Dale Kildee

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I rise today to congratulate and acknowledge the accomplishments of Kelvin Torbert, a senior at Flint Northwestern High School. Kelvin was chosen out of more than 542,000 high school boys basketball players to be named the 2001 Gatorade National High School Boys Basketball Player of the Year. This is one of the highest awards conferred upon a high school student athlete. In addition to both academic and athletic excellence, recipients must also maintain high moral character. Kelvin is an outstanding young man who personifies the criteria, and I am proud to be honoring him here today. Kelvin has a strong sense of teamwork and can play any position on the court. His remarkable athletic skills have made him the highest scorer in Northwestern's history, with a record 1,978 points. As a four year starter on the varsity team, he has been the recipient of numerous honors and awards including McDonalds All-American, Parade Magazine All-American, three time 1st team All-State player, and most recently, the Mr. Basketball award, given to the state's best player by the Basketball Coaches Association of Michigan. Not only is Kelvin an exceptional athlete, but he has also maintained 3.1 GPA. He is an active member of student government, demonstrating positive leadership qualities in his school extending well into the Flint community. Successfully balancing academics with athletics, he will be an asset to the student body at Michigan State University next fall. He is an outstanding example of the teamwork and high moral character stressed in Flint public schools. Constantly maintaining high standards for himself, Kelvin has become a role model for younger students, working with young people at the local Boys and Girls Club and at summer basketball camp. He teaches them the importance of teamwork and dedication on the court and its implications throughout life. Mr. Speaker, I am happy to honor an exemplary individual like Kelvin Torbert, and the contributions he has made to his team. He is an example of what can be accomplished by encouragement and reinforcement of a student's talents, and belief in his or her ability to excel.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I am honored to rise before you today to recognize a group of people committed to protecting and enhancing human dignity. Community Home Health and Hospice, located in my hometown of Flint, Michigan, is a private nonprofit organization that has been serving patients throughout Genesee County and other surrounding communities for 20 years. Since 1981, Community Home Health and Hospice has been the only local community based program providing health care to home-bound patients and home care for those facing the end of life. They provide physicians, nurses, home health aides, social workers, chaplains, and many volunteers who selflessly donate their time and resources to give physical, emotional, and spiritual support to patients as well as their families. They also supply physical, occupational, and speech therapy, dietary counseling, transportation, and bereavement support. Community Home is licensed by the State of Michigan and is accredited by the Joint Commission on Accreditation for Health Care Organizations. They are also certified by Medicare, Medicaid, and Blue Cross Blue Shield. Their building, a $3.5 million 19,000 square facility, ensures that the terminally ill receive comprehensive, cost-effective healthcare, and that they are granted the opportunity to live the remainder of their lives in a familiar and comfortable home-like setting. Mr. Speaker, Community Home fully understands the hardships families face when a loved one nears the end of their life. In many situations, patients and their families would prefer to face the end of life at home, and the decision to seek outside care is truly difficult. However, I am happy that there is a place like Community Home Health and Hospice, where they may live in comfort and dignity.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, today I am introducing the Alternative Education for Safe Schools and Safe Communities Act of 2001. This legislation will assist States and school districts in their efforts to fund alternative education programs and services for students who have been suspended or expelled from school and reduce the number of suspensions and expulsions. This legislation will provide our schools with an important tool in their efforts to ensure safer schools and safer communities while providing vital educational opportunity. Presently, numerous students are suspended or expelled from school annually. Regardless of the reason these students received a suspension or expulsion--disruptive behavior, verbal abuse, a violent act--they are often left to fend for themselves without any educational services, or worse yet no supervision or guidance. The loss of educational services for these students is a destructive force to their chances to advance academically, be promoted from grade to grade, or to resist the temptation to drop out of school. In addition, students not in school and without any supervision can bring the problems which necessitated their suspension or expulsion to the community--increasing juvenile delinquency and possibly other violence and crime. Under the Gun-Free Schools Act, schools are required to expel a student for one-year if they bring a