Mark Dayton

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor Saint Anthony Middle School, in Saint Anthony Village, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. Saint Anthony Middle School is truly a model of educational success. The Saint Anthony and New Brighton communities, which are served by the middle school, place a high value on quality education for every student. The teachers and students have taken the initiative to establish an academic enrichment program, matching students and teachers with similar interests to participate in enrichment learning activities. Saint Anthony Middle School has also developed curricula and teaching techniques to meet the needs of struggling learners as well as advanced students. Children who need greater support are given additional study time and assistance from paraprofessionals and high school tutors. Advanced students participate in special courses designed to move at a faster pace. The Connections Course, developed by the social studies teachers and language arts teachers, offers an advanced-level course integrating both subjects. Recognizing that positive connections with middle school students are essential, teachers and staff work constantly to improve the educational experience. Teachers, who often go to great lengths to be sure that all students are connecting with the curriculum, helped the eighth-graders create a Colonial Day, on which community members facilitate workshops to help students to understand firsthand what it was like to live during colonial times. Among other things, students created cornhusk dolls, wove baskets, dressed in colonial attire, and ignited a fire using stones. The school is also exploring the possibility of adding an International Baccalaureate Program to the curriculum. The success of Saint Anthony Middle School is reflected in student enrollment numbers: 42 percent of the students come to the school, through open enrollment, from neighboring districts. In 2005, St. Anthony Middle School received a three-star rating in math and a four-star rating in reading from the Minnesota Department of Education. Much of the credit for Saint Anthony Middle School's success belongs to its principal, Shirley Gregoire, and the dedicated teachers and staff. The students and staff at Saint Anthony Middle School understand that, in order to be successful, a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and students at Saint Anthony Middle School should be very proud of their accomplishments. I congratulate Saint Anthony Middle School in Saint Anthony Village for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, I rise today to speak on an amendment I would have offered to the energy legislation that is before us. It should be my right as a Senator to offer such an amendment. It should be the right of any Senator to offer an amendment to legislation pending before the Senate. Unfortunately, because of parliamentary maneuvering by the majority leader, Senators, including myself, will not be able to offer our amendments to this offshore drilling legislation. In the Senate vernacular, ``the tree has been filled'' with such gimmicks as changing the bill's effective date and then changing it back again. Those gimmicks restrict this legislation to being nothing more than a special interest boondoggle for the oil and natural gas industries, and for four Gulf States that would, for the first time, get a direct cut of that bonanza. It is one thing to limit debate on a measure, as the Senate has chosen to do in this instance, and even though I voted against cloture, I can understand the desire of over 60 colleagues to proceed; but to prevent additional amendments related to our country's domestic energy production and consumption is uncalled for and unwise. It makes a mockery of the Republican leader's promise on May 1 of this year, 3 months ago, that the Senate would vote this year on comprehensive energy legislation. His exact words were: We [the Republican leadership] have presented a strong package that will give consumers relief at the pump and help bring down the high cost of gas. I'm hopeful that we will vote on this package in the coming days. As we all know, the remaining days in this Congress are coming and going. In fact, they are almost gone. If the Senate were going to take up the Republican energy package or a Democratic energy package or, best of all, an American energy package, this would seem to be our chance to do so. Instead, we get a special interest boondoggle, and we are not even allowed to offer amendments that could make it the comprehensive energy bill the Republican leader promised us. This bill's authors have entitled it the Gulf of Mexico Energy Security Act of 2006, but that title