Buck McKeon

Mr. McKEON

Mr. McKEON. Mr. Chairman, I offer an amendment.

Mr. McKEON. Mr. Chairman, in 1998 we joined together in a bipartisan fashion to pass the Workforce Investment Act. We had 150 Federal job training programs, and that did not work. We cut it down to 60. We took those 60 Federal programs and block granted them out to the States and in that legislation set up the one-stop shops. The regulations were finally written in about 2000. The one-stops have been set up. They are starting to do their job. This bill now gives us a chance to take the final three programs we were not able to consolidate last time, consolidates them, gives more money to the local areas, gives more authority and responsibility to the local areas. The one-stops that I visited with the local governments boards are doing a great job. We need to give them additional help. That is what we do in this bill. It is unfortunate, as we can see from this debate, that we were unable to do this bipartisan. It was not our choice. We had the committee. We gave everybody the opportunity. We had full debates on a lot of the things that they are complaining about now, and we won on committee votes. It is important now that we really think about the workers and how we can help them and get this bill passed.

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

Mr. McKEON. Mr. Chairman, I yield myself such time as I may consume. I rise to offer this bipartisan amendment which contains a number of changes to improve the underlying bill that will help millions of unemployed Americans find jobs. The amendment revises the formula for allocation of funds to States under the consolidated adult funding stream. The amendment includes a hold harmless provision for States so that in each year each State will receive at least what that State would have received under the current formulas for the three adult employment and training programs. It also creates a two-part formula reflective of the population to be served while minimizing the large swings from year to year in funding among States. The amendment revises the factors for the youth formula for allocation of funds to States to better reflect available data on youth. It also clarifies that the new formula applies only to funds appropriated in excess of the level of funds appropriated in 2003. While better targeting the resources, this provision will ensure that States are not adversely affected by this formula revision. The amendment makes TANF a mandatory partner in the one-stop career center system unless the governor of the State notifies the Secretaries of Labor and of Health and Human Services that the governor does not want the TANF program to be a mandatory partner. Including TANF in the one-stop centers will help provide a continuum of services for welfare participants. Individuals no longer receiving cash assistance will be able to continue to access job search, counseling and training services available through WIA. This continuity should help individuals become self-sufficient. The amendment reinstates the requirement that youth providers be selected by competitive process, unless the local board determines that there are insufficient numbers of eligible providers of youth services in the local area involved. The amendment clarifies that State-recognized tribes may continue to participate in the WIA program for Native Americans. The amendment provides that the National Institute for Literacy is under the direction of an interagency group, composed of the Department of Education, the Department of Labor and the Department of Health and Human Services. This is current law. The amendment makes additional clarifying, technical and conforming amendments to Titles I and II. These amendments, Mr. Chairman, will ensure that workers have better access to the benefits included in the bill. As with the rest of the bill, these improvements will help hundreds of thousands of Americans who are searching for good and stable new jobs. I urge my colleagues to adopt this amendment. Mr. Chairman, I reserve the balance of my time.

Mr. McKEON

Mr. McKEON. Mr. Speaker, I want to take this opportunity during National Police Week to honor all those courageous men and women serving as law enforcement officers who have been killed in the line of duty. I appreciate their courage as well as the bravery of their families and loved ones, and hope that they know that they have our sympathies and are in our prayers. In particular today, I want to pay my respects to David March, a Los Angeles County Deputy Sheriff, killed in the line of duty. Last year, during a seemingly routine traffic stop, Deputy March, a 33 year-old husband and stepfather, was shot and killed. His suspected killer is an illegal immigrant who fled to Mexico to escape facing the bar of justice. Mexican officials have refused to extradite his assailant, Garcia because he could face the death penalty or life in prison without possibility of parole. This is because the Mexican government usually refuses to extradite Mexican nationals who commit crimes in the United States and flee to Mexico, unless there are assurances that the death penalty and life imprisonment will not be sought. We cannot allow such criminals to make a mockery of our justice system. In response to this barbaric act, I have introduced House Concurrent Resolution 93 to encourage President George W. Bush to work with the Mexican government to renegotiate our extradition treaty with Mexico so that other prospective killers may be thwarted and those cowardly hiding across the border may be brought to justice. Family and friends will long remember the integrity of Deputy David March and together we will work to bring about this needed change in policy. As we engage in the endeavor, we will keep in the forefront of our minds the integrity and goodness of David March.

