Dale Kildee

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, on February 25, 1999, I introduced H.R. 468, the Saint Helena Island National Scenic Area Act, and I am pleased that several of my colleagues from Michigan from both parties joined me as cosponsors of this effort. First of all, I would like to thank the gentlewoman from Idaho (Mrs. Chenoweth) and the gentleman from Alaska (Mr. Young) for their help in bringing H.R. 468 to the floor of the House. I also appreciate the work of the ranking members of the committees. 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. We have a wonderful opportunity to protect a beautiful island in the Straits of Mackinac in Lake Michigan. Owned by willing sellers, Saint Helena Island is located approximately 2 miles from the northern shore of Lake Michigan with a beautiful view of Mackinac Bridge. In addition, the Island contains a historic lighthouse which is listed on the National Register of Historic Places. The two acres on which the lighthouse sits were recently conveyed via quitclaim from the Coast Guard to the Great Lakes Lighthouse Keepers Association. This bill would authorize purchase of the remainder of the island. My legislation is simple, Mr. Speaker. It authorizes the purchase of Saint Helena Island from the willing sellers, 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. The island's ecosystem is home to over 300 species of plants, almost a quarter of which are not native to Michigan. Numerous birds and animals can also be found on the island. Saint Helena also has a rich history, Mr. Speaker, as it was once home to a small port that serviced ships passing through the Straits of Mackinac. Although no permanent residents live on the island today, Saint Helena acts as a classroom for school groups, scout troops, lighthouse enthusiasts, and other citizens attracted to its beauty and diverse ecosystem. I look forward to working with members of both houses of Congress to ensure passage of this legislation into law. Mr. Speaker, I yield back the balance of my time.

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.)

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, H.R. 2079 directs the Secretary of Agriculture to convey for fair market value approximately 41 acres of land in the Black Hills National Forest to the Black Hill Chairlift Company, a local ski operator. The tract is encumbered by ski lifts, ski trails, a parking lot, and other privately owned improvements so that transfer to private ownership would improve land management and eliminate administrative costs. Furthermore, proceeds from the sale would be used to acquire small and scattered parcels around the National Forest. I urge my colleagues to support this bill. Mr. Speaker, I reserve the balance of my time.

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.)

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

Mr. KILDEE

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.)

