helping to bridge the language and culture gap by serving as instructors, counselors and role models and providing Spanish language training to English-speaking students. In addition, Dalton public school teachers spend a month each year in Monterrey, Mexico learning firsthand the culture, language and customs of the Hispanic students they serve. There are other programs across the United States that address similar challenges experienced by the City of Dalton and Whitfield County. One such example is the Lao Family Project in St. Paul, Minnesota. This is a community-based refugee assistance organization that provides a wide range of parent-student services to Hmong and Vietnamese refugees in St. Paul in an effort to help parents become economically self-sufficient and their children succeed in school. The Lao Family Project's staff are bilingual/bicultural para-professionals who provide services that include adult English-language acquisition programs and preschool literacy activities for children. In the rural communities of Healdsburg and Windsor, California, the Even Start program provides a variety of instructional and support services to low-income, recently arrived Hispanic immigrant families and their preschool and elementary school children. The program focuses on increasing family involvement in their children's education, helping parents and children with their literacy skills, and offering English as a second language course. Many of the instructional activities for the parents' classes are coordinated with the classroom teachers to ensure consistency with what is being taught to both the parent and child. One focus of these classes is to communicate what the children are learning in their regular classes so that parents can help their children at home. The Exemplary Multicultural Practices in Rural Education Program, or EMPIRE, operates in the Yakima region of rural Central Washington State, an area with a diverse mix of ethnic groups, including Caucasians, Hispanics, Native Americans, African Americans, and Asian Americans. The program promotes positive race relations and an appreciation for ethnic and cultural differences. It encourages schools to develop learning environments where children of all backgrounds can be successful in school and in the community. With support from EMPIRE's board of advisors, each school designs and carries out its own projects based on local resources and needs. Schools in which EMPIRE is active plan a wide variety of programs and activities with emphasis on staff development, student awareness, parent involvement and improvement of curriculum and instruction. The Immigrants to New Americans Act is not a one-size-fits-all approach. It rewards model programs designed by individual communities to address that community's specific needs and challenges. The legislation is endorsed by the National Association for Bilingual Education, the League of United Latin American Citizens, the National Council of La Raza, the Hispanic Education Coalition, the India Abroad Center for Political Awareness, the Southeast Asia Resource Action Center, and the National Korean American Service and Education Consortium. Our Nation's communities are being transformed by the diverse culture of their citizens. Successfully addressing this change will require leadership, creative thinking and an eagerness to encourage and promote the promise that these new challenges bring. By doing so, we as a Nation will better serve all our children--the best guarantee we have of ensuring America's strength, well into the 21st Century and beyond. Mr. President, I ask unanimous consent that the text of the bill and the letters of support be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, this nation was rocked by the publication, in 1983, of the landmark report, A Nation at Risk. The findings were devastating: Our educational system was being ``eroded by a rising tide of mediocrity that threatens our future as a nation and a people.'' That report went on to say that if ``an unfriendly foreign power'' had tried to impose on America our ``mediocre educational performance,'' we might well have viewed it ``as an act of war.'' A Nation at Risk sounded a wake-up call to our educators, parents, businesses, community leaders and officials at all levels of government. Since its publication in 1983, a number of states have strengthened their commitment to educational improvements. Many tightened high school graduation requirements. They pushed for more achievement testing for students and higher standards for teachers. As a result of these efforts, we have seen improvement. Our dropout rate is down, and student achievement is up. Performance on the National Assessment of Educational Progress, NAEP, has increased, particularly in the key subjects of reading, math, and science. Yet still, in America, 2,800 high school students drop out every single day. Each school year, more than 45,000 under-prepared teachers, teachers who have not even been trained in the subjects they are teaching, enter the classroom. Clearly, this is not acceptable. The positive news is