firearm to school. In school year 1997-1998, that amounted to 3,507 expulsions. Unfortunately, fewer than half of these students were referred for alternative education placements. In fact, students expelled for firearm violations often do not receive education services through alternative programs or schools. This lack of continuing education and supervision may put the community at risk of gun violence from these children. While there are times when students may need to be removed from their school due to behavior, whether violent or non-violent, little is accomplished by risking their academic future through a lack of educational services. This legislation will promote alternative placements for suspended or expelled students so the problems they brought to school do not become problems of the community. The legislation would also require school districts to reduce the numbers of suspensions or expulsions of students. I would like to make it clear that this program's funding should not make it easier to remove students from the classroom in greater numbers, but rather should enhance the ability of school districts to provide continuing educational services for the students they do remove from the classroom. Specifically, the Alternative Education for Safe Schools and Safe Communities Act of 2001 would authorize $200 million to assist school districts in reducing the number of suspensions and expulsions and establishing or improving programs of alternative education for students who have been suspended or expelled from school. Additional specifics of the program include: States would receive allocations based on the amount of Title I, Part A dollars they receive. States would then distribute 95 percent of this funding to local school districts. School districts would use funding to both reduce the number of suspensions and expulsions and establish or develop alternative education programs. Students participating in alternative education programs would be taught to challenge State academic standards. Students would be provided with necessary mental health, counseling services and other necessary supports. States and school districts would be required to coordinate efforts with other service providers including public mental health providers and juvenile justice agencies. School districts would have to plan for the return of students participating in alternative education programs to the regular educational setting, if it is appropriate, to meet the needs of the child and his or her perspective classmates. School districts would have to meet continually increasing performance goals to maintain funding. These performance goals include: reductions in the number of suspensions and expulsions, reduction in the number of incidents of violent and disruptive behavior, and others. The Department of Education would be required to identify or design model alternative education programs for use by school districts and then disseminate these examples of ``best practices.'' The future of all our children is too critical to allow those who have been suspended or expelled from school to become the future burdens on our social welfare system, or to have the disruptive and unsafe acts they did in schools take place in the greater community. I urge Members to cosponsor this legislation.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, today I speak on behalf of a group of men and women who proudly represent the best of working America. On Tuesday, February 13, business and community leaders in my hometown of Flint, MI, will gather to honor the 3,051 auto workers of the Flint Truck Assembly Plant. On that day they will celebrate the Chevy Silverado HD, selected by Motor Trend Magazine as 2001's ``Truck of the Year.'' The Flint Truck Assembly Plant which is located on Van Slyke Road has been assembling automobiles since 1947. In addition to producing the Silverado 1500, 2500, 3500 HD, the plant also produces GMC Sierra 1500, 2500, and 3500. General Motors continues to support the plant by investing $500 million in new equipment, and there are plans to add a new line. With continued support not only from General Motors but also from the community, the plant will no doubt see many more successes and accolades in the future. Mr. Speaker, the Chevy Silverado HD was built with quality labor and parts. The employees of the Flint Truck Assembly Plant have worked diligently to improve their facility's productivity and quality. This group is one example of what hard work, determination and a passionate desire to be No. 1 can accomplish. I am grateful for the men and women who day-in and day-out work to provide safe quality vehicles for our Nation and the world. I ask my colleagues in the 107th Congress to join me in recognizing their achievement.