Mr. KILDEE

Mr. KILDEE. Mr. Chairman, I rise in support of the amendment by Representative Stupak regarding the Department of Energy (DOE) shipment of weapons grade plutonium from Los Alamos, NM, to Chalk River, Canada. This proposed route passes directly through my district in Michigan, and it could expose millions of citizens in Michigan and other parts of the United States to dangerous health consequences. I have serious concerns about the proposed route, and I am also concern about the process used to choose it. No public hearing was held regarding the proposed route, nor were emergency officials alerted in order to ensure adequate response capability in case of an accident. This is particularly troubling when compared to the Canadian Government's effort to hold public meetings and inform local officials. The route itself is also troubling. It is the second longest route based on the options considered by DOE, and it is the second riskiest route in terms of dose risk to the American public and with respect to potential cancer fatalities. In addition, the route crosses three of the Great Lakes over two bridges. This exposes the largest fresh water lake system in the world to potentially devastating contamination. The department proposal includes no military or law enforcement escort in the United States. This is particularly troubling when compared to the Royal Mounted Police escort which is proposed in Canada. All of these issues prove that an agency hearing should be held, because it is vital to ensuring the safety of American citizens. The department should consider the matter in a thorough and open matter, and this amendment will help ensure that process takes place.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, as Co-Chairman of the House Congressional Native American Caucus, it is a honor for me to introduce a bill creating an American Indian Education Foundation. I especially want to thank the original cosponsors of this bill, they include: Representatives Patrick Kennedy, George Miller, Tom Udall, J.D. Hayworth, Earl Pomeroy and Jim Kolbe. As a senior member of the House Education and the Workforce Committee, I have enjoyed the opportunity of developing proposals designed to support Indian education. Up for reauthorization this Congress is the Elementary and Secondary Education Assistance Act that includes a section devoted to Indian education. This Act supports the educational, cultural and academic needs of American Indian, Alaska Native and Native Hawaiian children. It is estimated that the BIA educates approximately 12 percent of the Native American K-12 population. This means that 88 percent of our American Indian and Alaska Native youth rely on supplemental educational programs like Johnson O'Malley. This program provides services to more than 200,000 Indian students. However, these programs are drastically underfunded. A critical need for an increase in funding for school construction exists in Indian country. When I came to Congress 23 years ago, I was appointed Chairman of the Indian Education Task Force. I will never forget visiting schools that were in such poor condition that the children of these schools could barely keep warm let alone have a chance at getting a decent education. I know that the judges in my hometown in Michigan shutdown prisons that were in better condition than many schools I visited. Our Native American students deserve a decent education. It is our responsibility to ensure that our children are studying in environments conducive to learning. I support the creation of an American Indian Education Foundation because I believe Congress must find a new way to supplement current funding for BIA Indian education programs. The Foundation would encourage gifts of real and personal property and income for support of the education goals of the BIA's Office of Indian Education Programs and to further the educational opportunities of American Indian and Alaska Native students. The governing body of the Foundation would consist of 9 board of directors who are appointed by the Secretary of Interior for an initial period. The Secretary of Interior and the Assistant Secretary of Interior for Indian Affairs would serve as ex officio nonvoting members. Members of the board would have to be ``knowledgeable or experienced in American Indian education and . . . represent diverse points of view relating to the education of American Indians.'' Election, terms of office, and duties of members would be provided in the constitution and bylaws of the Foundation. Administering the funds would be the responsibility of the Foundation. This bill would allow the Secretary of Interior to transfer certain funds to the Foundation. It is my understanding that the initial funding for the Foundation would come from existing donations or bequests made to the BIA. Funds prohibited by the terms of the donations would not be used for the Foundation. The Foundation is not a new idea to Congress. Congress has, from time to time, created federally chartered corporations. In 1967, Congress established the National Park Foundation. The purpose of the Foundation is to raise funds for the benefit of the National Park Service. Funds received from individuals, corporations, and foundations are distributed to individual parks through competitive grants. My bill is modeled after the 1967 Act. I believe that an American Indian Education Foundation could be just as successful as the National Park Foundation. I want to emphasize that I believe that Congress has a federal trust responsibility to ensure that every Native American receives a decent education. This Foundation would not replace that responsibility, but would supplement it through grants designed to support educational, cultural and academic programs. Mr. Speaker, this concludes my remarks on creating an American Indian Education Foundation.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I rise today to recognize the accomplishments of a gentleman who has given much in the name of national service, and protecting our citizens. On Friday, July 23, the men and women of the United States Air Force 16th Operations Group and the 16th Special Operations Squadron, located at Hurlburt Field, Florida, will gather to witness the relinquishment of command by Lt. Col. Mark P. Transue, and the assumption of command by Lt. Col. Charles A. Hamilton. Born in my hometown of Flint, Michigan, Lt. Col. Charles Hamilton lived there until he was 18, and then entered the Air Force Academy. He graduated with a degree in Economics from the Academy and was commissioned on May 28, 1980. He was stationed at Reese Air Force Base in Texas from August 1980 to March 1985, where he was a student as well as instructor of new pilots. From there he went on to bases in New Mexico, Japan, Florida, and in January 1994, moved to the Pentagon, where he served as Operations Branch Chief, and Deputy Chief of the Special Operations Division, Directorate of Operations and Training, Deputate of Operations and Plans. Lt. Col. Hamilton remained at the Pentagon until August of 1997, where he was then returned to Hurlburt Field as an Instructor Pilot until August 1998, where he was then assigned to his current position of Operations Officer. The 16th Special Operations Squadron has committed themselves to support unified and theater special operations commands, through the implementation of night, close air support, armed reconnaissance, and interdiction missions in support of National Command Authorities taskings. The 16 SOS is one of only two squadrons utilizing the AC-130 Gunship, an aircraft which was an important part in such exercises as Operations Just Cause, Desert Storm, and United Shield, among others. They have been honored with numerous commendations, including Two Presidential Unit Citations, four Air Force Outstanding Unit Awards, and the Republic of Vietnam Cross of Gallantry with Palm. Mr. Speaker, I am exceptionally proud to represent a person like Lt. Col. Charles Hamilton in Congress. The task he prepared to undertake, to take command of one of the Air Force's premier squadrons, is one of great responsibility which I am certain he will handle with the utmost maturity and sense of duty. I ask my colleagues in the 106th Congress to join me in congratulating Lt. Col. Hamilton and sending him the best of wishes.