says our future energy security is more of the same--more of the same energy sources at ever higher prices, with ever greater profits to the major oil and gas companies, and, for the first time, with 37.5 percent of the public revenues going to only four Gulf States. Under this legislation, 50 percent of the public revenues would go into the Federal Treasury, 12.5 percent would go to all of the States under the LAWCON program. As I said before, 37.5 percent would go directly to the four States--Louisiana, Texas, Alabama, and Mississippi. This virtually unprecedented arrangement is a great deal for those four States. No wonder their eight Senators strongly support it. I have to begrudgingly congratulate the Senators from Louisiana, Texas, Alabama, and Mississippi. They have done an excellent job in writing this legislation to benefit their States. So I certainly understand their support for this brand of revenuesharing. What I don't understand is why the other 92 of us would agree to it. The offshore waters of the Gulf Coast belong to all Americans, as do the Atlantic and Pacific Oceans, the Great Lakes, and other national resources. This is a terrible precedent--to allow a few States to benefit at the expense of the rest simply because of their proximity to a national resource--not their ownership of it, just the proximity to it. If Congress opens this door, watch for the stampede of parochial claims for a cut of every other Federal natural resource. Also sadly lacking from this bill is any kind of windfall profits tax on the major oil companies that are its principal beneficiaries. It is appalling that, at a time when Americans are paying $3 or more a gallon for gasoline and the oil giants such as ExxonMobil are enjoying record high profits, there is no attempt in this bill to recapture any of those profits for the American people or for the public purposes that would benefit them. This legislation opens a public resource, gift wraps most of its value, and hand delivers billions and billions of those dollars to special corporate interests at the expense of the American citizens in 46 States. How the elected representatives of those 46 States could allow this to happen is astonishing. I hope the residents of those States will demand some answers. Those citizens should also ask why nothing in this so-called Energy Security Act provides any energy security at all. At best, it will provide a relatively small additional supply of oil and natural gas for a relatively few years starting, at best, several years from now, supplies for which consumers will likely pay even higher prices than they are today. Someone once said the definition of insanity is to keep doing the same thing and hope for a different result. If so, this continuation of a national energy strategy is insane. We cannot produce our way to energy self-sufficiency when consumers have no alternatives to those traditional energy sources. This bill does nothing to provide Americans with any of those energy alternatives--not today, tomorrow, or 10 years from now. None of us in the Senate are being given the opportunity to offer any of those alternatives to this bill. Mr. President, I have introduced legislation that would encourage the additional production and use of biofuels, specifically ethanol and biodiesel. My amendment to this bill would help give more Americans a choice every time they fill up their fuel tanks between gasoline or diesel and lower cost alternatives, such as E-85, comprised of 85 percent ethanol, biodiesel made out of soybeans, and other agricultural commodities, and even out of animal renderings. These energy sources are not buried under miles of water or ocean floor located miles and miles away. They are right in our agricultural States. They are renewable every year. They are cleaner burning than traditional fossil-based fuels and they provide additional boosts to farmers in rural communities around the Nation, where local economies depend upon a healthy agricultural economy. They boost the market prices in the marketplace for those commodities, meaning they lower taxpayer subsidies. It is a win-win-win for all Americans; yet we are not allowed to offer these additional kinds of incentives and expansion of these and other energy fuels, conservation, and other ways that we can truly enhance our energy security. For those reasons, I oppose this legislation and, most of all, I oppose the tactics used in this bill to prevent it from becoming what it should be, what the American people need and certainly deserve, which is comprehensive energy legislation that will provide real energy security for our country, lower cost energy supplies now and for years to come. I yield the floor. I suggest the absence of a quorum.