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I yield myself such time as I may consume. First of all, it is great to be defending a bill with the gentleman from California (Mr. McKeon), my good friend, as we did 2 years ago with the higher education bill. It is a pleasure to be working with him. He is one who I number among my friends. Mr. Speaker, I rise in support of S. 2789, the Congressional Recognition for Excellence in Arts Education Act. This legislation was introduced by Senator Cochran and passed the Senate on October 27 by unanimous consent. This bill amends the Congressional Award Act, which is authorized until fiscal year 2005, to establish a board towards schools and students for excellence in the arts and in arts education. The legislation would also set up a trust fund and allow board members to seek and accept from sources other than the Federal Government funds to carry out activities for the award program. This would be done at little, if any, direct expense to the taxpayers. This bill supports arts education for our most important population, our children. Studies have shown that arts education stimulates, develops, and refines many cognitive and creative skills in children and young adults. Emphasizing high-quality art and art curriculum through this award will further these worthwhile objectives. Mr. Speaker, I urge Members to support this legislation. Mr. Speaker, I yield back the balance of my time.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, yesterday morning I was detained at a meeting on class size reduction and got here too late to cast my vote on rollcall No. 570, approval of the Journal. I ask unanimous consent that my statement be put in the RECORD.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, ``Turn on the Lights! Make Every School a Community School,'' is the theme of the 19th annual National Community Education Day to be observed in communities across the country on Tuesday, November 14, 2000. Sponsored by the National Community Education Association (NCEA), this special day was established in 1982 to recognize and promote strong working partnerships between schools and communities. In my hometown of Flint, Michigan the day will be celebrated with a Community Education Breakfast for 250 people representing school districts and communities across Genesee County. The featured speaker will be John Windom, the Director of Community Education in St. Louis, Missouri. Community Education Day in 2000 calls attention to the benefits of the community school, a school that is open beyond the regular school day--in the evenings, on the weekends, during the summer--to all members of the community. The 20,000 community schools across the country focus on meeting community needs with community resources. Differing from community to community, needs range from health and nutrition services, to literacy training, social services, school-age care, extended day programs, career retraining, workforce preparation, continuing education, and recreation opportunities. Community schools foster community involvement. They are places where community members can meet to learn, to have fun, to tackle issues. They provide safe, nurturing environments for children and youth. Schools can serve their communities beyond the traditional six hour day and 180-day school year. Located in most neighborhoods, they're easily accessible, they belong to the public, they have good resources, and their traditional hours leave lots of time for other uses. National Community Education Day is co-sponsored by over 35 organizations, including the Alliance for Children and Families, the Childrens Defense Fund, the Council of Chief State School Officers, the National PTA, the National Assembly of Health and Human Service Organizations, and the U.S. Department of Education. I am pleased to stand before you today to support our community schools and the fine work being done by the National Center for Community Education in Flint, Michigan. The contributions that community education has made to millions of children and families deserve the recognition of the United States Congress.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I rise before you to call attention to an event taking place in my hometown of Flint, Michigan. Today, civic and community leaders will gather to mark the official relocation of the Social Security Administration's Flint Office of Hearings and Appeals to 300 W. Second Street. Last year, the Flint Office of Hearings and Appeals celebrated its 25th Anniversary. Since 1974, the office has existed in the downtown business district, providing an accessible service for thousands of individuals. The office provides a public service not only to residents of Flint, but also to Ann Arbor, Bay City, Saginaw, West Branch, Alpena, and many other surrounding communities. Staffed by three Administrative Law Judges, a Senior Administrative Law Judge, and 25 loyal staff members, the office is one of the Social Security Administration's ten most productive offices nationally. During the 2000 fiscal year, the Flint OHA processed 1,994 dispositions. I would also like to recognize Paul C. Lillios, Regional Chief Administrative Law Judge for Michigan, Ohio, Illinois, Indiana, Wisconsin, and Minnesota. Judge Lillios will be in attendance to officiate the ceremony. His presence is proof of the SSA's commitment to the city, and its pledge to implement reform that will prove beneficial to its customers. Mr. Speaker, as a Member of Congress, I consider it both my duty and my privilege to work to improve the quality of life for our citizens. I am glad that one person who shares this sentiment is Kenneth Apfel, the Commissioner of Social Security. He has diligently worked to ensure that the offices under his care maintain a high standard of productivity. I am pleased that the Flint OHA is one such office that has lived up to this ideal. I ask my fellow Members of Congress to join me in recognizing the opening of the new OHA office, and the beginning of a new era in public service.