Mr. KILDEE

Mr. KILDEE. Mr. Chairman, Chairmen Goodling and McKeon have made several improvements in this legislation that have addressed a number of concerns. Unfortunately, I will not be able to cast my vote for it today and instead will support the substitute being offered by my colleague from California, Mr. Martinez, for several reasons. First, despite the likely passage of Chairman Goodling's managers amendment, which includes a school district holdharmless for fiscal year 1999, the bill will not target future funding to disadvantaged school districts. Some of the most pressing needs of disadvantaged areas in the areas of teacher quality, recruitment and retention are not reflected by the funding formula in this legislation. Without distributing the resources provided by this legislation to the areas of most need, we are ignoring the true problems in our existing teacher training systems. The lack of any direction in this legislation to continue the development of State standards and assessments is also a critical shortcoming. Since this program is intended to be the successor to Goals 2000, it should allow States to continue its mission to improve and reform State accountability systems. In fact, a November 1998 GAO report on the Goals 2000 Program documented that its focus and direction on systemic reform has produced positive returns on its Federal investments and is widely supported by many of the local level. Lastly, this bill does not recognize the need to identify class-size reduction as a national priority in our educational system. Instead of authorizing the program we created in last year's appropriation's process, this bill removes the separate stream of funding for class-size reduction and makes it one of several strategies to be employed by school districts. Speaking from experience in my congressional district, both class size reduction in the early grades and a focus on teacher quality were necessary to improve student achievement in Flint, Michigan. This was accomplished with coordinated, but separate funding focuses on both class size and quality aspects. The Federal legislation which we pass should reflect this winning combination. Mr. Chairman, I urge opposition to the bill.

Mr. KILDEE. Mr. Chairman, the Martinez substitute addresses a number of concerns I have with the underlying bill. The Martinez substitute targets a greater share of teacher quality funding to disadvantaged school districts than H.R. 1995. This greater emphasis on needy districts reflects the reality of where our greatest problems as a Nation are in maintaining high quality teachers. The Martinez substitute also raises our commitment to these programs by authorizing $3.5 billion. The substitute does this through separate streams of funding for both teacher quality and class size reduction, thereby not pitting one need against another. As we have seen from research, it takes both smaller classes and fully qualified teachers to have a positive impact upon student achievement. Both of these priorities funded through separate streams have a greater chance of ensuring that we reach our national priorities of a high quality teacher force and small, manageable class sizes from kindergarten through third grade. Mr. Chairman, the Martinez substitute amendment is a critical step forward in our effort to ensure a teaching force that is ready for the 21st Century and deserves the support of all Members today. In my city of Flint, Michigan, about 7 years ago, we did this, the only city in Michigan to do it. Let me tell my colleagues, it has worked. We have quality certified teachers teaching classes of 18. All the tests indicate that those gains those students make persist through the eighth grade examination. This is really a chance to make a real difference in education in this country.

Mr. KILDEE

Mr. KILDEE. Mr. Chairman, I appreciate the remarks of the gentleman from Virginia (Mr. Wolf). This is not really a debate about gaming. It is really a debate about sovereignty. The State of Michigan in its 1835 Constitution outlawed all gaming in Michigan. And about 1972, the legislature presented an amendment to the people to change that. I voted against putting it on the ballot. I wanted to keep the ban on all gaming in Michigan. To use the term, I am pretty ``conservative'' on gambling. Not very conservative in all areas, but conservative on gaming. I voted not to change the Constitution. And had Michigan, for example, kept that prohibition on gaming, then it could have prohibited gaming all over Michigan, including on sovereign Indian territory. That is what the court decision says. This is about sovereignty, not about gaming.

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

Mr. KILDEE. Mr. Chairman, I make a point of order against the language beginning on page 76, line 16 that reads: ``And such new and expanded contracts shall receive contract support costs equal to the same proportion of need as existing contracts: Provided further, That notwithstanding any other provision of law, no new or expanded contract, grant, self-governance compact or annual funding agreement shall be entered into once the $5,000,000 has been committed.'' Mr. Chairman, this language clearly violates clause 2(b) of House rule XXI against legislating on an appropriations bill.