Mr. DAYTON. Mr. President, I ask unanimous consent that the order for the quorum call be rescinded.

Mr. DAYTON

Mr. DAYTON. Mr. President, I rise this morning first to commend the Secretary of State, Condoleezza Rice, for her efforts to negotiate a cease-fire between Israel and Hezbollah and to engage other countries in helping to make and keep peace there. I salute her for her expressed willingness to return to that region as soon as it is practical to achieve her goals. I am appalled, as all civilized people are, by the terrorists' destruction and the maiming and loss of human life in Israel, in Lebanon, and in Gaza. That is why I found it so disturbing that the Lebanese Prime Minister, Fuad Siniora, and his Speaker rejected Secretary Rice's proposals before she had even left their country and was on her way to Israel. The Lebanese Government and the Lebanese people cannot have it both ways. They cannot want an immediate cease-fire on the one hand, yet continue to support Hezbollah as it kidnaps Israeli soldiers inside Israel to start this war and then rain destruction on Israel's cities and civilians. As long as Hezbollah keeps those kidnapped Israeli soldiers and continues to fire its rockets into Israel, there can be no cease-fire and there can be no peace for Lebanon. As long as the Lebanese people and their Government house terrorists who have sworn the total destruction and the elimination of the democratic State of Israel, support the terrorist acts in that country and against Israeli citizens, and allow their own country to be used as a staging area for those terrorist acts, there can be no peace for Lebanon. Just as the Lebanese Government and people must stand up for their country and themselves and demand that those who want to continue the acts of violence and the repercussions for their fellow Lebanese citizens must cease and desist or leave their country, so must the Government and people of Iraq stand up for their own country and for their own future. Earlier this week, just as Iraqi Prime Minister al-Maliki was engaged in a public relations tour of Washington, DC, President Bush announced the redeployment of American troops back into Baghdad because of the failure of the Iraqi Government to run even its own capital city, much less its own country, and the failure of the Iraqi security forces to protect that city, in addition to other significant areas of Iraq. There are further reports that the U.S. military command had to replace the supposedly top Iraqi units because of their failure to stand up effectively against the insurgents. I submit the only cutting and running in Iraq is by the Iraqis and that President Bush's plan of ``stand up, stand down'' is failing miserably. It has become: Iraqis stand down and U.S. stay. I voted just a couple of weeks ago against this body establishing arbitrary timelines and deadlines for the redeployment of U.S. forces from Iraq because I respect that our military commanders and our soldiers there have terribly dangerous and difficult missions to perform. I believe it is imperative that we give them what they say they need in order to carry out those missions. But the fact that they need more troops, or at least no fewer American troops, is further evidence of the miserable failure of this administration's policies and plans for Iraq. After all, the U.S. forces there are carrying out the mission that has been assigned them by their Commander in Chief, the President of the United States. It is a mission that is defined by his policy, and that policy is failing. It is past time that we admit that failure, that the administration, starting with the President, admits that failure and tells us how he proposes to correct it. It is time we send an emphatic message to the Prime Minister and the Government of Iraq: Quit your dickering, your squabbling, your posturing, and get down to the business of running your own country and running it successfully. Stop opining about others' actions elsewhere in the Middle East, condemning Israel and fanning the flames there, which is counterproductive to Secretary Rice's efforts to negotiate a cease-fire there. Take note of the fact that a country such as Israel, located in the same region of the world, with the same kind of barren terrain, without even the oil resources Iraq enjoys, is able to run its own country, provide prosperity and, most of the time, peace for its own citizens, defend its borders, and provide for the internal security within its country. That is a model which the Government of Iraq as well as the Government of Lebanon should be following and trying to respect and build upon rather than denigrate. I don't know what the future holds for Iraq. But I do know that it has become one where their lack of effort--or at least the lack of success--seems to be condoned and enabled by this administration's policy. As long as the Iraqis know they have carte blanche, as long as they know our forces will be there to back up their efforts, to correct their mistakes, to stand up as they are standing down, I don't see how that country--its government and its security forces--are going to make the progress necessary for them to become an independent and viable nation. I do know it is their responsibility. We have been there for almost 3\1/2\ years, since the overthrow of Saddam Hussein's evil regime. We have given them more than enough time. We have shed more than enough American blood--lives lost forever, lives maimed and altered forever. All this administration is telling us is to stay the course, stay the course, stay the course. I submit that to stay the course only makes sense when there is an end to that course. It only makes sense when it is part of a successful stand up/stand down strategy. But it is so clearly demonstrated now that that strategy not only is not working but it is going in the wrong direction, that it is time for this administration to tell the American people what it intends to do and how it intends to reverse that failed course, and what ``stay the course'' is going to mean absent that turnaround, and what we must do to achieve it. We need to enlist the rest of the world, as Secretary Rice, to her credit, is attempting to do in the situation involving Israel and Hezbollah. We need to admit that we need the active assistance of the United Nations, of other nations that have stood back because of the cavalier way in which the Bush administration went into this war, rejecting any common effort. It is understandable they don't want to put their troops, their own citizens--sons and daughters--into those perilous conditions that are the creation of this administration and that persist as a result of its failure to correct them. But we must enlist their help. We must enlist the help of everyone in the world necessary to bring about true peace in Iraq and the rest of the Middle East. Mr. President, I yield the floor and I suggest the absence of a quorum.

Mr. DAYTON

Mr. DAYTON. Mr. President, may I inquire, are we in a period of morning business?