that eighteen years after A Nation at Risk, there is widespread agreement that the improvement of our educational system must be a priority and hope that there will be consensus on education reform. Key to the success of any effective education reform initiative is the issue of teacher quality. What teachers know and can do are the single most important influences on what students learn, according to the National Commission for Teaching and America's Future Teachers. Three years after A Nation at Risk, the Carnegie Task Force on Teaching as a Profession issued a seminal report, A Nation Prepared: Teachers for the 21st Century. Its leading recommendation called for the establishment of a National Board for Professional Teaching Standards. Founded in 1987, the National Board for Professional Teaching Standards is an independent, non-profit, and non-partisan organization whose mission is to establish high and rigorous standards for what accomplished teachers should know and be able to do. To date, over 9,500 teachers from all 50 states and the District of Columbia have completed advanced certification by the National Board for Professional Teaching Standards--the most rigorous assessment process that a teacher can go through and the highest professional credential in the field of teaching. And more than 12,000 teachers have applied for National Board Certification in the 2000-2001 school year. Recognizing the value of qualified teachers in the classroom, 39 states and 181 local school districts have enacted financial incentives for teachers seeking National Board Certification, including fee support to candidates and salary increases for teachers who successfully complete the certification process. Georgia, for example, provides a 10 percent salary increase to teachers who achieve National Board Certification as well as full reimbursement of the $2300 fee upon certification. The State of Louisiana provides an annual salary adjustment of $5,000 for its National Board Certified Teachers, NBCTs, and in addition, the State Board of Elementary and Secondary Education has allocated a $300,000 supplement over a three-year period to provide fee support for National Board Certification. North Carolina, which has over 2,400 National Board Certified Teachers, has a particularly strong support program. Among its incentives, the State pays the fee for up to 1,500 teachers who complete the National Board Certification process; offers up to three days of release time for candidates to work on their portfolios and prepare for the assessment center exercises; and provides a 12 percent salary increase for those who achieve National Board Certification. Florida, with 1,267 National Board Certified Teachers, has passed legislation appropriating $12 million to pay 90 percent of its candidates' certification fee. In addition, the State provides a 10 percent salary increase for the life of the certificate and an additional 10 percent bonus to those who mentor newly hired teachers or serve as support mentors for advanced certification candidates. Florida also provides $150 to candidates to offset National Board Certification expenses. The incentives offered by Georgia, Louisiana, North Carolina, Florida and the remaining 35 states clearly demonstrate that state leaders recognize and understand the value and contribution of National Board Certification to their own efforts to enhance quality teaching and improve school performance. In an effort to assist states' efforts and to encourage participation, the 1994 Improving America's Schools Act authorized federal assistance to the National Board for Professional Teaching Standards. To date, the Board has provided over $18 million to the states according to a formula based on teacher population. In FY 2000, $2.5 million was appropriated to help states and local schools districts subsidize the certification fee for National Board Certified candidates. In each and every year since funding was authorized, candidate demand has outpaced the money available. Therefore in an effort to encourage and promote teacher quality in the classroom, I am joined today by my colleague, Senator Landrieu, in introducing the Teaching Excellence in America's Classrooms and Homerooms (TEACH) Act. According to a new study by the National Education Association, teacher salaries have remained stagnant over the past decade, and two-thirds of the states do not meet the national average of $40,582 for teacher salaries. Therefore to help teachers pay the $2300 certification fee, our bill would double the candidate subsidy funding, from the current $2.5 million to $5 million. Further, our legislation would provide an additional $1 million for outreach and educational activities to heighten teachers' awareness of the National Board Certification process, with a priority given to teachers in school districts serving special populations, including limited English proficient children, children with disabilities, and economically and educationally disadvantaged children. Teachers who successfully complete the arduous requirements for National Board Certification should