Mr. KILDEE. Mr. Chairman, there is no question that both the gentleman from Ohio (Mr. Regula) and the gentleman from Alaska (Mr. Young) are deeply concerned about Indian health care. They have demonstrated that time and time again. I think the question that the gentleman from Alaska (Mr. Young) and I have and the problem we have is so diluting and spreading these funds so thin that they become meaningless; and we have to address this, and we can address it perhaps in the authorization process or appropriate more money for this service. But I think this would dilute and make money ineffective, the money that is available right now, and I certainly commend both the gentleman from Alaska (Mr. Young) and the gentleman from Ohio (Mr. Regula) for their concern here, but I think this provision in the appropriations bill, which has been stricken, would spread too thin the money.

Mr. KILDEE. Mr. Chairman, I move to strike the last word. Mr. Chairman, I rise in strong opposition to the Weldon-Barr amendment. This amendment would keep the Secretary of Interior from fulfilling a congressionally mandated obligation that requires him to develop alternative procedures on Class III gaming compacts. Mr. Chairman, on April 12, 1999, the Secretary published proposed final regulations on Class III or casino style gaming procedures that allows the Secretary to mediate differences between States and Indian tribes and Indian gaming activities. These regulations are a long awaited development in the stalemate between Indian tribes and certain States over Class III gaming. The Secretary developed the regulations because of the United States Supreme Court ruling in Seminole Tribe versus Florida, which found that States could avoid compliance with the Indian Gaming Regulatory Act by asserting immunity from suit. By enacting IGRA, Congress did not intend to give States the ability to block the compacting process by inserting immunity from suit. In fact, IGRA enables the Secretary to issue alternative procedures when the States refuse to ratify the compacts. This is why the Secretary is exercising authority to issue regulations governing Class III gaming with the States that refuse to negotiate in good faith. The Weldon-Barr amendment would prohibit the Secretary from fulfilling his obligations under IGRA on the grounds that it bypasses State authority. Nothing could be further from the truth, Mr. Chairman. The regulations would give great deference to the States' role under IGRA. Only after a State asserts immunity from suit and refuses to negotiate would the regulations apply. Mr. Chairman, I think it is particularly important to note that the regulations would not give tribes a right to engage in gaming, but only create a forum where all interests, State, Federal and tribal, can be determined. The Secretary's role would be subject to several safeguards including oversight by the Federal courts. In April, one day after the Secretary published the Class III gaming regulations, the States of Florida and Alabama sued in the Federal district court in Florida claiming the regulations were beyond the scope of the Secretary's authority under IGRA. On May 11, 1999, the Secretary wrote to the House and Senate Committees on Appropriations, saying that he would refrain from implementing the regulations until the Federal court has resolved the authority question. We should not interfere in a matter currently under Federal court review. Allowing the Weldon-Barr amendment to become law now would interfere in that process. Furthermore, Mr. Chairman, the Interior appropriations bill is not the vehicle that should be used to debate the issues of Class III gaming regulations. The Committee on Resources spent months and months writing IGRA, and I helped write that bill. Mr. Chairman, the gentleman from Illinois (Mr. Hastert) and the Republican leadership are meeting today with several tribal leaders on their support of Indian sovereignty. How ironic it is that we are here today considering an amendment that would devastate our policy and laws promoting tribal sovereignty and Indian self-determination. Downstairs they are talking to them, giving them certain promises, and I encouraged that meeting. I commend Speaker Hastert for having that meeting; It is a historical meeting. But while they are talking to them downstairs, our deeds up here are far more important, and I urge the defeat of that amendment.

Mr. KILDEE. Mr. Chairman, will the gentleman yield?