Mr. McKEON

Mr. McKEON. Mr. Chairman, I yield myself such time as I may consume. Mr. Chairman, I rise to offer an amendment to H.R. 1350, the Improving Education for Children with Disabilities Act of 2003 which will make dramatic improvements to the Nation's special education law. The amendment that I, along with my colleague, the gentlewoman from California (Ms. Woolsey) am offering would amend current law to require that any additional increases in Federal spending above fiscal year 2003 levels be passed down directly to the local level. Over the past 2 years, the State of California has substituted additional Federal education money for State funds, in most cases to mask the budget deficit. In effect, the State has used Federal dollars as the soul source of increase in special education over the last 2 years, allowing the State to spend the expected increase in Federal dollars to the State on other programs. In 2003, the State of California received an increase of $151.5 million in Federal funding to go towards educating special needs kids, and in 2004, the State is slated to receive an increase of $82.8 million. This level is likely to be significantly higher for my State if Congress provides the significant increases in special education funding called for in the budget resolution. Unfortunately, California school children have not seen the benefits of increase in the Federal Government. While this practice may not violate any law, I believe it violates the intent of our recent efforts to increase Federal education funding and is harmful to our Nation's school children. In a Contra Costa Times article that appeared in February 2002, Sandy Harrison, spokesman for the State finance department, said ``the governor substituted the new Federal funds for State funds because it was a tough budget year.'' Even though the redirection of funds in California was only supposed to be for one year, the State has decided once again to use the Federal money to replace State funding for special education. Of additional concern is that this practice is no longer limited to only the State of California. The States of Kansas, Iowa and Oregon are contemplating similar efforts to retain Federal funding at the State level instead of sending it down to the local level where it can make the most difference. Over the last few months and even during consideration of the bill by the House Committee on Education and the Workforce, we tried many avenues to deal with this concern. Unfortunately, most were unworkable and would have been difficult to administer. The one alternative that is easy to administer and immediately solves the problem is to mandate that any additional Federal funding above fiscal year 2003 be distributed straight to the local education agencies. The McKeon/Woolsey amendment has the strong support of teachers and local school officials, those on the front lines in California who want to ensure that children with disabilities receive the quality education they deserve. For example, the L.A. County Office of Education which serves as the Nation's largest regional education agency, assisting 81 school districts, serving 1.6 million students, responsible for serving 10,000 children with physical and mental disabilities said that this amendment will help us meet our responsibility to provide the highest quality education to our children by ensuring that funding reaches the local level where it is most needed. They go on to say that the amendment enhances our Nation's investment in the future of our children and the attainment of our dreams and aspirations. By passing H.R. 1350, Congress moves closer to following through on a commitment made over 27 years ago to families and their children with special needs. If States are allowed to usurp Federal funds that are intended to supplement, not replace State funding, this commitment will never be realized. Special needs children in my State cannot afford to be stripped of this desperately needed funding. Therefore, I am offering this amendment so that the unprecedented level of funding offered by Congress is not diluted because of States unwillingness to make special education funding a priority. Mr. Chairman, I urge my colleagues to support the amendment. Mr. Chairman, I reserve the balance of my time.

Mr. McKEON. Mr. Chairman, I yield 1 minute to the gentleman from San Diego, California (Mr. Cunningham).

Mr. McKEON. Mr. Chairman, I rise in strong support of H.R. 1350, which will make dramatic improvements in the Nation's special education law. I would like to thank my good friend and chairman of the committee, the gentleman from Ohio (Mr. Boehner), and the gentleman from Delaware (Mr. Castle), chairman of the Subcommittee on Education Reform, for their leadership in bringing this bill to the floor. Nearly 2 years ago, the Committee on Education and the Workforce began holding hearings in preparation for the reauthorization of the Individuals With Disabilities Act. During conversations with actual practitioners in the classroom, many who were from my own State of California, we have been told that the burdensome, unnecessary paperwork is driving away teachers from the classroom, which will hurt these children. Priority is placed on complying with complicated rules rather than delivering academic achievement. This must be changed, and H.R. 1350 starts the process by creating a 10-State pilot program to reduce the IEP paperwork burden on teachers in order to increase instructional time and resources. I also remain concerned that excessive and expensive litigation continues to be a large component of the special education system. It seems that all too often decisions that are reached are those that benefit the attorneys the most. Every single one of the school districts in my congressional district, from the suburban areas of Santa Clarita to the rural areas of Bishop, have told me the single most important thing that we can do is to reduce litigation and restore the trust between the parents and the school district. Though I do not think this goes far enough, the legislation does make significant improvements by encouraging the use of mediation as soon as possible, creating opportunities for voluntary binding arbitration, and allowing States to set limits on attorneys' fees. By passing IDEA, this Congress moves closer to following through on a commitment made over 27 years ago to families and their children with special needs. In closing, I want to say that I commend the members of the committee for their hard work; and I strongly urge my colleagues to support the underlying bill, which will increase accountability and reduce overidentification of nondisabled children.