Mr. KILDEE

Mr. KILDEE. Madam Speaker, I rise today in strong support of H.R. 5308, the Five Nations Citizens Land Reform Act of 2000. This legislation is by far the most significant Indian land bill affecting the restricted allotments of members of the Cherokee, Creek, Seminole, Choctaw and Chickasaw nations in eastern Oklahoma. I want to thank my colleague, Representative Wes Watkins of Oklahoma, for sponsoring this legislation. I am proud to be a cosponsor of this bill. The legislation would bring equity and fairness to the Indian people who own allotted lands of the five great Indian nations in Eastern Oklahoma. For much of the 20th century, these people have been the object of special laws applicable only to their lands that are unlike any other Federal laws of Indian land tenure--laws that have afforded these lands much less protection than is afforded to trust allotments elsewhere in the United States. Under current Federal law, the allotted lands of the five civilized tribes are made subject to the State law of adverse possession, which has contributed to the unfair loss of land owned by many individual Indians in eastern Oklahoma. Allotments in other parts of Oklahoma and the rest of the country cannot be taken by adverse possession. This legislation would bring an end to the loss of these Indian lands by adverse possession. Current Federal law also gives the State courts of Oklahoma jurisdiction over probating, partitioning and transferring restricted lands and the leasing of restricted mineral interests owned or inherited by members of the Five Tribes, often placing a great financial burden on Indian families who must hire private attorneys to probate estates or transfer interests in restricted land. For this reason, many estates in eastern Oklahoma that include restricted land are not being probated and land ownership has become increasingly fractionated. Elsewhere in the United States, the Department of Interior is responsible for probating estates, partitioning lands and effecting other transactions involving allotted lands. This bill would do the same for the restricted allotments of the five tribes, and in general it would give these allotments the same protection and treatment given allotted Indian lands in the rest of the United States. I urge my colleagues to support this legislation.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, on February 25, 1999, I introduced H.R. 468, the St. Helena Island National Scenic Area Act, and I am pleased that several of my colleagues from Michigan joined me as cosponsors of this effort. As many of you know, the House originally passed the legislation in September of 1999. Our colleagues on the Senate side added an amendment at the request of the National Forest Service. I have no problem with this change, and I am pleased that we are approving the final version of the bill today, clearing the way for its passage into law. First of all, I would like to thank Chairwoman Chenoweth-Hage and Chairman Young for their help in bringing H.R. 468 to the floor of the House. I also appreciate the work of the Ranking Members, Adam Smith and George Miller. Furthermore, I wish to thank the majority and minority staff for their work on this effort. During committee consideration, I was pleased to work with both the majority and minority to make technical and clarifying amendments, and I believe this resulted in a good piece of legislation, worthy of bipartisan support. H.R. 468 is simple--it authorizes the purchases of St. Helena Island from the willing sellers of the Brown and Hammond families. The island would become part of the Hiawatha National Forest, which would manage the island as a national scenic area, and the island would be open to the public for recreational use. I thank all of my colleagues for their support of this effort.

Mr. KILDEE

Mr. KILDEE. Madam Speaker, I thank the gentleman from Minnesota (Mr. Oberstar) for yielding me this time. Bruce Vento and I came to Congress together in 1977, and for many years we were seat mates on the Committee on Resources. Like me, he was a schoolteacher and brought his ability to instruct others to this Congress. He understood and could explain the intricacies of banking legislation in very, very clear detail. His well-known love for the environment and its protection has enriched our country beyond measure. For several years, his family and my family would celebrate Thanksgiving together, with great joy and filled with wonderful animated conversation. This country is clearly a better country because of Bruce Vento, and I know that I am a better person because of Bruce Vento. May the angels receive you into paradise, dear friend.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I am happy today to recognize the accomplishments of a woman who has unselfishly worked to improve the quality of life for our citizens. On Tuesday, October 10, members of Flint, Michigan's International Institute will gather to present to Mrs. Kataryna Chomik its prestigious Golden Door Award, given annually to an immigrant who has made a positive impact on the greater Flint community and the Institute itself. Born in February of 1920, in the Western Ukraine, Irena, as she has come to be known, grew up with her parents and seven sisters. As a child, Irena promised to never leave her home or family. However, several family tragedies, including the death of her father, prompted Irena's mother to send her away to work as a companion and nursemaid to Maria Lewicka, the daughter of a Ukranian priest who was recovering from a spinal injury. Although Irena's strong faith had been forged early in her life, this experience strengthened her beliefs and her commitment to service. At the beginning of World War II, Irena was sent to a school for kindergarten teachers, and