Mr. DAYTON. Mr. President, I ask unanimous consent that the order for the quorum call be rescinded.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor the Arts High School at the Perpich Center for Arts Education, in Golden Valley, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. The Arts High School is truly a model of educational success. The school is a residential, tuition-free, public high school delivering a comprehensive education for eleventh- and twelfth-grade students motivated to focus their studies on the arts. Enrollment is limited to 310 students, affording a relatively small learning environment while allowing students from every part of Minnesota to take advantage of the wonderful arts resources in the Twin Cities. Dedicated and caring staff members furnish 24-hour supervision and coordinate many special activities for dormitory residents. Its 16-year history has demonstrated that the Arts High School is a highly effective means of promoting student achievement and artistic attainment. In their morning classes, Arts High students study math, science, world languages, English, and social studies. In the afternoon, they delve deeply into their arts area studies; students can concentrate on dance, literary arts, media arts, music, theater, or visual arts. Over the past 5 years, the Arts High has had 9 National Merit Scholarship Finalists, 6 Semifinalists, and 18 Commended Students. Testimonials from the Arts High School's graduates convey their appreciation of the school's merits. Ashley Wilkinson, class of 2004, says, ``My experiences at the Arts High School have given me the confidence to approach any situation and succeed. The extra confidence has made me stronger and prepared me for the world.'' Brian McManamon, class of 1993, who is an MFA candidate at the Yale School of Drama, says, ``As a student, I found myself continually interested in challenging myself and experiencing not just acting, but taking a risk once in a while and doing something I was not familiar with. I wouldn't be where I am today, if I hadn't gone to the Arts High School.'' Much of the credit for the Arts High School's success belongs to its Director, Rie Gilsdorf, and the dedicated teachers. The students and staff at the Arts High School understand that, in order to be successful, a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and students at the Arts High School should be very proud of their accomplishments. I congratulate the Arts High School in Golden Valley for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor Mankato East Junior High School, in Mankato, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. Mankato East Junior High School is truly a model of educational success. The school has formed a partnership with the Greater Mankato Diversity Council to augment the community's commitment to creating an environment of inclusiveness. Mankato East Junior High offers the council's prejudice reduction workshops to the seventh and eighth grades. The curriculum's core value is respect. The seventh grade curriculum at Mankato East Junior High focuses on ``Global Awareness/World Mindedness: If the World Were a Village.'' This workshop identifies inequities in the distribution of resources among the world's people, and it encourages dialogue about how students can contribute to finding a solution to the problem. The eighth grade workshop, ``Vive la Difference,'' gives students an opportunity to participate in an activity to learn about the feelings and behaviors accompanying inclusion and exclusion. Mankato East Junior High School also supports P.E.A.C.E. People Experiencing and Accepting Cultures Everywhere. Approximately 50 of the school's 465 seventh and eighth graders participate in the PEACE project, helping them find new ways to increase cultural awareness, promote acceptance among all students, speak out against violence and racism, teach tolerance, lead by positive example, serve the community through special projects, improve self-esteem, and support others. As part of its efforts to increase awareness and appreciation of other cultures, Mankato East Junior High invites the Mixed Blood Theater to perform for the entire student body. This year's presentation, the ``Black Eagle,'' tells the story of Dr. Ronald McNair, the African-American scientist who was aboard the Space Shuttle Challenger in 1986. Another component of the success of all of Mankato's schools is the tremendous support from the community. Last fall, Mankato-area voters approved two referenda: to provide $6 million to update many existing buildings throughout the district and to provide $3.5 million over 7 years to update the schools' technology. In 2002, voters approved a $2.5 million per year operating referendum. Much of the credit for Mankato East Junior High School's success belongs to its principal, Rich Dahman, and the dedicated teachers. The students and staff at Mankato East Junior High School understand that, in order to be successful, a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and students at Mankato East Junior High School should be very proud of their accomplishments. I congratulate Mankato East Junior High School in Mankato for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor Washington Elementary School, in Mankato, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. Washington Elementary School is truly a model of educational success. The school is one of 9 elementary schools in Mankato and serves 380 pupils, including a large number of children of diverse backgrounds, and many who settled in Mankato upon arriving from other countries. Thirteen percent of Washington children are English language learners, and 40 percent qualify for free or reduced-price lunches. The large percentages of English language learners and children from low-income families present a significant challenge to the school; and although Washington Elementary has never failed to make adequate yearly progress relative to the requirements of No Child Left Behind, that success has required a constant focus on academic achievement. The staff at Washington Elementary consistently strive to make classroom learning more meaningful by finding connections with all other aspects of the children's daily lives. Teachers also demonstrate their belief that the children can and will succeed; they then take time to celebrate their pupils' successes. At a monthly celebration assembly, a feature of the continuing focus on acknowledging successes, children are publicly recognized for curricular and noncurricular attainments, which can involve such areas as most improved, citizenship, and academic achievement. At each assembly, every teacher recognizes three pupils, who receive student- of-the-month ribbons. Their names are also posted in the school's front lobby. It is a goal that, by the end of the year, every child will have been recognized for some accomplishment. This recognition builds self- esteem, promotes a sense of individual responsibility, and effectively motivates pupils to work hard academically. Another