not be penalized. Therefore, our legislation would provide that any financial benefit, such as a bonus, which a teacher receives solely as a result of achieving National Board Certification would be tax-free. And teachers who pay out of pocket expenses for advanced certification, such as fees, travel, and supplies, should be reimbursed for these costs. The Teaching Excellence in America's Classrooms and Homerooms would allow candidates to take an above-the-line deduction for their certification expenses. This will allow these teachers who do not itemize their deductions to still be able to benefit from tax-favored treatment for their National Board Certification. A study by researchers at the University of North Carolina at Greensboro has recently concluded that teachers who are certified by the National Board for Professional Teaching Standards significantly outperform their peers who are not National Board Certified on 11 of 13 key measures of teaching expertise, including an extensive knowledge of subject matter, the capacity to create optimal environments for learning, and the ability to inspire students and to promote in them problem-solving skills. The Accomplished Teaching Validation Study, released in October, was originally designed as a means to seek independent validation for the National Board's assessment process, and it is based on criteria which two decades of research have deemed to be the measures of effective teaching. Among its conclusions, the study found that nearly three-quarters of the National Board Certified Teachers produced students whose work reflected deep understanding of the subject being studied compared with less than one-quarter of non- certified teachers. The Greensboro study is believed by some education leaders to be the first step in compiling research that will shed important light on the connection between accomplished teaching and student learning. Christa McAuliffe, selected to be the first schoolteacher to travel in space, described simply but poetically the awesome potential of her vocation: ``I touch the future,'' she said. ``I teach.'' If we are to improve student achievement and success in school, the United States must encourage and support the training and development of our nation's teachers, the single most important in-school influence on student learning. Investing in teacher quality is a direct investment in quality education--and as Benjamin Franklin said, ``on education all our lives depend.'' I ask unanimous consent that the text of the bill and the letter of support from the National Education Association be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, this nation was rocked by the publication, in 1983, of the landmark report, A Nation at Risk. The findings were devastating: Our educational system was being ``eroded by a rising tide of mediocrity that threatens our future as a nation and a people.'' That report went on to say that if ``an unfriendly foreign power'' had tried to impose on America our ``mediocre educational performance,'' we might well have viewed it ``as an act of war.'' A Nation at Risk sounded a wake-up call to our educators, parents, businesses, community leaders and officials at all levels of government. Since its publication in 1983, a number of states have strengthened their commitment to educational improvements. Many tightened high school graduation requirements. They pushed for more achievement testing for students and higher standards for teachers. As a result of these efforts, we have seen improvement. Our dropout rate is down, and student achievement is up. Performance on the National Assessment of Educational Progress, NAEP, has increased, particularly in the key subjects of reading, math, and science. Yet still, in America, 2,800 high school students drop out every single day. Each school year, more than 45,000 under-prepared teachers, teachers who have not even been trained in the subjects they are teaching, enter the classroom. Clearly, this is not acceptable. The positive news is that eighteen years after A Nation at Risk, there is widespread agreement that the improvement of our educational system must be a priority and hope that there will be consensus on education reform. Key to the success of any effective education reform initiative is the issue of teacher quality. What teachers know and can do are the single most important influences on what students learn, according to the National Commission for Teaching and America's Future Teachers. Three years after A Nation at Risk, the Carnegie Task Force on Teaching as a Profession issued a seminal report, A Nation Prepared: Teachers for the 21st Century. Its leading recommendation called for the establishment of a National Board for Professional Teaching Standards. Founded in 1987, the National Board for Professional Teaching Standards is an independent, non-profit, and non-partisan organization whose mission is to establish high and rigorous standards for what accomplished teachers should know and be able to do. To date, over 9,500 teachers from all 50 states and the District of Columbia have completed