upon graduation, managed a village program. The war progressed and headed in the direction of Irena's town. Ukranian churches were being destroyed and the clergy exterminated, but Irena continued to work to preserve her heritage. As a result, she was sentenced to ten years of hard labor by a Soviet war court, but was later retried and released. After this, Irena fled on foot, finding refuge in a Czechoslovakian convent, where the Sisters bought her a plane ticket to Belgium. It was in Belgium that Irena met Nicholas Chomik, who would later become her husband. On Christmas Eve 1950, the Chomiks, along with their daughter, Olga, were welcomed to their new life in the United States by a sight that told them that all their struggles had not been for naught--the Statue of Liberty. After living on the East Coast for a year, the Chomiks moved to Flint, where Nicholas found employment with General Motors, and Irena worked as a seamstress. During this time, the Chomiks were blessed with two more daughters, Mary and Daria. It was during this time that Irena began a long-standing relationship with the group that greatly helped her when she first came to America, the International Institute. Irena was always on hand volunteering on various committees, and participating in activities such as international dance exhibitions, parades, and her annual Ukranian Easter Egg workshops. Mr. Speaker, I am truly fascinated by stories such as Kataryna Chomik's. Through tremendous adversity, she has been able to live the true American dream. She is truly an inspiration to all who come into contact with her. I ask my colleagues in the 106th Congress to please join me to congratulate and wish Irena the very best.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I thank the gentleman from Pennsylvania (Mr. Borski) for yielding me this time. Mr. Speaker, I have known Bill Goodling for 24 years. When I arrived in Congress, he had already been here 2 years. We served together on the Committee on the Budget and the Education and Labor Committee, now the Committee on Education and the Workforce. I number him among my very, very best friends here in the Congress of the United States. I have told this story many times but, Bill, I am going to tell it one more time. In November 1994, about 2 o'clock in the morning, I realized that I had survived the election, but I was a survivor in Cornwallis' army rather than Washington's army, and for the first time in 40 years the Republicans had taken control of the House of Representatives. I had been Bill Goodling's chairman of a subcommittee for about 6 or 8 years, and I realized that now Bill Goodling was going to be my Chairman, not of subcommittee, but of full committee. So I felt I should call him. I called him at 7 o'clock in the morning the day after election. One should call no politician that early in the morning the day after election but he is a farmer and I knew he would be up. So I called him and did not identify myself. I merely said, ``Mr. Chairman.'' And he responded, ``How sweet it is.'' Mr. Speaker, it has been sweet working with Bill. Bill really believes in education. He has educated me and the full committee that we should look for quality and results, and that has been his theme all the way through his time here. On the Individuals with Disabilities Education Act, we have had no greater champion in this House than Bill Goodling, both on Committee on the Budget and the Committee on Education and the Workforce. He finally put through this House a bill leading us to full funding of that 40 percent of extra cost of IDEA. The gentleman from California (Mr. McKeon) and I and Bill Goodling, we worked together on I think the best higher education bill that we have ever passed. It was a bipartisan bill and passed this House, I think, around 418 to 1, and the Senate 95 to nothing. We have worked well together because we are really concerned about the fact that this House had to come together on those issues that really touched American children and young people. Bill has always had that it is his belief that when we write education bills, we do not think Democrat, we do not think Republican, we think what is good for the children of this country. And the children in this country one better off because of Bill Goodling: in their education, in their nutrition, in their approach to life. Bill, thank you for what you have done. God bless you.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I support H.R. 4904, a bill that clarifies the relationship between Native Hawaiians and the United States. This legislation provides for Federal recognition of the Native Hawaiian government for purposes of establishing a government-to- government relationship similar to that of the Native Americans and the Alaska Natives. Congress has passed over 150 statutes addressing the needs of Native Hawaiians. In 1993, we passed an apology bill acknowledging the role of the United States Government in the overthrow of the Hawaiian nation in 1893. The apology bill recognizes that the Native Hawaiians never relinquished their inherent sovereignty. This legislation has received wide support. It is supported by the Hawaii delegation, the Native Hawaiians, the administration, the National Congress of American Indians, and the Alaska Federation of Natives. I want to thank my colleague, Representative Neil Abercrombie from Hawaii, for this tireless effort to bring justice to the Native Hawaiians. I urge my colleagues to support this bill.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, reserving the right to object, and I do not intend to object, I yield to the gentleman from Michigan for an explanation of his request.

Mr. KILDEE. I thank the gentleman for his explanation. Mr. Speaker, I withdraw my reservation of objection.

