John Kline

Mr. KLINE

Mr. KLINE. Mr. Chairman, I am pleased to yield 2 minutes to the gentleman from Georgia (Mr. Carter), a member of the committee.

Mr. KLINE. Mr. Speaker, I ask unanimous consent that all Members may have 5 legislative days in which to revise and extend their remarks and include extraneous material on H.R. 5.

Mr. KLINE. Mr. Chairman, I yield myself as much time as I may consume. I rise today in strong support of H.R. 5, the Student Success Act. This week, we have an opportunity to advance bold reforms that will strengthen K-12 education for children across America. A great education can be the great equalizer. It can open doors to unlimited possibilities and provide students the tools they need to succeed in life. Every child in every school deserves an excellent education, yet, Mr. Chairman, we are failing to provide every child that opportunity. Today, approximately one out of five students drops out of high school, and many who do graduate are going to college or entering the workforce with a subpar education. The number of students proficient in reading and math is abysmal. The achievement gap separating minority students from their peers is appalling. Parents have little to no options to rescue their children from failing schools. A broken education system has plagued families for decades. Year after year, policymakers lament the problems and talk about solutions, and once in a while, a law is enacted that promises to improve our education system. Unfortunately, past efforts have largely failed because they are based on the idea that Washington knows what is best for children. We have doubled down on this approach repeatedly, and it is not working. Federal mandates dictate how to gauge student achievement, how to define qualified teachers, how to spend money at the State and local levels, and how to improve underperforming schools. And now, thanks to the unprecedented overreach of the current administration, the Department of Education is dictating policies concerning teacher evaluations, academic standards, and more. No one questions whether parents, teachers, and local education leaders are committed to their students, yet there are some who question whether they are capable of making the best decisions for their students. Success in school should be determined by those who teach inside our classrooms, by administrators who understand the challenges facing their communities, by parents who know better than anyone the needs of their children. If every child is going to receive a quality education, then we need to place less faith--less faith--in the Secretary of Education and more faith in parents, teachers, and State and local leaders. That is why I am a proud sponsor of the Student Success Act. By reducing the Federal footprint, restoring local control, and empowering parents and education leaders, this commonsense bill will move our country in a better direction. The Student Success Act provides States and school districts more flexibility to fund local priorities, not Washington's priorities. The legislation eliminates dozens of ineffective or duplicative programs so that each dollar makes a direct, meaningful, and lasting impact in classrooms. The bill strengthens accountability by replacing the current national scheme with State-led accountability systems, returning to States the responsibility to measure student performance and improve struggling schools. The Student Success Act also ensures parents have the information they need to hold their schools accountable. It is their tax money, but more importantly, it is their children, and they deserve to know how their schools are performing. Mr. Chairman, the bill reaffirms that choice is a powerful lifeline for families with children in failing schools by extending the magnet school program, expanding access to high quality charter schools, and allowing Federal funds to follow low-income students to the traditional, public, or public charter school of the parents' choice. Finally, the Student Success Act reins in the authority of the Secretary of Education. We must stop the Secretary from unilaterally imposing his will on schools, and this bill will do just that. Perhaps, Mr. Chairman, that is why the White House and powerful special interests are teaming up to defeat this legislation. They fear the bill will lead to less control in Washington and more control in States and school districts. Let me assure the American people: that is precisely what this bill will do. Mr. Chairman, I urge my colleagues to help all children, regardless of background, income, or ZIP Code, to receive an excellent education by supporting the Student Success Act, and I reserve the balance of my time.

Mr. KLINE. Mr. Chairman, it is now my great pleasure to yield 4 minutes to the gentleman from Indiana (Mr. Rokita), the chairman of the Subcommittee on Early Childhood, Elementary, and Secondary Education.

