Rubén Hinojosa

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, due to the death last week of my mother I missed twenty votes. Had I been present I would have voted on each of these follows: Monday, October 25, 1999 Rollcall No. 533. Journal: Agreed to the Speaker's approval of the Journal of Thursday, October 22 by yea and nay vote of 349 yeas to 41 nays with one voting ``present.'' Yea. Rollcall No. 534. Made in America Information Act: H.R. 754, amended, to establish a toll free number under the Federal Trade Commission to assist consumers in determining if products are American-made. (Passed by a yea and nay vote of 390 yeas to 2 nays). Yea. Rollcall No. 535. History of the House Awareness and Preservation Act: H.R. 2302, amended, to direct the Librarian of Congress to prepare the history of the House of Representatives (passed by a yea and nay vote of 388 yeas to 7 nays). Yea. Rollcall No. 536. Recognizing the Contributions of 4-H Clubs: H. Con. Res. 194, recognizing the contributions of 4-H Clubs and their members to voluntary community service (agreed to by a yea and nay vote of 391 yeas with none voting ``nay''). Yea. Tuesday, October 26, 1999 Rollcall No. 537. Urging a Moratorium on Tariffs and Taxation of Electronic Commerce: H. Con. Res. 190, amended, urging the United States to seek a global consensus supporting a moratorium on tariffs and on special, multiple, and discriminatory taxation of electronic commerce (agreed to by a yea and nay vote of 423 yeas with 1 voting ``nay''). Yea. Rollcall No. 538. Sense of Congress Against Increasing Federal Taxes to Fund Additional Government Spending: H. Con. Res. 208, expressing the sense of Congress that there should be no increase in Federal taxes in order to fund additional Government spending (agreed to by a yea and nay vote of 371 yeas to 48 nays with 3 voting ``present''). Yea. Rollcall No. 539. Celebrating the 50th Anniversary of the Geneva Convention: H. Con. Res. 102, celebrating the 50th anniversary of the Geneva Conventions in 1949 and recognizing the humanitarian safeguards these treaties provide in times of armed conflict (agreed to by a yea and nay vote of 423 yeas with none voting ``nay''). Yea. Roll call No. 540. Commending Greece and Turkey for Their Response to the Recent Earthquakes: H. Con. Res. 188, commending Greece and Turkey for their mutual and swift response to the recent earthquakes in both countries by providing to each other humanitarian assistance and rescue relief (agreed to by a yea and nay vote of 424 yeas with none voting ``nay''). Yea. Rollcall No. 541. Locating and Securing the Return of Zachary Baumel and Others: Agreed to the Senate amendments to H.R. 1175, to locate and secure the return of Zachary Baumel, an American citizen, and other Israeli soldiers missing in action (agreed to by a yea and nay vote of 421 yeas with none voting ``nay''). Yea. Wednesday October 27, 1999 Rollcall No. 542. The Scott Amendment that sought to strike Section 101 that reinforces the existing standard for the legitimate use of controlled substances (rejected by a recorded vote of 160 ayes to 278 noes). Pain Relief Promotion Act. Yea. Rollcall No. 543. The Johnson of Connecticut Amendment that sought to enhance professional education in palliative care; reduce excessive regulatory scrutiny; and carry out the Congressional opposition to physician-assisted suicide (rejected by a recorded vote of 188 ayes to 239 noes). Pain Relief Promotion Act. Yea. Rollcall No. 544. House passed H.R. 2260, to amend the Controlled Substances Act to promote pain management and palliative care without permitting assisted suicide and euthanasia by a recorded vote of 271 ayes to 156 noes. Pain Relief Promotion Act. No. Thursday, October 28, 1999 Rollcall No. 545. Journal Vote: Agreed to the Speaker's approval of the Journal of Wednesday, October 27, by a yea and nay vote of 370 yeas to 49 nays, with one voting ``present.'' Yea. Rollcall No. 546. Further Continuing Appropriations. The House passed H.J. Res. 73, making further continuing appropriations for the fiscal year 2000 by a yea and nay vote of 424 yeas to 2 nays. Yea. Rollcall No. 547. DC/Labor/HHS--H. Res. 345, the rule that waived points of order against the conference report, was agreed to by a yea and nay vote of 221 yeas to 206 nays. Nay. Rollcall No. 548. CD/Labor/HHS--Rejected the Hoyer motion to recommit the conference report to the committee of conference with instructions to the managers by a yea and nay vote of 11 yeas to 417 nays with 1 voting ``present.'' Nay. Rollcall No. 549. DC/Labor/HHS--The House agreed to the conference report on H.R. 3064, making appropriations for the District of Columbia, and for the Departments of Labor, Health and Human Services, and Education, and Related Agencies for the fiscal year ending September 30, 2000 by a yea and nay vote of 218 yeas to 211 nays. Nay. Monday, November 1, 1999 Rollcall No. 550. (Suspension) H.R. 348, to authorize the construction of a monument to honor those who have served the Nation's civil defense and emergency management programs. 349 yeas, 4 nays. Yea. Rollcall No. 551. (Suspension) H.R. 2737, Land Conveyance, Lewis and Clark National Historic Trail, Illinois. 355 yeas. Yea. Rollcall No. 552. (Suspension) H.R. 1714, Electronic Signatures in Global and National Commerce Act, 234 yeas to 122 nays. Nay.

