Dale Kildee

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I am pleased that the House will today consider S. 438, a bill that would implement the settlement of the water rights of the Chippewa Cree Tribe of Montana. I am a cosponsor of a similar bill passed by the House earlier this year. This bill marks the 16th Indian water settlement presented to Congress in 10 years. I recall a time when in the late 1980s and early 1990s Congress regularly sanctioned and implemented state/tribal water agreements. I am encouraged by the resolution (No. 98-029) from the National Governors' Association endorsing the policy of negotiating Indian water rights settlements. During a recent hearing before the Water and Power Subcommittee, Representative Rick Hill, sponsor of the bill, described this settlement as a textbook example of how state and tribal governments can work together with off-reservation local ranchers and farmers to resolve their differences. I concur with that characterization of this bill. I want to commend the state of Montana and the Tribe for working almost 15 years to reach an agreement. It is my understanding that the parties went sub-basin by sub-basin and even farm by farm until they had resolved the concerns of all affected parties. I also want to commend the Interior and Justice Departments--particularly Interior's Acting Deputy Secretary, David Hayes--for the role he and his colleagues played in reaching this accord. One of the things I have learned over the years is that we must defer to the wishes of the states and tribes that bring these settlements to us. We all will have a tendency to want to micro-manage legislation of this nature and contend that it is precedential one way or another way, but history has proved that that is really not the case. A settlement in Montana may have little to do with the status of negotiations in New Mexico. While instream flows for fishery habitat may be vital to a tribe in the Pacific Northwest, it may have little application in Arizona. I say this because I have heard that certain members of the Senate who are not from Montana are examining this bill to determine if it is consistent with the laws of their state. Mr. Speaker, if a negotiated settlement in a given state had to be consistent with the laws and policies of every one of the other 49 states, or even just the western states, we would never have another Indian water rights settlement. So again, I hope we can agree that the individual States, Tribes and the Federal government must be given great deference in negotiating settlements that are consistent with the laws and policies of the given State and Tribe and which do not violate federal law. Finally, I say to my colleagues that we and the Administration must follow up and ensure that funds are made available to implement the Chippewa Cree/Montana settlement. We must do so in a manner that does not take funds away from basic ongoing tribal programs. We must reexamine the idea of creating a permanent settlement fund for these types of State/Tribal agreements that is comparable to the Justice Department's settlement fund and which is not scored against the BIA's allocations. Again, my congratulations to the Chippewa Cree Tribe of the Rocky Boy's Reservation, to the state of Montana and to the members of the Federal Negotiating Team that helped bring this to fruition.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, it is my great pleasure to pay tribute to 23 members of UAW Local 599, who will be recipients of the Walter P. Reuther Distinguished Service Award. On Saturday, November 6, 1999, these individuals will be honored at the 19th Annual Walter and May Reuther Twenty Year Award Banquet. Local 599 has always had a special place in my heart because my father was one of its original members. Over the years, Local 599 has developed a strong and proud tradition of supporting the rights of working people in our community, and improving the quality of life for its membership. This year marked the 60th anniversary of the local's charter, and its commitment to working for decent wages, education and training, and civil and human rights. Mr. Speaker, it is indeed an honor to recognize these special individuals who, have diligently served their union and community. During this time, each one of these UAW members have held various elected positions in the union. And there is no question they have represented their brothers and sisters well. It is very fitting that these 23 people be recipients of the Walter P. Reuther Distinguished Service Award. Walter Reuther was a man who believed in helping working people, and he believed in human dignity and social justice for all Americans. The recipients of this award have committed themselves to the ideals and principles of Walter Reuther. They are outstanding men and women who come from every part of our community, and they share the common bond of unwavering commitment and service. Mr. Speaker, I would ask my colleagues in the House of Representatives to join me in honoring Robert Aidif, David Aiken, Dennis Carl, Russell W. Cook, Harvey DeGroot, Patrick Dolan, Larry Farlin, Maurice Felling, Ted Henderson, James Yaklin, Ken Mead, Don Wilson, Frank Molina, Shirley Prater, Gene Ridley, John D. Rogers, Dale Scanlon, G. Jean Garza-Smith, Nick Vuckovich, Jerry J. Ward, Greg Wheeler, Tom Worden, and Dale Bingley. I want to congratulate these fine people for all of the work they have done to make our community a better place to live.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I am pleased to introduce the Education for Democracy Act and have my Subcommittee Chairman, Representative Castle, join me in this effort today. The legislation we are introducing would continue two vitally important and highly regarded education programs: The We the People * * * program and the International Education Program. Both of these programs are up for reauthorization this year. For well over a decade the We the People * * * program has involved elementary, middle and secondary school students throughout America in an innovative approach to learning about the U.S. Constitution, Bill of Rights and the principles of democratic government. More than 26.5 million students in some 24,000 elementary and secondary schools in every congressional district in the United States have participated in this important program. It has directly involved more than 82,000 teachers, and as a result of this program, more than 80,000 sets of civics education textbooks have been distributed free to schools throughout our Nation. The We the People * * * program is widely acclaimed as a highly successful and effective education program. Washington Post columnist David Broder described its national finals as ``the place to have your faith in the younger generation restored.'' The International Education Program, while only five years old, has produced dramatic results in providing civic education assistance to emerging democracies in Eastern Europe and the former Soviet Union. Currently, educators in 15 U.S. states are linked with more than 17 fragile democracies in programs on the principles of democracy and the responsibilities of living in a free society. This year alone the program has reached 225,000 students and more than 2,000 educators in the emerging democracies and more than 56,000 students and more than 550 educators here in the United States. As a result, students in the new democracies and here at home learn the importance, difficulties, and rewards of building and sustaining a democratic government. Mr. Speaker, it is imperative that these programs be continued, and not be allowed to languish. Inclusion in a block grant such as the Dollars to the Classroom Act would be the death knell. While a few districts might spend some of their block grant funds on civic education, the plain fact is that we would lose a national focus and international focus on civic education. Gone would be the national competition on knowledge and understanding of our Constitution and Bill of Rights; gone would be the free distribution of textbooks; and gone would be the regional teacher training institutes. Gone would be civic education assistance we provide to emerging democracies and gone would be the program where U.S. students learn firsthand about the difficulties of building and sustaining a democracy in the modern world. As the ranking minority member of the subcommittee that will have the responsibility of reauthorizing these programs, I can assure my colleagues that I will work hard to see that these programs remain where and how they are. They are not large programs, but they are highly effective ones. They are worth the small amount we spend. They are a critically important investment in the future strength and welfare of democracy both here at home and in the emerging democracies abroad. They are worthy of our support.