Mr. KLINE. I thank the gentleman for yielding. Let me thank my colleague from Texas for his leadership on this important issue. I understand and appreciate your concern about this Federal role in education policy. That is why we were happy to include your amendment in the underlying bill. It made the bill stronger and gave another tool to parents and local officials to protect their rights when it comes to educating our children. This amendment, in combination with other strong provisions to rein in the Secretary, including an absolute ban on his ability to force any State to adopt the Common Core State Standards or any other particular standards, ensures the Federal Government cannot dictate what is taught in schools, what assessments are given, or what standards are used. In fact, this amendment ensures States willfully accept the limited requirements that will come with these funds and reaffirms what decisions should be left to the States. I thank the gentleman for offering this provision and his commitment to a limited Federal role in education, and I yield back to the gentleman.

Mr. KLINE. Mr. Chairman, I am very, very pleased to yield 4 minutes to the distinguished gentlewoman from North Carolina (Ms. Foxx), the chair of the Subcommittee on Higher Education and Workforce Training.

Mr. KLINE. I yield the gentlewoman an additional 1 minute.

Mr. KLINE. Mr. Chairman, I reserve the balance of my time.

Mr. KLINE. Mr. Chairman, I yield myself such time as I may consume. I just want to address this issue of grants and block grants and so forth we are starting to hear a little bit about. I have been hearing for years, as I talk to superintendents in Minnesota and around the country, their frustration with the maze of Federal programs, 80-some Federal programs, each with its soda straw of funding and requirements for action and reporting. They have told me again and again: I have got money here, and I don't need it there. I need money here, and I can't move that money. I don't have the flexibility to move that money. I need to be able to put the resources where my students need it. So, by eliminating 65 of those soda straws of individual controls and giving that flexibility to superintendents, we allow the money to be spent where it is needed the most. I think that is one of the great strengths of this bill, and it is one of the reasons why the American Association of School Superintendents does support this legislation. I reserve the balance of my time.

Mr. KLINE. I reserve the balance of my time.

Mr. KLINE. Mr. Chairman, I yield 3 minutes to the gentleman from Texas (Mr. Culberson), who has been active in this bill.

Mr. KLINE. I, as the chairman of the full committee, would be happy to engage in that colloquy.

Mr. KLINE. I yield the gentleman an additional 1 minute.

Mr. KLINE. Mr. Chairman, I yield myself 1 minute. Just to address a notion of what is done in secret and what is not done in secret and whether or not people have had a chance to weigh in on this legislation, as my friend knows--and I do thank him for not mentioning basketball, by the way--as my friend knows, this bill has had multiple hearings over several years. It has been debated in committee. It has been debated on the floor of the House. It has been debated in the media. It is much discussed and much known--in contrast to the bill, the amendment, a substitute that my friends and colleagues on the other side of the aisle brought forward in committee, 851 pages, that nobody had seen outside the Democrat Caucus, so I believe this bill is well known, and it is the right direction to move us forward into the future to make sure that all of our children receive the quality education they deserve. I reserve the balance of my time.

Mr. KLINE. Mr. Chairman, I yield 2 minutes to the gentleman from Michigan (Mr. Bishop), a new member of the committee.

Mr. KLINE. Mr. Chairman, I reserve the balance of my time.

Mr. KLINE. Mr. Chairman, I am happy to yield 3 minutes to the gentleman from Michigan (Mr. Walberg), the chairman of the Subcommittee on Workforce Protections.

Mr. KLINE. I yield the gentleman another 1 minute.