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, I planned today to offer three amendments, Nos. 25, 26, and 27, bilingual education and migrant education issues that are very important to me and my district, in fact to many people throughout the country. I did not do so. However, the Congressional Hispanic Caucus has grave concerns about bilingual education and migrant education in the manager's House bill. In closing, Mr. Speaker, I wish we could have made more progress on these issues in the Committee on Education and the Workforce. In fact, I wish we could have marked up Title VII in the Committee on Education and the Workforce. However, I am hopeful that eventually the House and the Senate conferees will work to resolve differences between their respective versions of ESEA and implement these provisions. I am going to vote for final passage for H.R. 2. But, as I said, I want to reiterate so that everyone here understands that the Congressional Hispanic Caucus is speaking for over 3\1/2\ million children and we are concerned that many of the provisions that were in our bill were not included in H.R. 2. The concerns of the Hispanic Caucus are very important and need to be addressed in the next steps of the process. Mr. Speaker, what are we doing here today? Are we fighting for the rights of our disadvantaged children to have a solid education--or--are we relegating them to a second-rate education? Under this manager's amendment, the plate is full for some students, but empty for too many others. I don't believe anyone in this body can, in good conscience, support this manager's amendment to Title VII. I have some very specific concerns with this ill-conceived manager's amendment that I'd like to share with you. But before I proceed, I first want to say ``Thank you!'' To my ranking members--Congressmen Bill Clay and Dale Kildee. Both men and their staffs valiantly attempted to negotiate a compromise that we could all support. Unfortunately, despite their best efforts, that was not to be. Again, thank you for your assistance. Now, Mr. Chairman I'd like to discuss, point by point, my concerns with the manager's amendment as I also highlight the Hispanic caucus' substitute amendment to Title VII. Concern No. one: Turning Title VII into a state formula grant. In Turning Title VII into a State formula grant, we are assured that fewer fiscal resources (which will depend on a funding trigger), will be available to educate limited English proficient children. Currently, less than 10 percent of all children eligible for bilingual classes are being served by this title. This is shameful. Of the 3\1/2\ million limited English proficient children in our country--and this figure is growing--only 10 percent are currently receiving Title VII services. Title VII is the only Federal program designed for children whose native language is not English, but who will soon become English proficient given the proper professional guidance and instruction. Mr. Speaker, with such a large projected growth in the future, we should be increasing funds and resources for this population, not trying to shirk our federal responsibility of ensuring that they receive the best education possible. The current competitive grant structure of Title VII assures us that local schools have made a commitment to provide high quality programs for our children. These local grant applications are peer-reviewed and monitored by the U.S. Department of Education. We think it is doubtful that local schools would maintain their commitment to educating L-E-P children if they were automatically assured of formula funding. What very well may result is that programs with so little funding will also provide precious little to disadvantaged students. Concern No. 2 accountability for learning. Mr. Speaker, we want ot make sure that limited English proficient children are assessed in the most scientifically based manner, and the managers amendment does not provide that flexibility. The Hispanic caucus bill requires annual assessments in academic content areas, whereas the manager's bill merely stresses ``English language acquisition'' at the expense of content. Concern No. 3: Parental involvement. The Hispanic caucus deeply regrets that the manager's amendment does not thoroughly involve the parents of limited English proficient children. This is counter to all modern research. The Hispanic caucus bill calls for assuring that parents participate and accept responsibility for the education of their children. The manager's idea of parental involvement is parental consent not to participate in bilingual programs. Don't get me wrong--the caucus does not oppose parental consent as long as it improves the program. However, the manager's amendment actually prevents children from participating and receiving an equal educational opportunity. The manager's amendment would also increase the paperwork burdens of our local schools. And there's no assurance that limited English proficient students will receive appropriate educational services. It is immoral to warehouse children without providing timely educational opportunities--it's wrong and it's discriminatory, and the Hispanic caucus is soundly against this proposition. Concern No. 4: Professional development. Let me once again point out the deficiencies in the manager's amendment. For the first time, the manager has merged four separate categories (career ladder, teachers and personnel, training for all teachers and graduate fellowships)--into one grant program. They would also reduce funds for some of these programs. Let me highlight the four programs in professional development: 1. Career ladder--All of us are aware of the tremendous problems of teacher shortages for limited English proficient children. Career ladder programs are extremely important in shortening the time that capable teachers and assistants may participate in the classrooms. It is also an incentive for young adults to seek careers teaching limited English proficient children. 2. Teachers and personnel--Most of this section is commendable, but the participation of pupil services personnel is not assured. The manager's amendment focuses funds on teachers, while ignoring their professional peers who provide counseling and important support services which is vital to the academic success of our kids in the classroom. 