Mr. KILDEE

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

Mr. KILDEE. Mr. Speaker, as is his custom, the gentleman from Illinois (Mr. Hyde) has given a very, very thorough explanation of this bill, and I concur with what the gentleman has said. Mr. Speaker, this is an important bill because the Hmong have stood by the U.S. at a crucial time in our history and now is the time to repay and honor the loyalty of Hmong veterans. The Hmong were a pre- literate society. They had no written language in use when the United States recruited them during the Vietnam War. The best symbol of why H.R. 5234 is necessary is the Hmong ``story cloth,'' the Pandau cloth, that is their embroidered cloth record of important historical events and oral traditions. Mr. Speaker, I approve of the new correction language which allows the spouses of the Hmong veterans who made it to the United States, but for whatever reason their husbands did not and remained in Laos. This additional correction which is being initiated by the House will waive the language and civics requirements for these widows who have been granted legal permanent residency. I join Chairman Smith and the Ranking Member of the Subcommittee on Immigration and Claims in commending the Lao Veterans of America for its tireless efforts for the Hmong. I too also commend our colleague, the gentleman from Minnesota, Mr. Vento, for his sponsorship of this legislation. The Hmong were critical to the American war strategy in S.E. Asia-- especially the U.S. air strategy. Mr. Speaker, this legislation provides for the expedited naturalization of Hmong veterans of the U.S. Secret Army currently residing in the United States (as legal aliens) who served with U.S. clandestine and special forces during the Vietnam War by allowing them to take the citizenship test with a translator since the Hmong are a tribal people with no written language, thus relying solely on the ``story cloths''. The bill is capped at 45,000, in terms of the total of number of Hmong veterans, their widows and orphans who currently reside in the United States who would fall under the legislation. This correction legislation will not count against the cap. This cap is supported by the Hmong veterans in the United States and is considered to be a generous cap. I support this legislation to provide relief to the Hmong heroes.

Mr. KILDEE. Mr. Speaker, I yield myself such time as I may consume. (Mr. KILDEE asked and was given permission to revise and extend his remarks, and include extraneous material.)

Mr. KILDEE

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

Mr. KILDEE. Mr. Speaker, I yield myself such time as I may consume. I rise in support of S. 1455. Mr. Speaker, as we are all aware, the cost of a college education is becoming increasingly high, causing more and more students to seek some type of financial assistance. Fortunately there are a number of private and Federal scholarship opportunities available to needy and deserving students. However, some unscrupulous companies are making money off unsuspecting students and their families by imitating legitimate government agencies and grant-giving foundations. Often these fraudulent companies guarantee scholarships in exchange for an advanced fee. Other times they trick students into divulging their checking account numbers and access their accounts without their consent. Whatever the particular scheme, more than 350,000 students and their families lose over $5 million to scholarship fraud every year. To address this growing problem, in 1996 the Federal Trade Commission launched Project Scholarscam, a joint law enforcement and consumer education effort aimed at purveyors of fraudulent scholarship services. While the FTC should be commended for its efforts to educate and prevent the exploitation of students and their families, the agency lacks the authority to prosecute scholarship scam artists to the fullest extent of the law. S. 1455 not only increases the criminal penalties for fraud in connection with the provision of scholarship services, it removes the shield of bankruptcy that many financial assistance services hide behind when prosecuted. In addition, S. 1455 requires the Department of Education, in conjunction with the FTC, to create a Web site of legitimate sources of scholarship information. I urge Members to support this legislation. Mr. Speaker, I reserve the balance of my time.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, I join the gentleman from Pennsylvania (Chairman Goodling) in urging support for H. Con. Res. 399. I want to commend the chairman for bringing this legislation before the House today. Several years ago when we both sat on the Committee on the Budget, the gentleman from Pennsylvania (Chairman Goodling) and I had the courage to voice support for full funding of IDEA. We were pretty lonely voices in those days, but we worked very closely together. Mr. Speaker, the gentleman from Pennsylvania (Mr. Goodling) is one of the very best friends I have here in the Congress of the United States. For several years, I was his chairman on the subcommittee. But in 1994, I discovered at about 2 in the morning that, for the first time in 40 years, the Republicans had taken control of the Congress of the United States. And I was a survivor, but I was a survivor in Cornwallis' army rather than in Washington's army. And I realized that the gentleman from Pennsylvania (Mr. Goodling) now was going to be my chairman and not of a