Mr. KILDEE

Mr. KILDEE. Madam Speaker, I yield 2 minutes to the gentlewoman from California (Ms. Sanchez).

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

Mr. KILDEE. Madam Speaker, I yield myself such time as I may consume. Madam Speaker, I rise in support of H. Con. Res. 213, encouraging the Secretary of Education to promote financial literacy as part of the State and local education programs. The authors of this resolution, the gentleman from North Dakota (Mr. Pomeroy) and the gentleman from California (Mr. Dreier), should be commended for bringing this issue to the attention of the House. Federal funding through Title I and other programs have focused on reading, writing, and mathematics to ensure that children, especially disadvantaged children, can compete with their peers academically. These programs have been critical in giving our Nation's children an opportunity to succeed. While we have been focusing our energies on academic success in the core subject areas, many young people still lack basic skills in personal financial management. Many American high school students are unable to balance a checkbook, and most simply have no insight into the basic survival skills associated with earning, spending, saving and investing. As a result, too many young Americans develop bad financial management habits and stumble through their lives learning by trial and error. H. Con. Res. 213 raises the awareness of the Congress to the issue of financial literacy. With bankruptcies totaling over 1 million every year, more and more of our teens and young adults desperately need some focus on financial training and literacy. Being financially literate ensures that today's children will make better informed decisions in purchasing homes, buying cars, and investing for college education or retirement. This resolution, which encourages both the Secretary of Education and State and local educational agencies to promote financial literacy, is an important step forward in recognizing a solution to this pressing problem. Again, I want to thank the authors of this resolution for bringing it before us today. Madam Speaker, I reserve the balance of my time.