component of the success of all of Mankato's schools is the tremendous support from the community. Last fall, Mankato-area voters approved two referenda: to provide $6 million to update many existing buildings throughout the district, and to provide $3.5 million over 7 years to update the schools' technology. In 2002, voters approved a $2.5 million per year operating referendum. Much of the credit for Washington Elementary School's success belongs to its principal, Judi Brandon, and the dedicated teachers. The students and staff at Washington Elementary School understand that, in order to be successful, a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and students at Washington Elementary School should be very proud of their accomplishments. I congratulate Washington Elementary School in Mankato for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor the Eden Prairie School District, in Eden Prairie, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. The Eden Prairie School District is truly a model of educational success. The district takes a systemwide approach to ending a subtle form of racism that can plague schools and other institutions. Some schools use an approach to teaching that has a bias--an approach that benefits white students and puts black students at a disadvantage. Eden Prairie Schools Superintendent Dr. Melissa Krull, believes the district has made progress toward a solution. The 2005 Minnesota Comprehensive Assessments, MCA, results for Eden Prairie were impressive: All schools showed dramatic improvements. However, the district found that its Black students were not realizing the same level of success as other students. Eden Prairie found that even excluding factors such as poverty, learning disabilities, and English as a second language, the district's Black students were still not doing as well as White students, who earned approximately 22 to 25 percentage points more than Black students on the MCAs. Eden Prairie Schools have made a great commitment of time and resources to eliminating the achievement gap. Eden Prairie administrators base their response on research and data, breaking down test results by racial groups, then determining which schools, classrooms, and students need that extra attention. The district created a program, at one elementary school, called ``The Mom's Club,'' inviting single mothers to visit and talk with staff and other single mothers while their sons interact with male high school students to establish friendships. Through the district's Somali Liaison Program, a Somali staff member visits new Somali families to answer questions about the schools and show families how to get involved. As part of a Homework Zone Initiative, staff members go to apartment complexes with diverse families and offer free, afterschool tutoring. Much of the credit for the Eden Prairie School District's success belongs to its superintendent, Dr. Melissa Krull, the dedicated principals, teachers, and other staff. The students and staff within the district understand that, in order to be successful, a district must go beyond achieving academic success; it must also provide a nurturing environment where all students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and students at the Eden Prairie School District should be very proud of their accomplishments. I congratulate Eden Prairie School District in Eden Prairie for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor the Bren Road Education Center, in Minnetonka, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. The Bren Road Education Center is truly a model of educational success. The center serves high school students, who often present the greatest challenges for educators. Those enrolled at Bren Road have been referred by their school districts and come with behavioral problems, unsuccessful social interactions, and, in some cases, neurobiological disorders and developmental delays. Nearly all students have significant special education needs in the areas of emotional and behavior functioning. Many have substance abuse and/or mental health illnesses or a history of involvement with the juvenile courts. All the teachers and staff at the Bren Road Education Center approach these tremendous challenges with the assumption that their students will succeed. The Bren Road Education Center opened its doors in September, 2005, with a true sense of excitement and promise. One observer said, ``There was a sense of relief that the students at the Bren Road Education Center would now have a new chance, an opportunity for success, and a bright future!'' The staff at Bren Road consider each student to be unique, and they work tirelessly to build relationships with the students by engaging them respectfully. The philosophy at Bren Road is that these young people have often struggled unsuccessfully in traditional, large high schools, because their particular needs had gone unrecognized. Given the right environment, appropriate support, positive relationships with adults, and opportunities to give and receive respect, they can do well in an academic setting. Bren Road's individualized instruction in reading, writing, and math prepares students to pass State-level proficiency tests. Experimental learning labs including science, art, and independent living labs afford students hands-on learning and vocational experiences. One student was repeatedly suspended from his regular high school, because he could not control his anger. At Bren Road, however, he has developed his interest in woodworking and takes pride in making Adirondack furniture. Much of the credit for the Bren Road Education Center's success belongs to its supervisor, Jan Joslin, and the dedicated teachers and staff. The students and staff at the Bren Road Education Center understand that, in order to be successful, a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and students at the Bren Road Education Center should be very proud of their accomplishments. I congratulate the Bren Road Education Center in Minnetonka for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor Kennedy Elementary School, in Mankato, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. Kennedy Elementary School is truly a model of educational success. It achieves the goal embodied in its mission statement: ``Learning and Succeeding Together for Tomorrow's World.'' Kennedy Elementary is implementing Reading First, a 3-year program which provides intensive professional development for all teachers, kindergarten through third grade. One teacher from both the fourth and fifth grades also takes part, to ensure continuity of reading instruction beyond the third grade. Since 2002, Kennedy teachers have, on their own time, attended study groups that meet for 2 hours each week. They follow a protocol to explore scientifically based reading research, which they apply in their teaching. The teachers regularly review test data to tailor their reading instruction to each child. Teams of teachers, including the classroom teachers, the title I reading teacher, and the English