subcommittee, he was going to be my chairman of the full committee, of the full Committee on Education and Labor. So I thought I should give him a call. I called him at 7 o'clock in the morning. And one never calls a politician at 7 o'clock in the morning the day after the election because we are pretty well wiped out from the day before and the night before. But I knew he would be up because the gentleman from Pennsylvania (Mr. Goodling) is a farmer and he would be up. So I called him at 7 o'clock in the morning. He answered the phone at his home in York, Pennsylvania. I did not identify myself. I said, ``Mr. Chairman.'' And he responded, ``How sweet it is.'' And it was sweet. And I have enjoyed working with him as a member of the committee and he as chairman. Despite opposition to our early efforts, we have doggedly pursued this goal together; and it has been a joy working with him. While I am aware that IDEA is presently set to receive a $1.3 billion increase for the coming fiscal year, it is my hope that in the remaining days of this Congress that we can meet the goal of a $2 billion increase that the House established for the passage of the Goodling bill, H.R. 4055. Clearly, the educational needs of children with disabilities and their access to a free, appropriate public education is a critical issue in ensuring that they become productive members of our society. The work that we have done on IDEA in the past few years, Mr. Speaker, and the work that we will do in the coming Congresses has been so crucial to ensuring that children with disabilities receive the education to which they are entitled. All of these efforts started with the passage of Public Law 94-142 on November 29, 1975. Prior to the passage of the Education for All Handicapped Children Act, IDEA's predecessor statute, millions of disabled children received substandard education or no education at all. Some were refused admission into our public schools. After the passage of 94-142, disabled children were literally brought out of the closets and educated in regular classrooms. Many individuals have had a role in creating and improving IDEA. I want to especially thank and recognize the parents and advocates of disabled children, for without their tireless efforts, we would not be where we are today. As a matter of fact, when Michigan passed its Education for the Handicapped, it was passed only because of the advocacy of parents; and their advocacy has persisted to this day. This resolution is a fitting tribute to their many years of work. In closing, I want to urge Members to support this bipartisan legislation and again commend my very, very dear friend, the gentleman from Pennsylvania (Mr. Goodling), for constantly, constantly bringing this issue before us. Mr. Speaker, I yield back the balance of my time.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, it is an honor for me to rise before you today on behalf of the Flint, Michigan Pan-Hellenic Council. For many years, the Council has been at the forefront of activities that have tremendously benefited the community. The Council also takes the time to recognize other members of the Flint community who also work to make longstanding positive impact. On September 21, at the Council's Tenth Annual Salute Dinner, they will salute one such individual, Flint Mayor Woodrow Stanley. Woodrow Stanley is currently serving his third term as Mayor of Flint, Michigan. A resident of Flint since 1959, Mayor Stanley is a product of the Flint School District. After graduating from Flint Northern High School, he worked full time for General Motors and paid his own way through college. He graduated from Mott Community College and the University of Michigan-Flint. Mayor Stanley's political career began in 1983 when he was appointed to the Flint City Council representing the Second Ward. He held this position for four consecutive terms, until his election as Mayor in 1991. As Mayor, Woodrow has worked diligently to promote, defend, and enhance the quality of life for his constituents. His community policing and crime prevention programs has caused a significant drop in the city's crime rate. He has worked to improve city parks and recreational activities, and many residents have found City Hall more accessible, thanks to Mayor Stanley's leadership. Other programs Mayor Stanley has been involved with include the Mayor's Youth Cabinet, Mayor's Initiative on Summer Employment, and City and Schools in Partnership. Through his partnerships with area civic and business leaders, Flint was designated as an Enterprise Community and was established as a Job Corps site. In addition to the tremendous work he does in City Hall, Mayor Stanley also serves as Vice-Chair of the Michigan Democratic Party, is a past Chair of the Michigan Association of Mayors, and is a life member of the NAACP. Other groups he has been involved with include the National League of Cities, National Black Caucus of Local Elected Officials, and the Michigan Municipal League. He has received numerous awards and citations, including the Distinguished Service Award by the National Black Caucus of Local Elected Officials, Man of the Year by the Minority Women's Network, and the Donald Riegle Community Service Award by the Flint Jewish Federation, among many others. Mr. Speaker, I am pleased to hear that the Flint Pan-Hellenic Council has sought to acknowledge the achievements of Mayor Woodrow Stanley. He is truly deserving of their honor. Furthermore, I am proud to have Mayor Stanley as my constituent, my colleague, and my friend. It is difficult to imagine the City of Flint without his influence. I would also like to recognize his wife Reta, and their two daughters, Heather and Jasmine. We owe them all a debt of gratitude.