advanced certification by the National Board for Professional Teaching Standards--the most rigorous assessment process that a teacher can go through and the highest professional credential in the field of teaching. And more than 12,000 teachers have applied for National Board Certification in the 2000-2001 school year. Recognizing the value of qualified teachers in the classroom, 39 states and 181 local school districts have enacted financial incentives for teachers seeking National Board Certification, including fee support to candidates and salary increases for teachers who successfully complete the certification process. Georgia, for example, provides a 10 percent salary increase to teachers who achieve National Board Certification as well as full reimbursement of the $2300 fee upon certification. The State of Louisiana provides an annual salary adjustment of $5,000 for its National Board Certified Teachers, NBCTs, and in addition, the State Board of Elementary and Secondary Education has allocated a $300,000 supplement over a three-year period to provide fee support for National Board Certification. North Carolina, which has over 2,400 National Board Certified Teachers, has a particularly strong support program. Among its incentives, the State pays the fee for up to 1,500 teachers who complete the National Board Certification process; offers up to three days of release time for candidates to work on their portfolios and prepare for the assessment center exercises; and provides a 12 percent salary increase for those who achieve National Board Certification. Florida, with 1,267 National Board Certified Teachers, has passed legislation appropriating $12 million to pay 90 percent of its candidates' certification fee. In addition, the State provides a 10 percent salary increase for the life of the certificate and an additional 10 percent bonus to those who mentor newly hired teachers or serve as support mentors for advanced certification candidates. Florida also provides $150 to candidates to offset National Board Certification expenses. The incentives offered by Georgia, Louisiana, North Carolina, Florida and the remaining 35 states clearly demonstrate that state leaders recognize and understand the value and contribution of National Board Certification to their own efforts to enhance quality teaching and improve school performance. In an effort to assist states' efforts and to encourage participation, the 1994 Improving America's Schools Act authorized federal assistance to the National Board for Professional Teaching Standards. To date, the Board has provided over $18 million to the states according to a formula based on teacher population. In FY 2000, $2.5 million was appropriated to help states and local schools districts subsidize the certification fee for National Board Certified candidates. In each and every year since funding was authorized, candidate demand has outpaced the money available. Therefore in an effort to encourage and promote teacher quality in the classroom, I am joined today by my colleague, Senator Landrieu, in introducing the Teaching Excellence in America's Classrooms and Homerooms (TEACH) Act. According to a new study by the National Education Association, teacher salaries have remained stagnant over the past decade, and two-thirds of the states do not meet the national average of $40,582 for teacher salaries. Therefore to help teachers pay the $2300 certification fee, our bill would double the candidate subsidy funding, from the current $2.5 million to $5 million. Further, our legislation would provide an additional $1 million for outreach and educational activities to heighten teachers' awareness of the National Board Certification process, with a priority given to teachers in school districts serving special populations, including limited English proficient children, children with disabilities, and economically and educationally disadvantaged children. Teachers who successfully complete the arduous requirements for National Board Certification should not be penalized. Therefore, our legislation would provide that any financial benefit, such as a bonus, which a teacher receives solely as a result of achieving National Board Certification would be tax-free. And teachers who pay out of pocket expenses for advanced certification, such as fees, travel, and supplies, should be reimbursed for these costs. The Teaching Excellence in America's Classrooms and Homerooms would allow candidates to take an above-the-line deduction for their certification expenses. This will allow these teachers who do not itemize their deductions to still be able to benefit from tax-favored treatment for their National Board Certification. A study by researchers at the University of North Carolina at Greensboro has recently concluded that teachers who are certified by the National Board for Professional Teaching Standards significantly outperform their peers who are not National Board Certified on 11 of 13 key measures of teaching expertise, including an extensive knowledge of subject matter, the capacity to create optimal environments for learning, and the