Mr. McKEON. Mr. Chairman, I offer an amendment.

Mr. McKEON

Mr. McKEON. Madam Speaker, I rise in strong support of H.R. 1412, the Higher Education Relief Opportunity for Student Act of 2003, or more appropriately called the HEROES Act. I want to thank my colleague from Minnesota (Mr. Kline) and the gentleman from Ohio (Mr. Ryan) for their leadership in bringing this bill to the floor, especially the gentleman from Minnesota (Mr. Kline), who spent 25 years as a Marine and learned great leadership skills with that great body and now is bringing those great leadership skills here to Congress which are exemplified by him bringing this bill to the floor. The HEROES Act provides the Secretary of Education with specific waiver authority under title IV of the Higher Education Act, which governs student financial assistance programs. The Secretary would be able to provide relief to those students with student loans and other title IV assistance who have been called to active duty and those active duty military being reassigned to different duty stations. We are asking a great deal of our men and women in the military. They are going forward to fight in Operation Iraqi Freedom, and they are doing so with great distinction. Their lives are being disrupted, and we need to give them our full support. The last thing these men and women need to worry about is making a student loan payment or worry about how they will reenroll in schooling when they return. H.R. 1412 will provide the Secretary of Education with the opportunity to relieve those concerns and allow them to focus on the difficult and dangerous jobs that they have been assigned to do. This bill will also relieve the burdens on the families here at home because they will not have to deal with loan collectors hounding them for students loan payments, among other things. Another important aspect of the HEROES Act is that it allows the Secretary of Education to act quickly should a situation arise that has not been considered. It allows him to protect the interests of our military personnel while at the same time ensuring the integrity of the Federal Student Assistance Programs. The Secretary of Education is in a unique position to act as ambassador between the students, institutions of higher education, and the student aid community to ensure the necessary accommodations are provided to those who are affected by the conflict before us. I want to applaud the Secretary and his staff for the work they have done since the tragedy of September 11 to provide the relief and flexibility to our military and others. I also want to acknowledge the efforts put forward by the postsecondary education community, lenders, loan servicers, secondary markets and students loan guarantee agencies in the student loan programs who work with all of those affected by the events that have confronted us. The bipartisan HEROES Act will go a long way in reducing some of the burdens facing our military. While it will not solve every issue that will arise, the HEROES Act will alleviate concerns around student financial assistance and postsecondary education. It also stands as a clear indication of the commitment of this Congress to the men and women fighting to protect the freedoms of this great Nation. I urge my colleagues to unite in their support for the brave men and women fighting in Operation Iraqi Freedom and elsewhere and strongly support the bipartisan HEROES Act. I look forward to swift passage of this legislation.

Mr. McKEON

Mr. McKEON. Mr. Speaker, I ask unanimous consent that the gentleman from Louisiana (Mr. Alexander) be removed as a cosponsor of H.R. 1006, the Captive Wildlife Safety Act, as he was mistakenly added as a cosponsor to this legislation.

Mr. McKEON

Mr. McKEON. Mr. Speaker, on Saturday, March 8th, citizens of the Santa Clarita Valley gathered at a busy intersection to show their support for our American troops and for President Bush. Over a period of several hours, hundreds of people of all ages participated. Carrying signs and waving flags, they elicited a steady chorus of honking and cheering from passing motorists. Barbara Barrick, Elizabeth Makous, Stacy and Brad Meyer, Denise Grimes and Betty Lanning planned this wonderful display of patriotism with assistance from the Santa Clarita Congress of Republicans, the Republican Women Federated, the Young Republicans and the Lincoln Club. Judy Belty, a young soldier's mother, was so touched by the demonstration that she wrote the following letter to the editor of our local paper, The Signal. I share it with my colleagues in hopes they will find it as inspiring as I did. Editor: As I was driving home today I saw about 100 people dressed in red, white and blue, waving flags, holding up signs and cheering in support of our president and troops. Most of the cars passed by honking their horns in support of the waving display. 1 wanted to stop right there, get out of my car and hug the first person I ran into. I wanted to say ``thank you'' for being a voice for my boy. I am the mom of an Army 82nd Airborne medic soldier and my heart has been heavy with the rhetoric that has been voiced in the name of ``peace.'' I think I can safely say that none of us wants war, not even President Bush. But it is no secret that our country's freedom has always had a cost. Since 9-11, I have been asked often if I think we should go to war. I think most expect me to say no, because I am a soldier's mom. Well, as a mom, I don't want my son or any other young person to have to experience what may be ahead. As an American, I want to keep my right to speak my opinion, to practice my Christian faith, to display my country's flag, to make choices for my life that are usually politically incorrect,'' and even to write this letter. I want to be able to ride up an elevator and believe I am safe, to board a plane and reach my destination. More importantly, I want this freedom for our children. I drove by the supporting display about three times, and each time I was stirred with emotion. I wished my son could see the support for what he is doing. When I hear others speak against the war, I wonder if they really remember the human lives stationed all over the world for them? The military is not paradise. It's not all fun and games. My son has been to the Middle East and will probably be returning again within a few months. I have so much compassion in my heart for the moms of sons who were in combat, for the spouses of soldiers, and the children. Do I want war? No, but I want peace and freedom. Do I want my son to go to war? Of course not, but I am extremely proud of him and his fellow comrades for valuing my life over their own. So to those of you that stood out there, thank you. Thank you for helping people remember that regardless of whether you agree with war, there are real men and women, our troops, in need of our love, our support, our words of encouragement. Thank you and please, God in heaven, bless America.