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I rise today to honor a longtime community leader, Judge Clayton E. Preisel. On November 30, community leaders will join family and friends to celebrate the career of Judge Preisel as he marks his retirement after more than 30 years of service in the field of law, and to the citizens of Michigan. After receiving his Bachelor's Degree in 1951, Clayton Preisel began an 18-year career as a teacher and school administrator. During this time, he also received a Master's Degree. In 1964, he entered Detroit College of Law. After being awarded a Juris Doctorate in 1968, he began practicing law in 1969. Clayton established himself as a highly successful and competent attorney, and he continued to practice law privately for 23 years. His tenure as a private attorney ended in 1982, when he was appointed to serve as Probate Court Judge for Lapeer County. In addition to his work in the Probate Court, Judge Preisel has been an influential member of the community. From 1969 to 1982, he served on the Imlay City School Board, and has been a member in good standing of the Lapeer County Bar Association. He has also been involved with groups such as 4-H, United Way, Lions Club, Big Brothers/Big Sisters, the Community Foundation, and many other groups dedicated to improving the quality of life for children and families. Mr. Speaker, Judge Preisel has always tried to treat every person who appeared before him with the utmost dignity and respect. Because of the sometimes sensitive nature of his caseload, he was also dedicated to handling each issue gently and with compassion. I believe what always made Clayton such a special judge and person was the time he spent in the community, meeting with people of all economic, ethnic, and racial backgrounds. I number Judge Preisel among my cherished personal friends, and I am a better person for having known him. Furthermore, he is responsible for making our community a much better place. For these reasons I ask my colleagues in the 106th Congress to join me in congratulating Judge Preisel on his retirement.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I rise today to pay tribute to the memory of Richard P. Scharchburg. The Kettering/GMI Alumni Foundation Collection of Industrial History will be formally renamed the Richard P. Scharchburg Collection of Industrial History at a ceremony on Tuesday, September 19 in my hometown of Flint, Michigan. I have known Richard Scharchburg for many years and it is a great honor for me to pay tribute to him on this occasion. Richard Scharchburg first taught history at Kettering/GMI in 1964. He left the school to pursue other endeavors for a short period of time and returned in 1968. He was influential in establishing the Frances Willson Thompson Chair of Industrial History and taught the history of the automotive industry with a passion at the school until his untimely death in June of this year. He was a noted authority on the automotive industry. His renown in the field brought him recognition nationally and internationally. He was a member of the Board of Trustees of the National Automotive History Collection of the Detroit Public Library and vice-president of the Society of Automotive Historians. He is past president of the Durant-Dort Foundation, former president of the Genesee County Historical Society, and was a founding member of the Whaley Historical House. He was featured in a 1996 television series on the centennial of the automobile and one week before his death the History Channel had interviewed him for a program on the evolution of automotive technology. Richard Scharchburg was a noted author. In addition to numerous articles about the development of the automobile his books include ``W.C. Durant: The Boss,'' ``Under No Man's Shadow: Eugene W. Kettering and the Dieselization of the Railroads,'' ``America's Co-op College (GMI): The First 75 Years,'' ``Carriages Without Horses: J. Frank Duryea and the Birth of the American Automobile Industry.'' The last book was published by the Society of Automotive Engineers and won the Thomas McKean Memorial Cup of the Antique Automobile Club of America and the Nicholas-Joseph Cugnot Award of the Society of Automotive Historians. At the time of his death he was working on a book about Walter Marr, the engineer that had worked with David Buick. Through his efforts the Industrial History archives has grown to its current size and renown. Richard was very proud of the collection and had worked diligently to make the archives as comprehensive as possible. It is a world class resource on the history of the automobile and industry. The archives encompass the history of the automobile, automotive history and the history of the greater Flint area. Recently, my staff had to utilize the archives in doing research. The information they needed was not readily available anywhere else. Mr. Speaker, I ask the House of Representatives to join with me in paying homage to my friend, Richard P. Scharchburg. I commend the Kettering/GMI Alumni Foundation for demonstrating their respect for a great historian by naming the Collection of Industry History in his honor so that his memory may live on for future generations.