language learner teachers, collaborate to create successful intervention plans for any pupil performing below grade-level benchmarks in reading. During the study groups, teachers also review and critique video clips of each other's teaching. Through this process of reflection, teachers evaluate themselves to improve their instructional techniques and teaching practices. The North Central Association for Accreditation and School Improvement recently conducted a peer review of Kennedy Elementary School's reading instruction. The school earned a perfect score. The study and research of the Kennedy Elementary Leadership Team identified early educational interventions and programs to increase achievement. This research resulted in specific changes intended to improve the achievement of all children, including a full-day kindergarten program, hiring an additional English language learner teacher, and adding three reading intervention teachers. In addition, more teachers were hired to reduce class sizes in grades K-3. Another component of the success of all of Mankato's schools is the tremendous support from the community. Last fall, Mankato-area voters approved two referenda: to provide $6 million to update many existing buildings throughout the district and to provide $3.5 million over 7 years to update the schools' technology. In 2002, voters approved a $2.5 million per year operating referendum. Much of the credit for Kennedy Elementary School's success belongs to its principal, Greg Stoffel, and the dedicated teachers. The students and staff at Kennedy Elementary School understand that, in order to be successful, a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and students at Kennedy Elementary School should be very proud of their accomplishments. I congratulate Kennedy Elementary School in Mankato for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor Roosevelt Elementary School, in Mankato, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. Roosevelt Elementary School is truly a model of educational success, in keeping with its mission: ``To Educate the Whole Child . . . For Life.'' In 2005, the Minnesota Department of Education recognized Roosevelt Elementary as a five-star school in both reading and math, an achievement reached by less than 7 percent of all Minnesota schools. Another source of school pride is the significant progress made in these subjects over the past 7 years. In 1998, the math and reading scores of Roosevelt's third graders were well below the threshold necessary for the ``adequate yearly progress'' under the existing State standards. The average math score in 1998 was 1401, and the average reading score was 1361; an average of 1420 was necessary for the State's ``adequate yearly progress'' designation. Thanks to a concerted ``team effort,'' to improve achievement, test scores have risen dramatically. In 2005, the average reading score was 1594, an increase of 193 points over the 1998 average; the average math score was 1650, an increase of 289 points. The Roosevelt fifth graders showed similar gains. Their lowest average scores of 1408 in reading and 1395 in math occurred in 1999. In 2005, the average reading score was 1719, an increase of 311 points; the average math score increased to 1641, an increase of 246 points. Roosevelt attributes its success to the strong team effort, involving teachers, administrators, and parents working closely together to set goals and objectives for the children. Another component of the success of all of Mankato's schools is the tremendous support from the community. Last fall, Mankato-area voters approved two referenda: to provide $6 million to update many existing buildings throughout the district and to provide $3.5 million over 7 years to update the schools' technology. In 2002, voters approved a $2.5 million per year operating referendum. Much of the credit for Roosevelt Elementary School's success belongs to its principal, Rick Lund, and the dedicated teachers. The students and staff at Roosevelt Elementary School understand that, in order to be successful, a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and students at Roosevelt Elementary School should be very proud of their accomplishments. I congratulate Roosevelt Elementary School in Mankato for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor Lowell Elementary School, in Duluth, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. Lowell Elementary School, a music magnet school, is truly a model of educational success. In addition to a well-rounded learning experience, the school offers an exceptional music curriculum, including a choir at each grade level--kindergarten through fifth grade--piano instruction for second, third, and fourth-grade pupils, string instrument lessons for third through fifth grades, and band instruction for grades four and five. Lowell Elementary School's success is reflected in its popularity within the Duluth community. There are 127 students on a waiting list for enrollment in Lowell, including children for future kindergarten enrollment. An English language learner program is housed in the building, serving 33 to 38 students per year from 10 different countries. A 21st Century Program, which involves a partnership between Lowell and the YMCA, provides on-site daily mentoring and tutoring services after school until 6:00 p.m., for pupils in grades K through 5. Parents further attest to Lowell's success. Joan Lancour states: My child has attended Lowell for the past three years. During this time, my child, Chris, has received extra help from all staff that he never received at other schools. The staff have helped him to gain confidence through the music program . . . Over these past three years I have seen him take strides to become an independent student through the excellent training of Lowell staff and administrators. Another mother, Sue Wright, adds: We feel very fortunate to have the enrichment of music in our children's education. The benefits of the extra music opportunities have shown in their academic success. Lowell is a positive school with very dedicated students, staff and parents. It has been a wonderful place for my family to begin a lifelong education. Much of the credit for Lowell Elementary School's success belongs to its principal, Monte Wittman, and to the dedicated teachers. The pupils and staff at Lowell Elementary School understand that in order to be successful a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and pupils at Lowell Elementary School should be very proud of their accomplishments. I congratulate Lowell Elementary School in Duluth for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I wish to honor Washington Elementary School, in Cloquet, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. Washington Elementary School is truly a model of educational success. The school's teachers and administrators are to be applauded for their leadership in helping children understand the harmful consequences of bullying other students. Its Bullying Prevention Program is one of the best in