3. Teacher training--The manager's amendment limits the opportunity for preservice and inservice training for instructional personnel. It is crucial that each teacher be aware of the latest research and instructional technology available to help them with limited English proficient children. Not only are local resources curtailed, but the national professional institutes may not be able to provide the necessary training to improve the quality of professional development programs. Again, this will cripple the teacher pipeline. 4. Graduate fellowships--The managers's amendment caps funding for fellowships for masters, doctoral and postdoctoral study related to the instruction of limited English proficient children. We need professional teacher training program administration, research and evaluation and curriculum development and the support of dissertation research related to such studies. No other profession abolishes newly trained professionals, yet this request is being made by the manager's amendment. Concern No. 5: The fate of the national bilingual education clearinghouse. The national bilingual education clearinghouse provides the latest research and instructional methodology for the use of public schools, colleges and universities throughout the United States. The manager's amendment would eliminate thirty-plus years of research as well as a national system-wide network by suggesting that these functions be taken over by the office of education research and improvement, without any specific assurances. This is counter to all calls for accountability where we want education and teacher training programs to use the latest education research and technology to improve classroom instruction. Mr. Speaker, my last concern is that the manager's amendment has eliminated the Emergency Immigrant Education Act. This act is extremely important to state governors, national school boards, local school boards, principals and teachers. The emergency immigrant act has been approved the last three times we have reauthorized ESEA. While the funds are not meeting the tremendous need for educating newly-arriving immigrants, these funds remain crucial for the initial success of these students while they learn the American system of education. I urge all my colleagues to consider the support that you will provide to local school systems that are impacted by these children. The Congressional Hispanic caucus amendment continues to provide equal educational opportunities for limited English proficient children, youth and adults. This federal effort started in 1968 and thousands of children have benefitted, although millions more could have used these services. Our children are our future, and knowledge is the ticket. I urge all my colleagues to support the Congressional Hispanic caucus substitute on title VII, listed as the Hinojosa amendment No. 25, that reauthorizes bilingual education. Mr. Speaker, the purpose of my amendment No. 26 was to establish a national parent advisory council for migrant parents at the federal level. I just want to toss out an interesting fact, and that is my congressional district in South Texas, along the Texas/Mexico border, has the highest concentration of migrant workers and their children than anywhere else in the country. What exactly does this mean? My questions may sound rhetorical, but the point is, most of us have no idea what the life of a migrant worker is like, and even more of us have less of an idea of the impact this lifestyle has on the children of these workers. At the beginning of each school year, most of us place our kids in school knowing that for the next nine months they will have a stable classroom environment--one conducive to learning. We take this for granted, but this is not the norm for migrant children who on average attend several schools a year in as many States. Weeks of school are missed, interrupting the continuity of a student's education. Think about your own child having to make these constant adjustments. This amendment would establish, for the first time, a national migrant parent advisory council, where migrant families would be better able to communicate their needs--language skills, reading problems, health issues, deficient housing, and other factors associated with low income--to the Secretary of Education. This parent advisory committee would provide a national focus that transcends the geographical barriers that form the educational systems for most children. As migrant needs are national, and only national programs can meet those needs, it is crucial that this advisory committee maintain a national perspective. Mr. Speaker, the purpose of my Amendment No. 27 was to establish a national data exchange system to be used for maintaining migrant students' academic and vital information records. This amendment is the result of meeting with parents of migrant students; with the education personnel who serve them; and the disadvantaged who travel from one State to another from April to October. We are all familiar with the saying, ``If at first you don't succeed try, try again!'' We know that the first attempt at putting together a migrant student record transfer system was unsuccessful. But that does not mean the idea isn't important. It is. And we have to work together to provide effective services for this mobile population. The current system just doesn't work as well as it could. I've personally heard horror stories from migrant students about these children receiving 6 immunizations of the same medicine, and of being enrolled in below-grade level classes. I am not trying to fix what ain't broke, but there is room for improvement and that is all I'm trying to do here. We cannot just pretend migrant students don't exist--that's perpetuating the status quo. When it comes to education, we should be long past the days of the haves versus the have-nots. We are not talking about an investment that's frivolous--my amendment would authorize $1 million for the first two fiscal years following the effective date of this act. These children deserve to have as high a quality education as any other child, regardless of income. All this is about is making certain these children receive the same treatment as their counterparts. You would expect this for your children, I know I would expect it for mine. Why should these migrant children be treated any differently? As it stands now, they are treated differently--they are pretty much an afterthought. We can change that, and I hope you will support this amendment.