Mr. KILDEE. Madam Speaker, I yield 4 minutes to the gentleman from North Dakota (Mr. Pomeroy), a sponsor of the bill.

Mr. KILDEE. Madam Speaker, I yield 4 minutes to the gentleman from Wisconsin (Mr. Kind).

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I rise today with sadness to pay special tribute to a dear friend of mine, Dr. J. Carl Natchez who passed away October 23, 1999. I had the pleasure of knowing Carl for many years. He was not only my Optometrist, he was a mentor to me. Carl shared my deep commitment to the promotion, protection, and enhancement of human dignity. Dr. Natchez was born in Battle Creek, Michigan, on October 15, 1915, the son of Shay and Jennie Natchez. He was a retired Lieutenant Colonel of the U.S. Air Force, serving in World War II and was a Liaison Officer of the U.S. Air Force Academy. He graduated Valedictorian at Chicago College of Optometry. Dr. Natchez practiced as a Doctor of Optometry for 48 years in the Flint and Lansing area. It is not often that our lives are touched by someone like Carl who has served his fellow citizens in so many ways; first in the Air Force, then through active participation in civic events, and through his skilled services as a Doctor of Optometry. Dr. Natchez has made a tremendous contribution to all our lives and he will be greatly missed. Our community is certainly a better place because of Carl and I know that I am a better person because of him. I ask my colleagues in the House of Representatives to join me in offering our sincerest sympathy to his entire family and host of friends. While we all mourn Carl's loss, we will forever remember the legacy of such a giving, dedicated, and exceptional man.

Mr. KILDEE

Mr. KILDEE. Mr. Chairman, I rise in opposition to the amendment offered by the gentleman from Wisconsin. Mr. Chairman, for similar reasons on the Armey amendment I rise to oppose my good friend from Wisconsin's (Mr. Petri) amendment. We have already voted on the issue of private school vouchers both in committee and earlier today on the floor; and in both times, Mr. Chairman, the amendments were defeated overwhelmingly. The Petri amendment would allow Title I funds to be diverted from the poor public schools to be used for private school vouchers in 10 States. We all know that vouchers do raise the usual constitutional issues, and others argue also that they could jeopardize the independence of our private schools and certainly undermine the administration of the Title I program; and also, when we look at the real amount authorized in this amendment for vouchers, it certainly would be too small for poor families who actually send their children to private schools where the tuition is usually quite high. I think rather than diverting funds to private schools, we should be investing additional resources to public schools where over 90 percent of America's children learn every day. We defeated by a very sound margin earlier today the Armey amendment, and as my colleagues defeated that amendment, I would urge my colleagues to defeat the Petri amendment.

Mr. KILDEE. Mr. Chairman, I move to strike the last word. Mr. Chairman, I believe this amendment is unnecessary and is presently covered under the current Title I statute. Because it appears that it does not expand current law, we will accept it on this side.

Mr. KILDEE. Mr. Chairman, I move to strike the last word. Mr. Chairman, we need to understand the gentleman from New Jersey's intention with this amendment; we need to examine the history of the schoolwide percentage in Title I. Prior to the 1994 reauthorization of ESEA, the schoolwide percentage was 75 percent. In other words, prior to 1994, 75 percent or more of the children in our schools were poor; we could operate a schoolwide program where we can combine Federal, State and local funds to do whole-school reform. The 1994 reauthorization lowered this to 50 percent. This bill lowers this percentage to 40 percent, and the amendment offered by the gentleman from New Jersey (Mr. Payne) would return that to 50 percent. I believe it is important to also realize that the prevailing research in this area states that when a half of a school's population is poor, the entire school educational achievement is impacted. Below that level research shows that the impact is lessened. If research says that we should maintain the 50 percent threshold, we should pass the Payne amendment today. Mr. Chairman, I yield to the gentleman from Indiana (Mr. Roemer).

Mr. KILDEE. Mr. Speaker, I demand a recorded vote.

Mr. KILDEE. Mr. Chairman, I yield to the gentleman from New Jersey (Mr. Andrews).