ability to inspire students and to promote in them problem-solving skills. The Accomplished Teaching Validation Study, released in October, was originally designed as a means to seek independent validation for the National Board's assessment process, and it is based on criteria which two decades of research have deemed to be the measures of effective teaching. Among its conclusions, the study found that nearly three-quarters of the National Board Certified Teachers produced students whose work reflected deep understanding of the subject being studied compared with less than one-quarter of non- certified teachers. The Greensboro study is believed by some education leaders to be the first step in compiling research that will shed important light on the connection between accomplished teaching and student learning. Christa McAuliffe, selected to be the first schoolteacher to travel in space, described simply but poetically the awesome potential of her vocation: ``I touch the future,'' she said. ``I teach.'' If we are to improve student achievement and success in school, the United States must encourage and support the training and development of our nation's teachers, the single most important in-school influence on student learning. Investing in teacher quality is a direct investment in quality education--and as Benjamin Franklin said, ``on education all our lives depend.'' I ask unanimous consent that the text of the bill and the letter of support from the National Education Association be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, when I first came back to Washington, DC as a Senator-elect in December of 1996 for freshman orientation, one of the first people I met was a young lady who I was told I had to get to know if I was to be able to successfully get around the august halls of the Senate. She was then the Director of the Congressional Special Services Office that provided assistance to Capitol visitors and staff with disabilities. What I did not know at the time, but soon learned, was that she had been working for years to help move both Houses of Congress toward compliance with the landmark Americans with Disabilities Act. What I also didn't know at first, but learned almost immediately was that this young lady, Deborah Kerrigan Jans--known to all as Debbie--once worked for that great Senator Hubert Humphrey and that in addition to Minnesota ties she shared with Senator Humphrey a great fondness for the spoken word! In spite of that, or perhaps because of it, I soon found that Debbie had made herself indispensable to the conduct of my activities as a United States Senator and I quickly signed her on to my staff to coordinate my scheduling and advance work in the Senate. Part of her role was described very well in an August 1999 article in Esquire magazine: He (Cleland) has one staffer, Deborah Jans, who advances his schedule to make sure he can get there. She is a dervish, racing in and out of men's rooms to make sure the doors on the stalls open out and not in, looking everywhere for ramps and elevators, measuring doorways for the chair. . . . So she goes, and she measures, and she checks--a whirlwind advancing a kind of rolling thunder. Today, Debbie is retiring after 25 years of service to the Senate and to Congress. Prior to her excellent work for me, Debbie served as Director of the Congressional Special Services Office, Manager of the Senate Special Services Office, and Tour Guide with the U.S. Capitol Guide Service. These positions allowed her to share her love of the Capitol with visitors, providing a political, historical and architectural orientation to our magnificent institution. As I previously mentioned, in the latter part of this service, her role was extended to providing support and services to Capitol visitors and staff with disabilities. The innovative programs that she managed included special tours for individuals with disabilities, sign language interpreting, wheelchair loans, development of Braille materials, as well as classes and seminars for Congressional staff on disability issues. Debbie and her husband Ron, who is a wonderful fellow himself and has had the opportunity to develop tremendous listening skills during his years with Debbie, are preparing to return to the Land of 10,000 Lakes. Washington's loss is Minnesota's gain. We shall miss Debbie here on Capitol Hill. The place will never be the same.

Mr. CLELAND