Mr. KLINE. Mr. Chairman, I yield myself the balance of my time. As is always the case in these debates on the floor, we hear a lot of things. Some of them are actually factual; some of them are not. There is, shockingly, some hyperbole that comes along with this. We did hear some things, though, from both sides of the aisle that I think are worth underscoring. One of the speakers on the other side of the aisle talked about how schools and States need continuity--I think was his word--predictability. That is exactly what we do not have now. Right now, this country is operating under the law of the land, which is No Child Left Behind, and under a big, convoluted scheme of temporary conditional waivers which provide no continuity, no predictability, and that is why we are hearing on both sides of the aisle--from coast-to-coast and off the coast, as a matter of fact--that we need to replace No Child Left Behind. I believe that as we replace No Child Left Behind, we need to put responsibility in the hands of parents and teachers and school boards and States, and not in the hands of Washington, D.C. I think that it is not fair to say that there is not a problem. We heard from the ranking member that graduation rates have gone up. On the other hand, they haven't gone up much, and we are still in a position where a fourth, or 26 percent, of high school seniors are proficient in math. That means 74 percent--maybe I need to have a little math here--are not. Only 38 percent of those high school seniors can read at grade level. We have a problem with one in five students dropping out. We need to address that problem. We heard a lot of talk about where title I funds go and portability to public schools. It is a question, I understand. There is a disagreement here, but we happen to believe it is fair that if you are a poor kid, if you are eligible for title I funds, you ought to get those funds. There is a disagreement. I think the children, if they are eligible, if they are in poverty, ought to get their share of title I funds. One of the things we didn't talk much about today as we talked about the problems out there, we know that in some areas of the country you have children trapped in absolutely failing schools where less than half of the kids graduate and those that graduate are nowhere near ready to go to college or go to work. So we have seen across the country and in most States public charter schools popping up, giving parents hope, giving them a chance to get those kids out of failing schools. I said this the other day in the Rules Committee, because it was so moving to me. I went to a charter school in north Minneapolis. There were 430 kids in that school. Their parents are delighted with the education they are getting now and thrilled to get their kids out of failing schools. When I asked the principal and the founder of the school if she could take more kids, she said: No, this is the right size for this school. She would like to replicate the school--and that is what this bill allows--so she can have another successful charter school. And how successful is it? There are a thousand kids, Mr. Chairman, on the waiting list to get in that charter school because their parents want to get out of a failing school system. This bill allows that to happen. It comes down to, fundamentally: Who do you trust, Washington or local government? We want to put the control in the hands of parents and local school boards and States. I urge my colleagues to support this bill, and I yield back the balance of my time.

Mr. KLINE

Mr. KLINE. Mr. Speaker, I thank the gentleman for yielding the time and for his consistent, continuous leadership on this issue. Mr. Speaker, as a father and grandfather, I find it difficult to imagine anything more terrifying than a loved one falling victim to youth sex trafficking. Yet each year, hundreds of thousands of children and families are forced to live with the pain and suffering that stems from this deplorable crime. Mr. Speaker, let me be clear. This crime is taking place right here in our own country. It is impacting our communities, our families, and our children. We face a national crisis, and it demands a national response. Fortunately, there are heroic efforts underway to fight this heinous crime, care for the victims, and support their families. The dedicated staff at the National Center for Missing and Exploited Children, or NCMEC, are on the front lines every day identifying victims, assisting law enforcement in the recovery of missing children, and returning children to their loved ones. NCMEC is also partnering with schools and employers to enhance support for victims and their families. Parents with children in school are probably familiar with Lifetouch photography. Through its SmileSafe Kids initiative, Lifetouch is making it easier for parents and NCMEC to alert law enforcement of a missing child in order to accelerate the search and rescue. NCMEC and others are always finding new ways to help, and so should we, and that is why we are here today. We have learned too often victims fall through the cracks of States' child welfare systems. Those who may be runaway or homeless youth do not have access to the full range of services they need. And believe it or not, due to a flaw in the law, there are times when children are treated as criminals--as criminals, Mr. Speaker--rather than the victims of a violent crime. Congress has an opportunity to address these challenges and strengthen our support for victims of youth sex trafficking. I want to thank my Republican and Democratic colleagues for working with us on this important effort, including Mr. Walberg, as I mentioned earlier; the ranking member of the Education and the Workforce Committee, Mr. Scott; and Representatives Joe Heck, Karen Bass, and Joyce Beatty. I am pleased that in the early days of the 114th Congress, we are taking action to address youth sex trafficking. It reflects both the seriousness of this crime and our commitment to the victims and their families. I urge my colleagues to support these important legislative proposals.