Mr. KILDEE. Mr. Chairman, I move to strike the requisite number of words. Mr. Chairman, this amendment is contradictory to the underlying mission of H.R. 2. Very simply, this amendment would turn Title I into a private school voucher program. Obviously, I belong to the grandfather caucus, too. Here in this caucus, all of us are seeking the best possible education for our children, especially those who are in unsafe schools or are the victim of a violent act or in a low-performing school. However, taking precious Federal funding out of public schools and allowing it to go to private and parochial schools will not solve the problems of our educational system. In fact, the Catholic conference and every major educational group is opposed to voucherizing Title I. H.R. 2 will focus on the achievement of individual children and at risk subgroups through this aggregation of data on State assessments. In addition, H.R. 2 strengthens both teacher quality by requiring a high qualified teacher in every classroom by 2003 and upgrading the qualifications of paraprofessionals. This amendment will detract from this focus; and worse, by taking resources away from public schools, make it more difficult to implement these much needed reforms. This amendment will not achieve the goal of increased student achievement, this amendment will make it harder for schools and communities to produce students who can go on to successful careers and high paying jobs. We should not and cannot pass this amendment today.

Mr. KILDEE. Mr. Chairman, I yield to the gentlewoman from Hawaii (Mrs. Mink).

Mr. KILDEE

Mr. KILDEE. Mr. Chairman, in my 1\1/2\ minutes, I will say this: that one of the problems of the inequities in education is the disparity among the teaching faculty in the various schools. In California, over 30,000 teachers are not certified or are teaching out of their field. During field hearings that we had in North Carolina recently, I asked one of the educational officials of the State what percentage of teachers there in that State were not certified or were teaching out of their field. He replied, ``Too many, and most of them are concentrated in our poorest school districts.'' Mr. Chairman, our poorest school districts have the greatest concentration of bus stop teachers, ancient textbooks, and dilapidated buildings. As a matter of fact, I have been in school buildings where a Federal judge would not let us keep prisoners in that building. I know because we had to close down our jail in Flint, Michigan, because a Federal judge said it was unfit for human habitation. Yet, that jail is in much better shape than many of the school buildings that I have been in in our poor school districts. We need some type of equalization. We have to try to address that and encourage the States to do that.

Mr. KILDEE. Mr. Chairman, I thank my ranking member for yielding me this time. Very simply, the Straight A's Act now with the changes due to the rule would allow 10 States to block grant Federal education programs, eliminate the Federal role and prioritization in education, undermine accountability for increased academic achievement, reduce targeting to disadvantaged districts and schools, and jeopardize the existing level of future education funding. Since the House has spent yesterday and today reauthorizing Title I and other programs, the very programs Straight As seeks to block grant, I cannot support this legislation. One of the major purposes of Federal education programs has been to target national concerns and national priorities. This proposal would eliminate the focus of Federal education programs that have been created to address specific concerns that have evolved with nearly 35 years of strong bipartisan support. Instead, Federal education funding would be placed out on the stump for governors to do with as they please. Federal funds could be spent for any purpose the governor could identify, resulting in no guaranteed focus on technology, teacher training, school safety, and many other important educational policies. This proposal would remove the targeting of Federal funds based on poverty, which now helps us ensure equitable services for all students. The GAO has found that Federal funds are seven times more targeted than State educational funds. We should not abandon the success of Federal targeting. This revenue-sharing approach also lacks sufficient accountability. If the Federal Government is going to totally cede educational accountability for Federal dollars to the States, States should be required to eliminate the most severe injustices in their educational system: School financing inequities, toleration of the use of uncertified teachers, high class sizes, overcrowded and crumbling schools. The Federal Government should not enter into a weak performance agreement that will do nothing to ensure the most disadvantaged children are achieving. Lastly, Mr. Chairman, this proposal is another block grant scheme that will lead to the defunding of education, not the increased investment that is needed. That is not just speculation. That is history. Let us go back to 1981, the winter of discontent, when we wrote educational policy in this country with chapter 1, which is now called Title I again, and chapter 2. And what did we do in chapter 2? Not with my vote. In chapter 2, we took many fine programs and dumped them into one block grant, and what happened? Those programs lost their identity, then they lost their advocacy, and then they lost their dollars. That is a fact. All of my Republican colleagues know that, those of them who were here in 1981. The funding for chapter 2 plummeted in a straight line down, and that is what happens when we block grant. We have a history of that, let us live with that history, let us learn from that history and let us defeat this bill.