Mr. CLELAND. Mr. President, I am very pleased to begin this session with re-introduction of a measure to help Americans to better afford health care. Last Congress, I introduced S. 2066, which would have created a Savings Bond Income Tax-exemption for long-term care services. On July 17, 2000, this measure was adopted by the Senate as an amendment to S. 2839, the Marriage Penalty Reconciliation bill, but unfortunately was not retained in the final version of the legislation. As we all know, Congress did not pass any significant tax relief for health care coverage last year. Today, I am joined by Senators Durbin, Hagel, Corzine and Landrieu in re-submitting this legislation. Many have expressed their continuing interest in enacting our proposal which would result in a revenue loss of less than $22 million over ten years as estimated by the Joint Committee on Taxation while offering significant help in the financing of long-term health care needs. It is currently forecasted that in the next 30 years, half of all women and a third of all men in the United States will spend a portion of their life in a nursing home at a cost of $40,000 to $90,000 per year per person. I believe the proposed legislation would provide an excellent opportunity to assist millions of Americans facing the financial burdens of long-term care. The bill we are re-introducing today would exclude United States savings bond income from being taxed if used to pay for long-term health care expenses. It will assist individuals struggling to accommodate costs associated with many chronic medical conditions and the aging process. Families that claim parents or parents-in-law as dependents on their tax returns would qualify for this tax credit if savings bond income is used to pay for long-term care services. ``Sandwich generation" families paying for both college education for their children and long-term care services for their parents could use the tax credit for either program or a combined credit up to the allowable amount. The last Congress took an important step in addressing our growing long-term care needs by enacting H.R. 4040, the Long-Term Care Security Act. H.R. 4040, which was signed into law on September 19, 2000, created the largest employer-based long-term care insurance program in American history. Additional steps are needed and our proposal will make long-term care more obtainable by more Americans. I urge you to support this needed tax relief for Americans struggling with the high cost of assistive and nursing home care. I ask that this proposal to provide tax relief for long-term care services be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, I am very pleased to begin this session with re-introduction of a measure to help Americans to better afford health care. Last Congress, I introduced S. 2066, which would have created a Savings Bond Income Tax-exemption for long-term care services. On July 17, 2000, this measure was adopted by the Senate as an amendment to S. 2839, the Marriage Penalty Reconciliation bill, but unfortunately was not retained in the final version of the legislation. As we all know, Congress did not pass any significant tax relief for health care coverage last year. Today, I am joined by Senators Durbin, Hagel, Corzine and Landrieu in re-submitting this legislation. Many have expressed their continuing interest in enacting our proposal which would result in a revenue loss of less than $22 million over ten years as estimated by the Joint Committee on Taxation while offering significant help in the financing of long-term health care needs. It is currently forecasted that in the next 30 years, half of all women and a third of all men in the United States will spend a portion of their life in a nursing home at a cost of $40,000 to $90,000 per year per person. I believe the proposed legislation would provide an excellent opportunity to assist millions of Americans facing the financial burdens of long-term care. The bill we are re-introducing today would exclude United States savings bond income from being taxed if used to pay for long-term health care expenses. It will assist individuals struggling to accommodate costs associated with many chronic medical conditions and the aging process. Families that claim parents or parents-in-law as dependents on their tax returns would qualify for this tax credit if savings bond income is used to pay for long-term care services. ``Sandwich generation" families paying for both college education for their children and long-term care services for their parents could use the tax credit for either program or a combined credit up to the allowable amount. The last Congress took an important step in addressing our growing long-term care needs by enacting H.R. 4040, the Long-Term Care Security Act. H.R. 4040, which was signed into law on September 19, 2000, created the largest employer-based long-term care insurance program in American history. Additional steps are needed and our proposal will make long-term care more obtainable by more Americans. I urge you to support this needed tax relief for Americans struggling with the high cost of assistive and nursing home care. I ask that this proposal to provide tax relief for long-term care services be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, for the information of all Senators, I am being joined by former Senator Alan Simpson and my distinguished colleagues, Senators Boxer, Feinstein, Kennedy and Rockefeller, in sponsoring a Memorial Tribute to our former colleague and my dear friend, Alan Cranston, who passed away on New Year's Eve 2000. The tribute will be held on Tuesday, February 6, 2001, at 2 p.m. in Room 902 of the Hart Building. I invite and encourage all Senators to join us for this celebration of Alan's life of service to the people of our country.