Mr. KLINE

Mr. KLINE. Mr. Speaker, I thank Chairman Ryan for yielding. Mr. Speaker, I rise in strong support of H.R. 30. It was noted not long ago that the President's health care law will ``destroy the foundation of the 40-hour workweek that is the backbone of the American middle class.'' Those aren't my words, of course, Mr. Speaker. Instead, those are the words expressed by leaders of some of the Nation's largest labor unions, including the president of the International Brotherhood of Teamsters. Echoing these concerns, members of the AFL-CIO endorsed a resolution that warned ObamaCare will lead to a ``new underclass of less-than-30-hour workers.'' We have all seen the headlines in recent years, headlines describing how employers are left with practically no choice but to cut workers' hours in order to avoid the health care law's punitive employer mandate. Put simply, the law punishes employers who provide workers with full-time jobs. A small business owner and constituent of mine from Savage, Minnesota, wrote earlier this week that the President's health care law is ``wreaking havoc on the American workplace.'' No doubt many Americans agree. Unfortunately, the law is wreaking havoc in schools as well. According to a recent report, Louisiana school administrators are being forced to cut staff hours and hire more part-time teachers to avoid Federal penalties. Schools in New Jersey and elsewhere are facing similar tough choices. One superintendent described the costs associated with the health care law's mandates as ``an unbelievable drain on school systems.'' Don't America's teachers and students deserve better? Mr. Speaker, let's tell our Nation's school leaders that we won't sit idly by while ObamaCare makes it more difficult to provide students the quality education they deserve. Let's tell our small business owners that we want to help make it easier, not harder, to create full-time jobs. Let's tell the country's union leaders that we share your concerns and are prepared to do something about it. And finally, let's tell workers that we won't let a flawed law deny them the wages that they need to provide for their families. I urge my colleagues to stand with the American people by supporting this commonsense, bipartisan legislation.

Mr. KLINE

Mr. KLINE. Mr. Speaker, I rise today to honor the life of Katherine ``Kelly'' Marjory Krauser Knott. Kelly fought a courageous battle against breast cancer, which sadly took her life on December 3. As demonstrated at a memorial service earlier this week, Kelly touched many lives. The gathering held in her memory overflowed with love and grief shared by her many friends, colleagues, and family members. Kelly was a graduate of New Canaan High School and St. Mary's College in Notre Dame, Indiana. She earned a master's degree from George Washington University. She began her career in the nation's capital as an aide to our former colleague, Rep. Mel Hancock of Missouri. She worked in and around policy with true grace and professionalism. She held various positions throughout her distinguished career and was universally respected and admired. I met Kelly my first week as a new Member of Congress and was struck by her knowledge of both policy and politics. She had a great understanding of the Hill and worked tirelessly to advance the goals of her members. I not only considered her a colleague but a friend. As important as her professional achievements were, they do not compare to the success she enjoyed in her personal life. Kelly was a devoted wife to her husband Stewart and beloved mother to Carson, Halle, and Kendall. I ask the House to join me in offering condolences to the Knott family and keep them in your prayers as they mourn the loss of a remarkable woman.

Mr. KLINE

Mr. KLINE. Mr. Speaker, I yield myself the balance of my time. In closing, again, I want to thank the staff and Republicans and Democrats for working on this. We have talked a lot about what this does for employees, for retirees. It also does an awful lot to strengthen the position of employers. You need strong employers. They need some relief from the crushing liability that is on them. You need strong employers and a strong plan in order to guarantee the pensions for all of these workers. I have a long list here, which I will not read, of employers who are supporting this because they understand that they, like the employees and like the retirees, need relief from the broken system that we have today. Mr. Speaker, I encourage all of my colleagues to support this legislation, and I yield back the balance of my time.

Mr. KLINE. Mr. Speaker, I yield 1\1/2\ minutes to the gentlewoman from Indiana (Mrs. Brooks), another member of the committee.