Mr. HINOJOSA. Mr. Chairman, I have a parliamentary inquiry.

Mr. HINOJOSA. Mr. Chairman, would it be in order to ask for unanimous consent to speak for 1 minute?

Mr. HINOJOSA. Mr. Chairman, just to enter a very short statement in the Record; it will take me 15 seconds.

Mr. HINOJOSA. Mr. Speaker, I offer a motion to recommit.

Mr. HINOJOSA. I am, Mr. Speaker, in its present form.

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Chairman, I move to strike the requisite number of words. (Mr. HINOJOSA asked and was given permission to revise and extend his remarks.)

Mr. HINOJOSA. Mr. Chairman, the region of America that I represent strongly supports the Women's Educational Equity Act. WEEA, as it is best known, represents the Federal commitment to helping schools eradicate sex discrimination from their programs and practices and to ensure that girls' future choices and success are determined not by their gender but by their own interests, aspirations and abilities. I have four daughters, and I want the best for them. I want them to be able to reach as high as they can dream. Since 1974, WEEA has funded the following: Research, development and dissemination of curricular materials; training programs; guidance and testing activities; and other projects to combat inequitable educational practices. Through an 800 number, through e-mail and a web site, the WEEA Publishing Center makes these materials and models widely available at low cost to teachers, administrators and parents throughout. WEEA is critical in assisting schools to achieve educational equity for women and girls. WEEA provides a resource for teachers, administrators and parents seeking proven methods to ensure equity in their school systems and communities. WEEA projects help so that girls can become confident, educated and self-sufficient women. Since its inception, WEEA has funded over 700 programs. Past and current WEEA-funded projects include: Programs such as Expanding Your Horizons, which exposes girls to women in nontraditional careers, have been replicated in communities throughout the country often by AAUW branches. Developing ``Engaging Middle School Girls in Math and Science,'' a 9-week course for teachers and administrators which explores ways of creating classroom environments that are supportive of girls' successes in these subjects. Clarifying for schools the definition of sexual harassment and what the law requires them to do about it. Finally, Mr. Chairman, I urge my colleagues to vote to reinstate the Women's Educational Equity Act, and I commend the authors of this act, the gentlewoman from Hawaii (Mrs. Mink), the gentlewoman from California (Ms. Sanchez), the gentlewoman from California (Ms. Woolsey) and the gentlewoman from Maryland (Mrs. Morella).