Mr. KILDEE

Mr. KILDEE. I yield to the gentleman from California.

Mr. KILDEE. Madam Chairman, I move to strike the requisite number of words. Madam Chairman, I rise in strong support of this amendment to restore and strengthen title I's and ESEA's focus on gender equity. I have yet to find a school in this country, and I traveled throughout the country, where additional help on the area of gender equity would not be useful. Girls continue to be educated at a lower level in the areas of mathematics, science, and technology and even other areas. This has the effect of denying women access to careers that are higher paying and to self-sufficiency. Since our girls continue to fall behind boys in these critical access areas, I cannot understand why this House would not adopt this very, very reasonable amendment. Certain Members have stood up here and have stated that their daughters are doing well without the help of the Federal Government. Those daughters, I am sure, have benefited from the Women's Education Equity Act without even knowing about it. My daughter, I know, benefited from the Women's Education Equity Act, and she was not even aware of the fact that it was on the books. So they stood, I am sure, in good faith, saying their daughters have not been affected by it. The laws may not be published on the wall to have an effect in the school. In fact, the schools are required to do certain things that have touched the lives of countless girls in the schools in this country. So I certainly strongly support this amendment. Madam Chairman, I yield to the gentleman from Minnesota (Mr. Vento).

Mr. KILDEE. Madam Chairman, I rise in support of the manager's amendment.