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I am pleased to introduce The Educating America's Girls Act of 1999, or the Girls Act, along with Representatives Nancy Johnson, William Clay, Connie Morella, Lynn Woolsey, and many of my other colleagues today. In 1994, I worked very closely with the American Association of University Women (AAUW) and the National Coalition for Women and Girls in Education (NCWGE) to ensure that the Elementary and Secondary Education Act (ESEA) responded to gender-related differences in educational needs in order for each student to reach his or her full educational potential. Due to the changes adopted in the 1994 ESEA reauthorization, gender equity is a major theme throughout the current ESEA including: requiring professional development activities to meet the needs of diverse students, including girls; encouraging professional development and recruitment activities to increase the numbers of women math and science teachers; having sexual harassment and abuse as a focus of the Safe and Drug-Free Schools Act; and reauthorizing the Women's Educational Equity Act (WEEA), which funds research and programs to achieve educational equity for women. The Girls Act responds to findings in the 1998 AAUW Educational Foundation Report, Gender Gaps: Where Schools Still Fail Our Children, which identified a number of areas where the educational needs of girls are still unmet. The Girls Act seeks to prepare girls for the future by: employing technology to compensate for different learning styles and exposing technology to disadvantaged groups, including girls; reducing the incidence of sexual harassment and abuse in schools; gathering data on the participation of girls in high school athletics programs; keeping pregnant and parenting teens in school; and reauthorizing the Women's Educational Equity Act (WEEA). Education technology, which is being increasingly integrated into the curriculum of schools, is a new arena in which we must ensure that girls are not at a disadvantage. While the gaps in math and science achievement have narrowed for girls in the past six years, a major new gender gap in technology has emerged. While boys program and problem- solve with computers, girls use them for word processing--the 1990s version of typing. Little attention has been given to how the computer technology gender gap may impact girls' and boys' educational development. We need to dismantle the virtual ceiling now, before it becomes a real-life barrier to girls' futures. Gender Gaps found that girls, when compared to boys, are at a significant disadvantage as technology is increasingly incorporated into the classroom. Girls tend to come to the classroom with less exposure to computers and other technology, and girls believe that they are less adept at using technology than boys. Girls tend to have a more ``circumscribed, limited, and cautious'' interaction with technology than boys. Schools can assist girls in developing a confident relationship with technology by intergrating digital tools into the curriculum so girls can pursue their own interests. Gender Gaps warned that gender differences in the uses of technology must be explored and equity issues addressed now, before bigger gaps develop as computers become an integral part of teaching and learning in the K-12 curriculum. This is especially true considering that by the year 2000, 65 percent of all jobs will require technology skills. Current law lacks assurances that federal education programs will compensate for girls' different learning styles and different exposures to technology. I believe that federal education technology programs should be designed to better prepare girls for their future careers. The Girls Act requires states and local school districts to incorporate technology requirements in teacher training content and performance standards, to provide training for teachers in the use of education technology, and to take into special consideration the different learning styles and different exposures to technology for girls. Sexual harrassment and abuse is a serious issue for the education of women and girls and should be a focus in the broader context of safety in our schools. The vast majority of secondary school students experience some form of sexual harassment during their school lives, with girls disproportionately affected. Sexual harassment is widespread and affects female students at all levels of education, including those in elementary and secondary schools. The AAUW Educational Foundation's 1993 survey of 8th through 11th grade students on sexual harassment in schools, Hostile Hallways: The AAUW Survey on Sexual Harassment in America's Schools, shows that the vast majority of secondary school students experienced some form of sexual harassment and that girls are disproportionately affected. While data on the incidence of sexual harassment is scant, Hostile Hallways found: 85 percent of girls experienced some form of sexual harassment; 65 percent of girls who have been harassed were harassed in the classroom and 73 percent of girls who have been harassed were harassed in the hallway of their school; a student's first experience of sexual harassment is most likely to occur in 6th to 9th grade; most girls were harrassed by a male acting alone or a group of males; and 81 percent of girls who have been harassed do not report it to adults. A 1996 University of Michigan study showed that sexual harrassment can result in academic problems such as paying less attention in class and Hostile Hallways found that 32 percent of girls do not want to talk as much in class after experiencing harassment. Thirty-three percent of girls do not want to go to school at all due to the stress and anxiety they suffered as a result of the sexual harassment. Nearly 1 in 4 girls say that harassment caused them to stay home from school or cut a class. We know little else about the extent of sexual harassment or even the nature and extent of more serious sexual crimes in schools. The Safe and Drug-Free Schools and Communities Act (SDFSCA) requires the National Center for Education Statistics (NCES) to collect data on violence in elementary and secondary schools in the United States. However, these reports provide only a very limited picture of sexual offenses in schools because they only capture data on rape or sexual battery reported to police. Further, school crime victimization surveys do not include questions on threats or abuse that are sexual in nature. Sexual harassment in schools is illegal, a form of sexual discrimination banned under Title IX of the Education Amendment of 1972. On the 25th anniversary of Title IX, a report by NCWGE found that less progress was made in the area of sexual harassment than in any other gender equity issue in education. NCWGE concluded that few schools have sexual harassment policies, or effectively enforce them. In addition to calling for more intensified Office of Civil Rights enforcement, NCWGE called on schools to adopt comprehensive policies and programs addressing sexual harassment. The Girls Act affords an opportunity to greatly reduce the incidence of sexual harassment by gathering data on these often hidden offenses and providing programs to prevent sexual