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, I would like to congratulate President Lee Teng-hui and the 21 million Chinese in Taiwan on the occasion of their National Day. At the same time, I wish to convey to President Lee and his people my deep concern about the recent quake that hit their nation. I know rebuilding after the quake is a long painful process, but the good news is that I am confident of President Lee's leadership and his people's industry and perseverance. Taiwan will soon be on its feet again. Good luck, Taiwan.

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, last week, a death in my family resulted in my missing four rollcall votes--466, 467, 468 and 469--on Friday, October 1. Had I been present, I would have voted as follows: Rollcall 466--On agreeing to the conference report, H.R. 2084, Transportation and Related Agencies Appropriations Act FY 2000--``yea''; rollcall 467--On agreeing to the resolution waiving points of order against the Conference Report on H.R. 1906, Agriculture and Related Agencies Appropriations Act FY 2000--``nay''; rollcall 468--Motion to Recommit the Conference Report on H.R. 1906, Agriculture, Rural Development, Food and Drug Administration, and Related Agencies Appropriations, FY 2000--``yea''; rollcall 469--On agreeing to the Conference Report, H.R. 1906, Agriculture, Rural Development, Food and Drug Administration, and Related Agencies Appropriations, FY 2000--``yea.''

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, on rollcall No. 398, I was unavoidable detained by heavy traffic. Had I been present, I would have voted ``Present.''

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, that we even have to debate the need for school modernization defies logic. Some congressional issues are simply nothing more than common sense, and this issue is one. For years now, Democrats have been trying to enact a meaningful school modernization initiative. When I came to Congress in 1997, I joined these efforts and cosponsored legislation to address this crisis. But we have been consistently blocked by the majority. America's children are ultimately the victims of this disregard. It boils down to two crucial points, crumbling schools and overcrowding. Quite simply, our schools are run down and out of room. Conditions are so poor that we would have to spend $112 billion to make the basic repairs needed. The Public School Modernization Act of 1999 would help local communities meet that $122 billion backlog in school modernization needs documented by the nonpartisan General Accounting Office. Ultimately, it is about ensuring that our children get safe, clean, and modern schools.

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, on Tuesday, May 25, I had the pleasure of hosting President Clinton and Vice-President Gore in my congressional district. This resulted in my missing several votes. Had I been present I would have voted as follows: S. 249, ``yea.'' H.R. 1833, ``yea.'' H. Res. 178 ``yea.'' Rollcall vote No. 152, ``no.'' Rollcall vote No. 153, ``no.'' Rollcall vote No. 154, ``no.'' Rollcall vote No. 155, ``no.'' Rollcall vote No. 156, ``no.'' Rollcall vote No. 157, ``no.''