the State. The effort to address bullying at Washington Elementary began last year, after students were surveyed about their thoughts and attitudes toward a variety of school safety matters. Their responses to four key questions were significant: 22 percent of all pupils reported having been bullied at least two to three times per month; 62 percent said that when they see bullying they want to help, if only they knew what to do; children in grades 3 through 5 are the most often bullied; and the three places where bullying most frequently occurs are on the playground, in the lunchroom, and on the bus. All licensed and nonlicensed staff at Washington Elementary received training using the Olweus Bullying Prevention Program. Staff learned what bullying is and how they can put an end to it. They learned how to teach students to recognize a bully and what steps to take when they encounter one. They learned that most bullying is not physical, but rather uses verbal taunts, and excludes and degrades the victim. Children who are bullied have lower self-esteem, more absences, and more anxiety, along with depression and thoughts of suicide. The Bullying Prevention Program at Washington Elementary School has become a communitywide effort. Mailings were sent home to parents. Local business leaders, the mayor, the police chief, the media, and other local dignitaries participated in a ``Kick-off Celebration'' held earlier this school year. The program's slogan is, ``Take a Bite Out of Bullying''; the University of Minnesota--Duluth Bulldog serves as the program's mascot. The school community is rightly proud of the results. Children are coming to school feeling safer. Attendance is up. And the school climate has improved. The Bullying Prevention Program has been featured in local newspaper stories. High school students have come to Washington Elementary to perform skits on the bullying theme, and this May the CLIMB Theater group completed a 3-day residency on bullying. In addition, the school can take pride in its Minnesota Comprehensive Assessment test scores. Last year, the school received four-star ratings in both reading and math from the Minnesota Department of Education. Much of the credit for Washington Elementary School's success belongs to its principal, Randy Thudin, and to the dedicated teachers. The pupils and staff at Washington Elementary School understand that in order to be successful a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and pupils at Washington Elementary School should be very proud of their accomplishments. I congratulate Washington Elementary School in Cloquet for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I honor Harriet Beecher Stowe Elementary School, in Duluth, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. Harriet Beecher Stowe Elementary School is truly a model of educational success. For past 12 years, the school has embraced an environmental education emphasis, with a 100-percent commitment to recycling, breakfast and lunch waste reduction, an integrated environmental education curriculum, a composting shed, an alternative- energy tower, and annual environmentally themed service-learning projects at all grade levels. Stowe Elementary was one of six Minnesota schools to receive last year's Spotlight Award from the Minnesota Academic Excellence Foundation. Improving pupils' achievement is also a primary focus at Stowe Elementary. The teachers and administrators establish annual goals relative to student achievement in reading, math, and writing, in addition to a goal related to the school's overall learning environment. The goals are comprehensive, including individual goals for every staff member. It has a summer ``Jump Start'' EXCEL Program for pupils determined to be at risk for maintaining their grade-level performance. Last year, Stowe Elementary received four stars in both reading and math from the Minnesota Department of Education. Much of the credit for Harriet Beecher Stowe Elementary School's success belongs to its principal, Terry Cottingham, and to the dedicated teachers. The pupils and staff at Harriet Beecher Stowe Elementary School understand that, in order to be successful, a school must go beyond achieving academic success; it must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and pupils at Harriet Beecher Stowe Elementary School should be very proud of their accomplishments. I congratulate Harriet Beecher Stowe Elementary School in Duluth for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, today I wish to honor Duluth East High School, in Duluth, MN, which recently earned an Award for Excellence in Education for its exceptional and innovative achievements in educating children. Duluth East High School is truly a model of educational success, which is reflected in the achievements of its students. Duluth East High School boasts a 98-percent graduation rate. Ninety-one percent of its graduates go on to some type of postsecondary education, with over 66 percent enrolling in a 4-year college. The class of 2005 had two students who qualified as National Merit semifinalists; nine received Letters of Commendation from the National Merit Scholarship Corporation; 23 earned a perfect 4.0 grade point average; and, all told, members of the class were offered in excess of $2 million in scholarship monies. Duluth East provides many challenging courses for high-achieving students, offering advanced placement courses in English, calculus, and European history. All advanced placement students are required to take the advanced placement test at the end of the term. Students scoring three or better on the test automatically earn college credit. Last year, 70 percent of all Duluth East students who took the advanced placement tests scored three or above. In addition to the advanced placement classes, Duluth East offers College in the School classes and honors classes in English, biology, chemistry, physics, and anatomy/physiology. Two Duluth East teachers received significant recognition last year. Peg Zahorick, a special education teacher, was designated Teacher of the Year by Arc of Minnesota. She was honored for her work on behalf of persons with developmental disabilities and their families. Cindy Grindy, a chemistry teacher at Duluth East, was named the 2005 Star of American Teaching for Minnesota. That award is given by the U.S. Department of Education. Much of the credit for Duluth East High School's success belongs to its principal, Laurie Knapp, and to the dedicated teachers. The students and staff at Duluth East High School understand that, in order to be successful, a school must go beyond achieving academic success. It must also provide a nurturing environment where students can develop the knowledge, skills, and attitudes for success throughout life. All of the faculty, staff, and students at Duluth East High School should be very proud of their accomplishments. I congratulate Duluth East High School in Duluth for winning the Award for Excellence in Education and for its exceptional contributions to education in Minnesota.