Mr. KILDEE

Mr. KILDEE. Madam Chairman, I thank the ranking member for yielding me the time. Madam Chairman, since last spring, our staffs have been working on the reauthorization of this bill. I am pleased that we have finally been able to put forth the reauthorization proposal that establishes a strong foundation for student achievement as we enter the 21st century. During these negotiations, I believe that we have created a balance between the priorities of both parties. Several of the bill's provisions are worthy of mention. With regard to Title I, the amendment maintains and preserves many of the core advances that the last reauthorization of ESEA in 1994 instituted. Preserved are the requirements for State education reform, based on challenging standards and aligned assessments. Preserved are Title I's targeting of resources to high poverty school districts and schools. Most importantly, I believe, the strong accountability requirements we have maintained and added to Title I are very critical. Among them are disaggregation of data based on at-risk populations, increased teacher quality requirements, and a focus on turning around failing schools through the investment of additional help and resources. We can no longer tolerate low-performing schools that place the education of our children at risk. This means that States and school districts will need to provide substantive intervention to help the students of low-performing schools reach high standards. If schools are still failing after substantive intervention and assistance, then consequences must and should exist. This bill will accomplish this feat. I will also be supporting the Mink-Morella-Woolsey-Sanchez amendment to restore the Women's Education Equity Act, or WEEA. This act plays a critical role in providing leadership in women's issues. For too long, I have seen the inequities that exist between the genders, especially in fields that produce high economic returns: technology, mathematics, and science. I am troubled that the base legislation does not include this important program. I urge Members on both sides of the aisle to adopt this amendment. I also want to express my appreciation to the gentleman from Pennsylvania (Chairman Goodling) and the gentleman from Arizona (Mr. Salmon) for working with me to modify the parental consent provisions of this legislation. These modifications, which are included in the Goodling manager's amendment, will ensure that limited-English proficient students do not go without educational services. And while this compromise is not perfect, I intend to support it. I want to thank the ranking gentleman from Missouri (Mr. Clay), the gentleman from California (Mr. Miller), the gentleman from Pennsylvania (Chairman Goodling), and the gentleman from Delaware (Chairman Castle) for their hard work on this bill. Madam Chairman, 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 to pay tribute to Mrs. Gail Freeman, the Illustrious Commandress of Oman Court No. 132. The Daughters of Isis, Ancient and Accepted Free Masons, based in Flint, Michigan, will honor Mrs. Freeman at their annual Commandress Ball on October 23, 1999. Gail Freeman began her education at Jefferson Elementary School in Detroit, and after moving to Flint, attended Bryant Junior High School, and eventually graduated from Flint Northwestern High School. She attended Baker School of Business and Charles Stewart Mott Community College, where she constantly sought courses designed to enhance her position and ability in the business field. Gail soon began a career with Michigan Bell, now known as Ameritech, one that spanned over 26 years. During this time, she has held positions such as Supervisor of Building Services, Clerk to the Public Relations Manager, and Network Services Representative. She currently holds a position as a Customer Service Representative for the Customer Care center in Ameritech's Saginaw office. She also works as a realtor for ERA Real Estate, where she has distinguished herself as a member of the company's Million Dollar Club, for her outstanding sales. She has been recognized for stellar achievement in both of her occupations. As a member of Oman Court No. 132, Gail has a long history of leadership, leading up to her current position as Illustrious Commandress. She has served as Grand Loyal Lady Ruler of the Michigan State Grand Assembly, and has served as their treasurer for the last nine years. Outside of the group, Gail continues her role of community leader. She has served as a Girl Scout Troop Leader, president of the Merill Elementary School Parent Teacher Council, and works with local ``Adopt A Child'' programs. She also finds time to volunteer and work with the sick and shut-in. Mr. Speaker, I ask you and my fellow Members of Congress to join me in honoring the Illustrious Commandress, Mrs. Gail Freeman. Her devotion to making this nation a better place to live should reinforce our strong commitment to our communities. We own a debt of gratitude to Gail, her husband James, and their two daughters.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I am very honored to rise before you today to acknowledge the achievements and contributions to the Flint, Michigan community of a wonderful couple who have cultivated a successful business partnership, as well as a life partnership. On Tuesday, October 19, members of the Charles Stewart Mott Community College Foundation will gather and, in the spirit of Minority Business Month, will honor Mr. and Mrs. Willie and Veronica Artis of Genesee Packaging, Inc. It was in 1979 that Willie Artis and Buel Jones founded Genesee Packaging. Using an opportunity granted from minority business programs sponsored by General Motors, Artis and Jones ventured into business together and reached over one million dollars in revenue within the first year. In the 1980's, once again due to the benefit of General Motors, the company expanded with Genesee Corrugated, Inc. Now, instead of creating the packaging, they were manufacturing the materials to create the packaging as well. Following the retirement of Buel Jones, Willie Artis began overseeing daily operations of the companies. The companies, which eventually merged, served to be profitable, not only to its owners, but to the community as well. Currently, Genesee Packaging employs nearly 300 people in three plants throughout the Flint area. The company constantly serves as one the city's strongest economic resources. As Willie Artis can claim to over 28 years of experience in the packaging field, his wife, Veronica can claim an equal amount of experience in the business administration field. After obtaining an education from such schools as the University of Wisconsin, Dartmouth, and Harvard, Veronica began a noted work history with Ameritech, holding positions including District Training Coordinator, Personnel Manger, Marketing Manager, and Purchasing Manager. Veronica joined Genesee Packaging in 1989 as Vice President of Administration, and currently sits on the company's Executive Staff. Mr. Speaker, not only will the Mott College Foundation celebrate the contributions of Mr. and Mrs. Artis, but, to further establish the impact they make on Flint residents, the evening will also mark the creation of a scholarship in their name. I am pleased to be witness to all they have done on a corporate level, and what they have done in serving as positive role models for young people. I ask my colleagues in the 106th Congress to join me in congratulating Willie and Veronica Artis. Together they have made our community a better place.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I rise today to join with the Genesee County Medical Society in paying tribute to patients around the country. The Genesee County Medical Society, a dedicated group of doctors in my district, recently passed a resolution designating the third Tuesday of October ``Patient Appreciation Day.'' I applaud their desire to reciprocate the appreciation patients have for doctors and I join them in calling on other doctors to take a moment to recognize their patients. When patients go to visit their doctors, they are generally sick and vulnerable. It is comforting for all of us who have been patients to know that the trust and respect that patients have for doctors goes both ways. As medical technology evolves, it is particularly reassuring to know that doctors appreciate the human element of care as much as we do. On this Patient Appreciation Day, I hope you will join me and the Genesee County Medical Society in paying respect to the deep doctor- patient bond.