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, back in February of this year we lost a great Texan with the passing of former Congressman Joe Kilgore, who represented the 15th Congressional District from January 3, 1955 to January 3, 1965. Recently, someone shared with me the eulogy presented at his funeral by former Member of Congress J.J. Pickle, who ever so ably represented the 10th District (Austin) in this body for over three decades. Congressman Pickle's remarks, which I am inserting into the Record today, are very moving and speak volumes about the unique relationship these two gentleman, who were the best of friends and colleagues, shared for over sixty years. The word exemplary is not one I use loosely; however, when used to describe Joe Kilgore it is indeed apropos. Joe Kilgore Eulogy (By J.J. Pickle, February 13, 1999) Joe Kilgore was a Gentleman. But to me, Joe Kilgore was more than a Gentleman. He was my Soul Mate--a Kindred Spirit--who comes along once in a lifetime. Our bond of friendship began at our University of Texas as members of a small law fraternity whose `political' leaders were self- appointed: John Connally, Joe Kilgore, and me--when I could get a word in sideways. We were kindred spirits--and we were close--Joe, John, and Jake: Tres Amigos! We kept that close bond of friendship for more than 60 years. Again, old friends, reserve the right to remember what they want to remember. I hope you and Joe's family will accept my recollections of earlier times when we were young and twenty- something and had no thoughts of high public office. All my life, Joe was `Amigo Joe'--a salutation we gave this gentleman from the `Valley' who loved this area. When we said, `Amigo Joe'--we were met with a smile, a happy grin, and a warm greeting, as if we shared a lot of fun and wonderful memories. Which we did. While in the University, we became enamored with our Southwest and Mexican heritage and practiced for perfection the best `El Grito' yell. As the Rebel `El Grito' yell, designed to strike fear or excitement in the enemy, developed, it took on a Border flavor, described by a colleague of Joe's as ``the cry of a mother coyote'' bereft of her young. As a screeching eagle dived from the sky on its hapless prey. Our contest participants included Kilgore, Connally, Don Jackson, Ed Potter and maybe, yours truly. I still have a tape recording of that thunderous contest--Joe did not win. Ah, we were young and eager. I suppose it was inevitable that we would become campus `politicos'--of a sort. We took part in student politics--3 successive presidents of the U.T. student body--largely engineered by Amigo Joe! I can still hear the majestic voice of Joe Kilgore, as our group serenaded the girls dormitory--the ladies of S.R.D. He made John and me look good. Inevitably, we became young campaigners for Lyndon Johnson, Allan Shivers, Price Daniel, and, for ourselves, too. Joe became a member of the Texas Legislature and then the U.S. Congress for 10 years serving his district in the Valley. Later, I became one of his Congressional colleagues, while Connally was satisfied in just being our Secretary of the U.S. Navy, U.S. Treasurer, and Governor of Texas. We were young and eager. ``Then war came, and the bugles sounded''! Brother Joe joined the Air Force and became a distinguished B-24 bomber pilot in the Mediterranean Theater. I like to remember the story of Joe the B-24 Bomber Pilot. On one of his test bombing runs, he found himself, as the chief pilot, surrounded. On his left, was a Texas Aggie co-pilot and on his right, by another Texas Aggie co-pilot. Joe said to them ``You guys be careful, I know what you Aggies are capable of doing''. Later, Joe received the Silver Star Distinguished Flying Cross whose official citation reads in part: ``For valor and heroic disregard of his own safety beyond and above the call of duty . . . the dauntless courage shown by Captain Kilgore exemplifies the highest tradition of the United States Air Force.'' During a break in the war, in 1943, Joe and I were in Austin as a part of a War Bond Rally where movie actor Robert Taylor, and heavy weight champ of the world, Jack Dempsey were participants. The entourage journeyed to Southwestern University in Georgetown in Ambassador Ed Clark's new yellow Packard. On the return trip, they had a flat tire and pulled off to the side of the road to jack up the car, which was resting on a steep slope. No one could work the car jack under the car and time was running short. So Jack Dempsey came to the rescue. He backed up to the right rear wheel, spread his legs, securely grabbed the bumper and frame and literally lifted the right side of the car up high. Joe quickly put the jack in place for Jack Dempsey. It was one of the few times in his life that Joe did not do the heavy lifting. After the War, in 1945, Joe married his first and only love, Jane Redman. From that moment it was one person: Joe and Jane. They settled into a family life that can only be described as close, loving and warm. In 1945, Joe and Jane lived in Edinburg, in the `Valley'. There was no air conditioning in Edinburg, or anywhere else, and with temperatures hovering in the 100's the nights were hot and stuffy. One night, in particular, Jane was sleeping restlessly and woke Joe up. He asked, ``What are you doing-- killing snakes?'' From that time on, Jane said laughingly, ``we continued on a life course of killing snakes and building castles''. Their marriage brought four wonderful children who were fortunate enough to gain wisdom and character from Joe and Jane. I've never known a happier or prouder family. Mark, Dean, and Bill, like to remember that Joe, who was partial to home-spun advice, made a point early in their lives, that ``honesty is the best policy''. All the children understood that, to Joe, the value of truth-telling was sacred. The kids nevertheless, as a safety measure, plotted their own quick escape route to Mexico just in case they slipped in the honesty department. The kids never had to use that escape route. But they always suspected, anyway, that they couldn't outrun Joe in his 1963 Oldsmobile, flying like a B-24. Joe and Jane's daughter, Shannon, likes to recall that there was never a time when she would call his office, for advice or just to talk, that he didn't take her call immediately or call her back within 10 seconds. When he returned her call, more often than not, he'd say that Senator Bentsen or Congressman de la Garza was in the office or he was in a meeting. But, he took that call--family always came first. Joe's values and goodness of character went far beyond his immediate family. He was unselfish and backed up that trait with action. When his good friend and fellow lawyer, Amos Felts died, Joe called Amos' son Dan, who was a senior in law school. Joe told Dan not to worry about his Dad's law practice. For more than 6 months, Joe, or his partner, would go to Amos's office in another building and answer the mail, return calls, and hand out what legal advice they could to keep the practice going. When Dan got out of law school, Joe handed over to him the keys to his Dad's practice. Time and time again, Joe extended his hand to help others. I know--I was a constant seeker for free advice, counsel, and comfort. As he practiced law, advanced in the legal profession, helped to develop one of the most respected law firms in our state, Joe was willing to serve and help others. He had a 25 year association with Scott and White Hospital as a very active board member. He was a University of Texas Regent, and rightly honored Distinguished U.T. Alumnus recipient, and president of his beloved U.T. Ex-Students Association. He served with distinction on national and state governmental advisory boards. Joe was always giving back to others. Although he was a confidant to the Politically Powerful and an advisor to Presidents, Governors, Senators, and to the highest public officials in our land, he still found time to work, for example, with the Boy Scouts because of his belief in young Texans and the future. He will be remembered for his sense of humor and for his high morals and the goodness of his character. No one ever dared question his honesty, integrity or ability. To many countless Texans, he was Joe Kilgore: respected lawyer, gentleman, and someone you could count on to give you the right advice or help on a problem or a project. You could depend on his word with your life. He was Trusted. To me he will always be my Amigo Joe. And now, in a few minutes, we will inter Joe in his final resting place in our now beautiful State Cemetery. Joe will rest a short 25 feet away from John Connally's monument. And in good time--not just yet--in that same triangle, I will stand guard over both--just another 25 feet away. Our bond of love and friendship will always stay strong and close . . . and forever. Adios, Amigo.