harassment and abuse. As 65 percent of sexual harassment in schools occurs in the classroom, the Girls Act trains teachers and administrators to recognize sexual harassment and develop prevention policies to greatly reduce incidences of sexual harassment and abuse in schools. Equal access to education for girls means equal access to opportunities for athletic participation in our schools, particularly our high schools. Unfortunately, nationwide data measuring the participation of girls in physical education and high school athletics programs is very limited. Data on girls' participation in physical education and high school athletics programs must be collected and regularly reported by the U.S. Department of Education in order to determine whether girls are fully participating in these activities. Participation in high school athletics programs is important for girls because research has shown that it improves girls' physical and mental health. Additionally, for some girls, high school athletic participation can translate into college scholarships. However, currently there is very little data on high school athletic opportunities for girls to ensure that girls' interests are being met. A study by the President's Council on Physical fitness and Sports recently found that girls playing sports have better physical and emotional health than those who do not. The study also found that higher rates of athletic participation were associated with lower rates of sexual activity and pregnancy. Other studies link physical activity to lower rates of heart disease, breast cancer, and osteoporosis later in life. Sports build girls' confidence, sense of physical empowerment, and social recognition within the school and community. Many girls who participate in high school athletics programs receive college scholarships. Girls who have pursued athletic opportunities have received solid encouragement from parents, coaches, and teachers. By participating in high school athletics programs, girls increase their chances at receiving a college scholarship. For many girls, a college scholarship is the only way they can pursue higher education. The Girls Act requires the National Center on Education Statistics to collect data on the participation of high school students in physical education and athletics programs by gender. Education is the means for all girls, including pregnant and parenting teens, to achieve economic self-sufficiency. Despite strides in making education accessible to girls, dropping out of school remains a serious problem. Five out of every 100 young adults enrolled in high school remains a serious problem. Five out of every 100 young adults enrolled in high school in 1996 left school without successfully completing a high school program. In October of 1997, 3.6 million young adults, or 11 percent of young adults between the ages of 16 and 24 in the United States, were neither enrolled in a high school program nor had they completed high school. Girls who drop out are less likely than boys to return and complete school. Twenty-five years after the enactment of Title IX, pregnancy and parenting are still the most commonly cited reasons why girls drop out of school. The United States has the highest teen pregnancy rate of any industrialized nation. Almost one million teenagers become pregnant each year and 80 percent of these pregnancies are unintended. Two- thirds of girls who give birth before age 18 will not complete high school. Further, the younger the adolescent is when she becomes pregnant, the more likely it is that she will not complete high school. The Girls Act strengthens support for programs to keep pregnant and parenting teens in school to earn a high school diploma. Finally, the Women's Educational Equity Act (WEEA) represents the federal commitment to helping schools eradicate sex discrimination from their programs and practices and to ensuring that girls' future choices and success are determined not be their gender, but by their own interests, aspirations, and abilities. Since its inception in 1974, WEEA has funded research, development, and dissemination of curricular materials; training programs; guidance and testing activities; and other projects to combat inequitable educational practices. The Girls Act reauthorizes WEEA. Mr. Speaker, up to this point I have primarily focused my efforts on strengthening accountability, teacher quality, class-size reduction and school safety, but I intend to seed the incorporation of many of the Girls Act provisions in our efforts to reauthorize ESEA. By working together, we can ensure that the educational needs of both boys and girls are met in the 1999 reauthorization of the Elementary and Secondary Education Act so that the adults of tomorrow will be prepared to compete in the ever-changing global economy of the 21st century. Mr. Speaker, I am proud to introduce the Educating America's Girls Act of 1999 today and urge my colleagues to support this important legislation.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I rise today to recognize and honor the achievements of a group of young people who have distinguished themselves as some of the brightest in the world. On July 6, school and local officials, friends, and family, gathered to honor students from Mason Middle School and Crary Middle School, both located in Waterford, Michigan, for their success in the Odyssey of the Mind world competition, recently held in Knoxville, Tennessee. Students from Mason Middle School placed fifth out of 58 teams in the vehicle problem category, designing a vehicle that would travel through three countries, without touching the ground, and setting off a specific event upon entering the country. Through the use of superior problem solving skills, the Mason team created a vehicle that would travel through China, Egypt, and the United States. In addition to placing fifth, the team won the Ranatra Fusca Award, the competition's highest honor for creativity. The Mason team includes Alysse Cohen, Robert Dziurda, Tamara Haynes, Caitlin Johnson, Megan Long, and Elizabeth McGregor. Their coaches are Suzy Cohen and Robin McGregor. Students from Crary Middle School placed sixth out of 53 teams in the environmental challenge category, creating a series of possible habitats for an animal following the destruction of the creature's original habitat, with the judges given the ability to randomly poison one of the habitats. The Crary team includes Alex Caryl, Eric Chapman, Steve Grabowski, Brad Howell, and Jeff Ritter. The coaches were Angela and Tom Chapman. Odyssey of the Mind teams provide a large opportunity for some of country's brightest young people to exercise their cognitive and problem-solving skills. To compete in a world competition, a team must place first in the state in their category. It is rare for more than one team from the same school district, and even more rare for them both to perform as highly as Mason and Crary has done. Mr. Speaker, at a time when the future of our young adults is a constant concern, I am very happy to honor these students and the parents who have taken time out of their schedules to coach the teams. I ask my colleagues in the 106th Congress to join me in congratulating Mason and Crary Middle Schools.

