John Kline

Mr. KLINE

Mr. KLINE. Mr. Speaker, I would like to withdraw my reservation of the point of order.

Mr. KLINE. Mr. Speaker, I reserve all points of order against the motion.

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

Mr. KLINE. Mr. Speaker, we're all concerned about the safety of our students and all of our schools. Ensuring our students are in a safe environment is a critical part of the duties of our teachers, principals, administrators, school authorities. But whether the students attend charter schools or traditional public schools, all of our students and parents need to know that schools are providing a safe environment for them. That's why this issue is best considered when we look at the full Elementary and Secondary Education Act later this fall, the law that governs all public schools. This motion would single out charter schools from the rest of the public schools, something we've worked very hard and in a bipartisan way to avoid. Therefore, I urge my colleagues to vote against this motion, reject this motion to recommit, and support the underlying bill. I yield back the balance of my time.

Mr. KLINE. I rise in opposition to the motion to recommit.

Mr. KLINE

Mr. KLINE. Mr. Chairman, I am, at the suggestion of my colleague, the gentleman from New Jersey, indeed rereading the amendment. It says: ``Priority.--In awarding grants under this subsection, the Secretary is encouraged''--and we've got to figure out what ``encouraged'' means-- ``to give priority''--I think we know what ``priority'' means--``to States that encourage''--we're encouraging again--``green school building practices and certification.''. Again, I think this language is going to make it more difficult for States to be able to build these charter schools. We're trying to expand charter schools here and improve academic opportunities for schools, not get into a semantics battle over encouraging and green, which this is necessarily going to lead to. So, again, I oppose the amendment. I yield back the balance of my time.

Mr. KLINE

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

Mr. KLINE. Thank you, Mr. Chairman. This amendment is entirely consistent with the underlying purpose of the charter school movement. It improves the bill. I support the amendment.

Mr. KLINE. Mr. Chairman, I claim time in opposition to the amendment, but I do not intend to oppose it.

Mr. KLINE. I yield 4 minutes to the gentleman from Tennessee, a member of the committee and the chairman of the Health Subcommittee, Dr. Roe.

Mr. KLINE. This amendment simply emphasizes the importance of STEM education. It is widely recognized in the business community, the education community and throughout America that there is a growing gap that we need to fill in STEM education. By underscoring the importance of STEM education, this is helpful to the bill. I encourage my colleagues to support the amendment. I yield back the balance of my time.

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

Mr. KLINE. Mr. Chairman, I have an amendment at the desk.

Mr. KLINE. Mr. Chairman, I rise in support of the manager's amendment offered by myself and Mr. Miller. In all our goals for an improved education system, one stands above the rest: ensuring students have access to a quality education. My colleagues and I firmly believe supporting the growth of high- performing charter schools will help us reach that goal. Charter schools epitomize choice and flexibility in education, and represent an efficient way school districts can transform an underperforming traditional public school into a dynamic learning institution. Thanks to the additional autonomy afforded to these institutions, charter schools have become renowned for their ability to effectively meet the needs of the unique student population. A great case study of adaptability of charters is Locke High School, located in the tough South Central area of Los Angeles. Students in this area face a multitude of challenges--from gang violence to poverty to troubled homes. Locke High School had some of the lowest test scores and highest dropout rates in the country. Only roughly 5 percent of its students went on to 4-year colleges and universities. In 2007, the LA Unified School District agreed to transform Locke High School into a public charter school. Charter school officials instituted broad changes to the school, such as improved facilities, new teachers, parental volunteer hours, uniforms, and strict disciplinary measures. As a result, attendance rates have increased to 90 percent--a real success story. Stories of charter schools that inspire success in students no matter the circumstance exist beyond Locke High School. These institutions have benefited children and communities in cities across the United States. Unfortunately, charter schools are not growing as they should. This act will facilitate the development of high-performing charter schools by consolidating Federal funding streams, incentivizing States to support the development and expansion of these institutions, and evaluating the benefits these schools offer to students and their families. However, as my colleagues and I continued to work together on this legislation, we realized even more could be done to help charter schools assist a variety of students, including those most at risk. The accomplishments of a charter school like Locke High School should be encouraged and supported. That's why we have developed language in the manager's amendment that would offer incentives to States that use charter schools to reach out to special populations, such as at-risk students. Additionally, Members on both sides of the aisle decided steps must be taken to help Federal Charter School Program grants remain on a sustainable path. The manager's amendment directs the Secretary of Education to undertake proper planning efforts to ensure sufficient new grants can be awarded annually to the best applicants. As we work to ensure all students have access to a quality education, this act is a step in the right direction. Mr. Chairman, the manager's amendment makes commonsense adjustments to improve the underlying legislation, and I urge my colleagues to lend their support. I reserve the balance of my time.

Mr. KLINE. Mr. Chairman, I claim time in opposition to the amendment.

Mr. KLINE. Mr. Chairman, I yield back the balance of my time.

Mr. KLINE. I yield myself the balance of my time. Mr. Chairman, I want to add my thanks to those of Ranking Member Miller's to the staffs on both sides, to the members of the committee on both sides, and to our colleagues not on the committee, like Mr. Polis, for their input and help on this legislation. All of us were elected to Congress with the promise to enact laws that will make this country a better place for our children and our grandchildren. This starts with ensuring that every child has access to a quality education. For many students and their parents, charter schools are a beacon of hope and, in some cases, the only beacon of hope. They symbolize opportunity, choice, and educational excellence, and it is past time to ensure more families and communities across the United States have access to these groundbreaking institutions. By approving the Empowering Parents through Quality Charter Schools Act today, we can help put more students on the path to a successful future. I urge my colleagues to put differences aside and to join together in supporting this legislation for the sake of those students trapped in underperforming schools across America. I yield back the balance of my time.

Mr. KLINE. Mr. Chairman, may I inquire as to the time remaining on both sides?

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

Mr. KLINE. It is my understanding that the gentleman from California has several more speakers.

Mr. KLINE. I am prepared to reserve and let you call on speakers.

Mr. KLINE. All across the country we've seen Governors and other State and local officials stand up in support of important education reform efforts that put the interest of children first. The underlying legislation before us today expands the number of State entities that may compete for charter school funding, allowing Governors to act on their support for charter schools. It addresses a real concern that has arisen in States that do not have a State education agency which supports charter schools. Today, there are more than 420,000 students on charter school wait lists. And we've all seen the recent documentaries, ``Waiting for Superman'' and ``The Lottery.'' These chronicle low-income students trapped in failing schools, desperate for better education opportunities. Instead of helping States meet this truly incredible demand for more high quality charter schools, unfortunately, this amendment would actually stifle charter school growth by limiting a Governor's ability to support these institutions. At the core of this bill is our desire to see more quality charter schools available for more students. More choice, more opportunity. Less ``Waiting for Superman.'' And so I oppose this amendment because it works in opposition to what the underlying bill is trying to do and what we're trying to do--and that's give the States more opportunities to create and replicate more quality charter schools.

Mr. KLINE. I yield 3 minutes to the gentleman from Indiana, Dr. Bucshon.

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. 2218.

Mr. KLINE. Mr. Chairman, I claim time in opposition to the amendment, although I do not intend to oppose it.