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, today it is my honor to join in saluting teachers in communities all across America as students, parents, school administrators and the public celebrate the teaching profession. Few other professionals touch so many people in such a lasting way as teachers do. Mr. Speaker, I think each and every one of us can recall that one special teacher who inspired us, who guided us and who helped make us the person we are today, and I know I can. Teachers open children's minds to the magic of ideas, knowledge and dreams. They keep American democracy alive by laying the foundation for good citizenship, and they fill many roles as listeners, explorers, role models, motivators and mentors. Long after our school days are only memories, teachers continue to influence us. I know that at elementary school Miss Halcomb did exactly that. In middle school Audrey Geoff did that for me. In high school math, E.R. Broughton; in high school government, Lucille Parrish; in high school English, Eddie McNail. From my youth I recall a proverb that has stayed with me throughout the years: Better than a thousand days of diligent study is one day with a great teacher. Today and all throughout the year celebrate teaching. Take the time to recognize the lasting contributions that educators make to our community and thank those special teachers who have truly made a difference in each of our lives.

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, I am profoundly shocked and saddened by yesterday's school tragedy in Littleton, Colorado, where two students opened fire on their classmates and then turned their guns on themselves. The most common question we ask ourselves in a situation like this is ``why?'' Well, we do not know yet all the ``hows'' or ``whys'' of this tragedy, and we may never understand it. What we can do, without question and hesitation, is extend our thoughts and prayers to the families who have lost their loved ones, to the parents who have lost their beloved children, to the wounded children and their families, and to the people of the community of Littleton, Colorado. Mr. Speaker, I can empathize with what the people of Littleton are going through. There was an incident of senseless school violence in my own south Texas congressional district a little over 1 year ago. On January 13, 1998, two masked gunmen, armed with automatic assault rifles, stormed into a building at South Texas Community College and opened fire where students were registering for class. Two students were seriously wounded and one security guard died in that shooting. In McAllen, Texas, this was certainly not something that we ever imagined possible on a community college campus. Shock and grief swept across our community in the immediate aftermath of the violent incident. To this day, it remains a shock and a horror. In the days ahead, it is important that we do all we can to hammer home to our children and to young adults that violence is wrong. As a member of the House Committee on Education and the Workforce, school safety is an issue that I take very seriously. In fact, it is the number one educational concern of hundreds of my constituents I surveyed earlier this year. Today, Mr. Speaker, as we struggle to understand this tragedy, our hearts go out to the people of Littleton, Colorado. On behalf of every man, woman and child of Texas's 15th Congressional District, please accept our deep condolences and sympathy.