Mr. CLELAND

Mr. CLELAND. Mr. President, today I am re-introducing the Peanut Labeling Act. This bill will require country of origin labeling for all peanut and peanut products sold in the United States; specifically, it will require consumers to be notified whether the peanuts are grown in the United States or in another country. The main purpose of this bill is to provide American consumers with information about where the peanuts they purchase are grown. This bill will allow consumers to make informed food choices and support American farmers in the best way that they can--with their food dollar. By providing country of origin labels, consumers can determine if peanuts are from a country that has had pesticide or other problems which may be harmful to their health. This is true particularly during a period when food imports are increasing, and will continue to increase in the wake of new trade agreements such as the WTO and GATT. The growth of biotechnology in the food arena necessitates more information in the marketplace. Research is being conducted today on new peanut varieties. These research efforts include seeds that might deter peanut allergies, tolerate more drought, and be more resistant to disease. As various countries use differing technologies, consumers need to be made aware of the source of the product they are purchasing. GAO recently pointed out that FDA only inspected 1.7 percent of 2.7 million shipments of fruit, vegetables, seafood and processed foods under its jurisdiction. Inspections for peanuts can be assumed to be in this range or less. This lack of inspection does not provide consumers of these products with a great deal of assurance. Polls have shown that consumers in America want to know the origin of the products they buy. And, contrary to the arguments given by opponents of labeling measures that such requirements would drive prices up, consumers have indicated that they would be willing to pay extra for easy access to such information. I believe that this is a pro-consumer bill that will have wide support. I am also very pleased that peanut growers in America strongly support my proposal. In fact, the Peanut Labeling Act has been endorsed by the Georgia Peanut Commission, the National Peanut Growers Group, the Southern Peanut Farmers Federation, the Alabama Peanut Producers Association, and the Florida Peanut Producers Association. In conclusion, as my colleagues know, we live in a global economy which creates an international marketplace for our food products. I strongly believe that by providing country of origin labeling for agricultural products, such as peanuts, we not only provide consumers with information they need to make informed choices about the quality of food being served to their family but we also allow American farmers to showcase the time and effort they put into producing the safest and finest food products in the world. I believe this bill represents these principles and I ask my colleagues for their support. Mr. President, I ask unanimous consent that the text of the bill be printed in the Record.

Mr. CLELAND

Mr. CLELAND. Mr. President, today I am re-introducing the Peanut Labeling Act. This bill will require country of origin labeling for all peanut and peanut products sold in the United States; specifically, it will require consumers to be notified whether the peanuts are grown in the United States or in another country. The main purpose of this bill is to provide American consumers with information about where the peanuts they purchase are grown. This bill will allow consumers to make informed food choices and support American farmers in the best way that they can--with their food dollar. By providing country of origin labels, consumers can determine if peanuts are from a country that has had pesticide or other problems which may be harmful to their health. This is true particularly during a period when food imports are increasing, and will continue to increase in the wake of new trade agreements such as the WTO and GATT. The growth of biotechnology in the food arena necessitates more information in the marketplace. Research is being conducted today on new peanut varieties. These research efforts include seeds that might deter peanut allergies, tolerate more drought, and be more resistant to disease. As various countries use differing technologies, consumers need to be made aware of the source of the product they are purchasing. GAO recently pointed out that FDA only inspected 1.7 percent of 2.7 million shipments of fruit, vegetables, seafood and processed foods under its jurisdiction. Inspections for peanuts can be assumed to be in this range or less. This lack of inspection does not provide consumers of these products with a great deal of assurance. Polls have shown that consumers in America want to know the origin of the products they buy. And, contrary to the arguments given by opponents of labeling measures that such requirements would drive prices up, consumers have indicated that they would be willing to pay extra for easy access to such information. I believe that this is a pro-consumer bill that will have wide support. I am also very pleased that peanut growers in America strongly support my proposal. In fact, the Peanut Labeling Act has been endorsed by the Georgia Peanut Commission, the National Peanut Growers Group, the Southern Peanut Farmers Federation, the Alabama Peanut Producers Association, and the Florida Peanut Producers Association. In conclusion, as my colleagues know, we live in a global economy which creates an international marketplace for our food products. I strongly believe that by providing country of origin labeling for agricultural products, such as peanuts, we not only provide consumers with information they need to make informed choices about the quality of food being served to their family but we also allow American farmers to showcase the time and effort they put into producing the safest and finest food products in the world. I believe this bill represents these principles and I ask my colleagues for their support. Mr. President, I ask unanimous consent that the text of the bill be printed in the Record.