Mr. DAYTON

Mr. DAYTON. Mr. President, I have arisen previously to talk about a proposal of the DM&E Railroad to reconstruct its rail line across southern Minnesota in order to run up to 36 unit coal trains, rail cars containing grain and other agricultural products, and possibly shipments of hazardous materials. The DM&E is presently seeking a $2.5 billion low-interest loan from the Federal Railroad Administration for this project, which the company initially said would be financed to the private capital markets. Evidently unable to attract that necessary financing, DM&E has now turned to the American taxpayer to assume the enormous financial risk that such a project entails. If the project were to be successful, the financial benefits would go to DM&E's executives and investors. If the project were to fail, the losses would be paid by American taxpayers. It is for that reason that I have urged the Administrator of the Federal Railroad Administration and the U.S. Secretary of Transportation, who have the ultimate decision-making authorities, to exercise all necessary due diligence before their decisions about this enormous financing. Previously, I have also expressed the strongest possible concern about DM&E's intention to run this rail line through downtown Rochester, MN, and immediately adjacent to the world-renowned Mayo Clinic. Mayo Clinic and Rochester City officials vehemently oppose DM&E's intended route and maintain that it would be catastrophic to their clinic and their city. I agree. The Mayo Clinic is known and respected nationally and worldwide for its medical excellence. Last year, the Mayo Clinic saw over 1,700,000 patients who came from throughout Minnesota, our country, and the world to seek the best possible medical care. The Mayo Clinic is the largest private employer in Minnesota, employing over 28,000 people, including 2,400 physicians. In addition to the serious financial questions surrounding this project and major environmental concerns across its intended route, new information has just come to light that demonstrates even more conclusively how unacceptable its proposed route through downtown Rochester, MN, and adjacent to the Mayo Clinic would be. According to a report released today by the Mayo Clinic, but using public, factual information, DM&E has one of the very worst safety records in the entire U.S. railroad industry. In fact, last summer, Mr. Kevin Sheiffer, President and CEO of DM&E's parent company, told DM&E employees, in their newsletter, ``We have a very poor safety record.'' The report discloses that from 2000 through 2005, the DM&E reported train accidents at a rate 7.5 times higher than the national average; during 2005, the DM&E's rate of accidents at crossings was 2.3 times higher than the national average; the DM&E had the highest rate of employee casualties among regional freight railroads in 2004, and was a close second in 2003 and 2005; during the past 10 years, DM&E had 107 accidents involving trains carrying hazardous materials, including a record 16 in 2005; and since 2003, when the Federal Railroad Administration loaned DM&E $233 million, DM&E's main track accident rate has soared to eight times the national rate--a 175 percent increase over its pre-loan rate. Mr. President, I ask unanimous consent that the the overview of this report, ``The Sum of All Fears: Unsafe Railroad Plus Unsafe Plan Equals Disaster,'' and the forwarding letter from the Mayo Clinic to The Honorable Joseph H. Boardman, Administrator of the Federal Railroad Administration, be printed in the Record.

Mr. DAYTON

Mr. DAYTON. Mr. President, I ask unanimous consent that my request with respect to vote No. 194 be vitiated.

Mr. DAYTON. I thank the Chair and yield the floor.

Mr. DAYTON. I thank Senator Gregg and Senator Murray for their gracious help in fashioning this amendment. It does not add any additional funding to this bill. It does, however, redirect $44 million from travel and transportation, printing and reproduction to hire 236 additional Border Patrol agents to protect our country's 5,525-mile northern border which covers 13 States, including my State of Minnesota. When Congress passed the 9/11 act in 2004, there were reportedly 994 Border Patrol agents working on our northern border. Since then that number has declined to 950 border guards, and only 250 of them are working at any one time. I recognize the very serious needs on our southern border and fully support the need for additional Federal border guards there. The fact that President Bush is calling yet again upon our National Guard to reinforce those southern border patrols evidences the shortsightedness of the administration and a majority in Congress opposed to Democratic caucus efforts in the Senate 10 times during the past 4 years to increase funding for Border Patrol and other homeland security efforts. Once again, the administration says one thing but does another. Now it has evidently actually reduced the number of northern Border Patrol agents since 2004, despite the 9/11 Commission in its report noting: Despite examples of terrorists entering from Canada, awareness of terrorist activity in Canada and its more lenient immigration laws, and an inspector general's report recommending that the Border Patrol develop a northern border strategy, the only positive step was that the number of Border Patrol agents was not cut any further, despite the fact that the only terrorist caught entering the United States, millennium bomber Ahmed Ressam, tried to come in from Canada. We also know that criminal gangs are trafficking Asian sex workers in Canada into the United States. The result is that Minnesota's northern border counties such as Kittson and Lake of the Woods are struggling by themselves to protect their communities from drug traffickers and other illegal invaders. They say they can't rely on Federal Border Patrol agents because there aren't any there. These five or six-person local police and county sheriff operations in northern Minnesota are nearly entirely on their own. My amendment will increase the number of northern Border Patrol agents across this country by 24 percent while taking nothing from our southern Border Patrol reinforcement. I urge its adoption. I yield the floor.

Mr. DAYTON. Mr. President, on rollcall vote No. 194, I voted ``yea.'' It was my intention to vote ``nay.'' Therefore, I ask unanimous consent that I be permitted to change my vote since it will not affect the outcome.

Mr. DAYTON. There will be an opportunity to offer and have it considered by the full Senate after this sequence?

Mr. DAYTON. Reserving the right to object, I have an amendment, possibly a second amendment if the first is not agreed to, stipulating that at least 20 percent of the agents will be directed to the northern border.

Mr. DAYTON. I have no objection.