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, how anyone can support a bill that will result in delaying, in obstructing and politicizing the next census is beyond me, and that is exactly what H.R. 472 would do. This bill is a wolf in sheep's clothing. While its benign language may make it seem like local government will have more of a say in the census outcome, the reality is that the bill imposes requirements designed to undermine the census accuracy and opens the door to political meddling. I intend to support the Maloney amendment. Why? Because the Maloney amendment allows local government to be involved in the census, to review and participate honestly in the development of the census from the onset, not after the fact. Vote for the Maloney amendment. Vote to let the experts do their job and do it right.

Mr. HINOJOSA

Mr. HINOJOSA. Mr. Speaker, I yield time to my friend, the gentleman from the great territory of Puerto Rico (Mr. Romero-Barcelo).

Mr. HINOJOSA. Mr. Speaker, I want to take this opportunity to discuss an important, brand-new education program called ``Gear Up.'' Two weeks ago, I hosted an information workshop in my south Texas congressional district to spread the word to our local teachers, colleges, superintendents and school board members about what a difference the Gear Up program can make in the lives of our junior high school students. This exciting new initiative is designed to prepare underprivileged students for college. Gear Up is a competitive grant program and supports early college awareness activities at both the local and the State level. Specifically, this initiative will award multiyear grants to locally designed partnerships between colleges and high-poverty middle schools plus at least two other partners, such as community organizations, businesses, religious groups, State education agencies, parent groups or nonprofit organizations, to increase the number of students going to college among the low-income youth. Gear Up partnerships will be based on the following proven strategies: working with a whole grade level of students in order to raise the expectations for all students; starting with sixth or seventh grade students and continuing through high school graduation with comprehensive services, including mentoring, tutoring, counseling, and other activities such as after-school programs, summer academic enrichment programs, as well as college visits; promoting rigorous academic coursework based on college entrance requirements; informing students and parents about college options and financial aid, and providing students with a 21st century scholar certificate--an early notification of their eligibility for financial aid. Mr. Speaker, I strongly urge and encourage all local educational agencies to get involved in applying for this important grant. It is my firm belief that mentoring programs such as Gear Up can make all the difference in the lives of our middle school students. A mentor may be the person who makes the difference by providing a role model for positive behaviors, like studying hard and staying away from trouble, by helping with academic work, by encouraging the student to take the right college-preparatory courses, or by providing extra moral support and encouragement. We have a fantastic opportunity to help our local students--their future success depends on our leadership now. They fail if we fail to live up to our responsibility to ensure them the strongest chances for academic success. Mr. Speaker, expanding after-school opportunities is a top legislative priority for the Congressional Hispanic Caucus. Our President is committed to triple funding for the 21st Century Learning Center Program, which supports the creation and expansion of after-school and summer school programs throughout the country. Experts agree that school-age children who are unsupervised during the hours after school are far more likely to use alcohol, drugs, and tobacco, commit crimes, receive poor grades, and drop out of school than those who are involved in supervised, constructive activities. The program increases the supply of after-school care in a cost- effective manner, primarily by funding programs that use public school facilities and existing resources. In awarding these new funds, the education department will give priority to school districts that are ending social promotion by requiring that students meet academic standards in order to move to the next grade. The President's budget includes $600 million in fiscal year 2000 to help roughly 1.1 million children each year participate in after-school and summer school programs. I have visited many of the schools in my congressional district. I have listened to teachers, principals, supt's, and schoolboard members. I have suggested they try converting schools to ``After School Community Centers.'' After school snacks, tutoring, mentoring, homework, organized sports, theatre, number sense. I strongly support funding for this program and urge all my colleagues to do the same.

Mr. HINOJOSA. Mr. Speaker, I yield to the gentlewoman from California (Mrs. Napolitano).

Mr. HINOJOSA. Mr. Speaker, I yield to the gentleman from Texas (Mr. Reyes), my friend and distinguished member of the delegation from my State.

Mr. HINOJOSA. Mr. Speaker, I yield to my friend from the great State of Texas (Mr. Gene Green). (Mr. GREEN of Texas asked and was given permission to revise and extend his remarks.)

Mr. HINOJOSA. Mr. Speaker, I yield to the gentlewoman from the great State of California (Ms. Sanchez), the most populous State in the Nation.

Mr. HINOJOSA. Mr. Speaker, I yield to my friend, the gentleman from the great and progressive State of North Carolina (Mr. Etheridge).