Mr. KILDEE

Mr. KILDEE. Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, I join those who rise to condemn child sexual abuse. Too many of our children fall prey to sexual abuse, often by those whom they know and too often by those whom they trust. Statistics show that 90 percent of all sexual abuse cases go unreported, and worse, unpunished. Nevertheless, child sexual abuse can have devastating consequences on a victim's future employment, health, and familial relationships. We need to continue to reach out as a Nation and as a society to ensure that our children are free from abuse and neglect. This involves a three-pronged approach of education, prevention, and treatment. We need to continue our educational efforts with young children to teach them what is and what is not appropriate behavior by adults. We need to continue prevention efforts aimed at reducing the likelihood that our children will find themselves in inappropriate situations that can lead to abuse. We also need to provide treatment for those who have been the victims of abuse so they can recover and lead successful, productive lives. Mr. Speaker, in closing, I join those who have and will rise to condemn child sexual abuse. Child sexual abuse not only has devastating consequences for its victims, but also for all of society. It is important to remember that no amount of legal or professional legerdemain can detract from the inherent evil caused by child sexual abuse.

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

Mr. KILDEE

Mr. KILDEE. Mr. Chairman, I yield 5\1/2\ minutes to the gentlewoman from Hawaii (Mrs. Mink).

Mr. KILDEE. Mr. Chairman, I yield 7 minutes to the gentleman from Virginia (Mr. Scott) who has made an enormous contribution to this bill.

Mr. KILDEE. Mr. Chairman, I yield myself such time as I may consume. Mr. Chairman, the Goodling amendment has been the product of over 4 years of work between the gentleman from Missouri (Mr. Clay), the gentleman from Pennsylvania (Mr. Goodling), the gentleman from Virginia (Mr. Scott), the gentleman from California (Mr. Martinez), the gentleman from Delaware (Mr. Castle), the gentleman from Pennsylvania (Mr. Greenwood) and myself. It is a product of very extensive negotiation and will gain my support today. Mr. Chairman, this amendment will provide a much-needed focus on both protection of juveniles in the system and prevention aimed at reducing juvenile delinquency. The amendment strengthens the important protections provided by the four core mandates in the act. It maintains the protections of sight and sound separation, the reduction of disproportionate minority confinement, and the special consideration of status offenders and adult jail removal, while at the same time deals with the real-life difficulties of dealing with juvenile offenders. The other critical aspect of this bill is the creation of the Prevention Block Grant, the contribution of the gentleman from Virginia (Mr. Scott). The Prevention Block Grant in this legislation sends a strong message that program funds should be used for primary prevention, prevention efforts for those who have yet to encounter the justice system. This type of focus can save so many of our young people from falling prey to the temptations of violence and destructive activity and is a much-needed component in our efforts to combat juvenile crime. In closing, I want to recognize the leadership of both the gentleman from Virginia (Mr. Scott) and the gentleman from Pennsylvania (Mr. Greenwood) on this legislation. I believe that their efforts have taken last Congress's bipartisan reauthorization bill and improved what was already a good product. I personally thank them for their hard work and their close cooperation. Mr. Chairman, I reserve the balance of my time.

Mr. KILDEE. Mr. Chairman, I yield 5 minutes to the gentleman from New Jersey (Mr. Payne). (Mr. PAYNE asked and was given permission to revise and extend his remarks.)