Mr. KLINE. Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, I rise today in strong support of H.R. 83, the omnibus appropriations bill for 2015. I want to commend the members of the House Appropriations Committee, all of them, especially the committee's distinguished chairman, Hal Rogers, for their hard work in writing a responsible proposal that will fund our national priorities and prevent a government shutdown. I am also pleased that the bill includes critical reforms that will help our country avert a looming pension crisis. Today, Mr. Speaker, roughly 10 million Americans participate in a multiemployer pension plan, men and women who have and continue to move our country forward: builders, truck drives, carpenters, electricians, and store clerks, to name a few. These people worked hard and earned the promise that a pension would provide financial security in retirement; yet for many, that promise is now in jeopardy. Pension plans are on the brink of bankruptcy. Employers, workers, and retirees are stretched thin, and a Federal insurance agency is on the path to insolvency. The multiemployer pension system is a ticking time bomb. When the bomb goes off, businesses will close their doors, workers will be laid off, taxpayers will be on the hook for a multibillion-dollar bailout, and retirees will have their benefits cut or wiped out entirely. A crisis is staring us in the face, and the question we have to answer is: Will we act? Will we do what is right and necessary to help fix this problem? Or will we simply kick the can down the road? I believe we have a public duty and a moral responsibility to act. My Democratic colleague, George Miller, and I have worked hard to craft a bipartisan legislative response to this looming disaster. With the help of our friend, Dr. Phil Roe, and the work of many employers and union leaders, we have reached agreement on a series of reforms that offer the best chance we have to protect taxpayers, working families, and retirees. Our bipartisan proposal includes tough medicine for a pension system in critical condition. It requires higher premiums so the Federal backstop can meet its obligations without taxpayer assistance. It also provides new tools to trustees to help plans avoid insolvency, including the ability to adjust benefits. Let me be clear: if we reject this bill and continue the status quo, benefits will be cut. It is only a matter of time. As plans go under, the Federal Government inflicts maximum pain on the maximum number of people, but if we offer trustees more flexibility, they can avoid insolvency and provide retirees greater financial security. We have a choice between an axe in the hand of a first-year med student or a scalpel in the hand of a trusted surgeon. This isn't easy. No matter what happens, retirees will face some difficult hardships. That is why the proposal includes numerous protections, but most importantly, it ensures all retirees are better off than if we did nothing. This isn't a perfect solution. I am disappointed we couldn't do more to provide workers more options to plan for their retirement. Make no mistake, this is the first step in addressing a tough problem, and it won't be the last. Despite its shortcomings, this is a strong proposal that deserves our support. We cannot let this opportunity pass by. This problem will be harder to solve after the bomb goes off. I urge my colleagues to do what is in the best interest of workers, employers, and retirees by supporting this bipartisan agreement. Before I close, Mr. Speaker, I want to thank some members of the staff who worked day and night to make this happen, starting with my staff director, Juliane Sullivan, and workforce policy director, Ed Gilroy. I also want to thank Brian Kennedy, Megan O'Reilly, and Julia Krahe of Mr. Miller's staff for all of their hard work. Last, but certainly not least, I would like to offer my deep appreciation to a trusted member of my team, Andy Banducci. Andy has poured more time and energy into this effort than anyone else, and he has earned the right to a good night's sleep. Finally, I would like to extend my sincere thanks to my colleague, George Miller, who will leave this Chamber after 40 years of public service. Without his courage and determination to do what is right, this effort would not have been possible; through it all, he has been a trusted friend and ally. George has long been a tireless advocate for working families from the start of his distinguished career down to these final moments in Congress. He will leave behind a lasting mark on the House and the Education and Workforce Committee. We haven't agreed on every issue, but in the fine tradition of our committee, we have always found a way to disagree without being disagreeable. I have no doubt he will remain a powerful voice for students, teachers, and working families. George, thank you for your service and your friendship. I wish you and your wife, Cynthia, and family all the best. Mr. Speaker, I reserve the balance of my time.