Mr. McKEON

Mr. McKEON. Mr. Speaker, today, I am introducing the Workforce Reinvestment and Adult Education Act of 2003 to reauthorize the nation's job training system, as well as adult education and vocational rehabilitation programs. This legislation builds upon and improves the systems created in the Workforce Investment Act of 1998. We have worked closely with the Administration to craft legislation to continue to empower individuals in improving their careers. In 1998, under the Education and the Workforce Committee's leadership, Congress passed the Workforce Investment Act to reform the nation's job training system that formerly was fragmented, contained overlapping programs, and did not serve either job seekers or employers well. WIA consolidated and integrated employment and training services at the local level in a more unified workforce development system. Local, business-led workforce investment boards direct the activities of the system. One of the hallmarks of the new system is that, in order to encourage the development of comprehensive systems that improve services to both employers and job seekers, local services are provided through a one- stop delivery system. At the one-stop centers, assistance ranges from core services such as job search and placement assistance, access to job listings, and an initial assessment of skills and needs; intensive services such as comprehensive assessments and case management; and, if needed, occupational skills training. The WIA system contains the federal government's primary programs for investment in our nation's workforce preparation. Even though the system is still maturing since its full implementation in July 2000, States and local areas have created comprehensive services and effective one-stop delivery systems. The system is serving the needs of unemployed workers seeking new jobs in this time of economic recovery. In addition, the training services provided through WIA are invaluable in helping employers find the workers they need in areas of the country facing skill shortages. Nonetheless, there have been challenges with the system. There is a need to increase the financial contribution of the mandatory partners in the One-Stop Career Centers while at the same time increasing the service integration among the partner programs. This includes serving through the one-stop system special populations that have unique needs. We are concerned that administrative duplication remains in the system, resulting in unnecessary bureaucracy that dilutes the ability of states and local areas to address their communities' needs. There is also a need to simplify the local and state governance processes and to strengthen the private sector's role. Additionally, we need to increase training opportunities and improve performance accountability. This bill also aims to streamline current WIA funding in order to provide more efficient and results-oriented services and programs, strengthen infrastructure of the one-stop delivery system, eliminate duplication, improve accountability, enhance the role of employers, and increase states' and local areas' flexibility. This reauthorization provides an opportunity to build on and improve the current WIA system so that it can respond quickly and effectively to the changing needs of both workers and employers and further address the needs of special populations. It is designed to promote productive workforce development programs connected to the private sector, postsecondary education and training, and economic development systems in order to enhance the career opportunities and skills of the 21st century workforce. Our goal is to improve the locally driven system to ensure we provide the tools to meet local workforce development needs. Title II of this Act is the Adult Basic Skills Act, to reauthorize state programs for adult education. The adult education program currently serves 2.7 million adults, almost half who are immigrants whose first language is not English. The program also serves those who are working to get a GED or its recognized equivalent, or are preparing for higher education. Adult basic education programs across the country are offered through schools, community centers, libraries, public housing, community colleges, and volunteer organizations, both public and private, profit and non-profit. This bill makes changes to current law, and places more of a focus on the delivery of the basic skills of reading, writing, speaking, and math. Additionally, we have sought to ensure that instructional practices are based on scientific research. Provisions have been included to increase accountability for States and local providers to have measurable results in improving basic skills, GED graduates, and those entering higher education. It is important that there be increased coordination with the business community, and Labor Department programs. The bill also makes improvements to the Rehabilitation Act of 1973, which provides services to help persons with physical and mental disabilities become employable and achieve full integration into society. The Vocational Rehabilitation (VR) title of this bill enhances and improves transition services, which promote the movement of a student served under the Individuals with Disabilities Education Act (IDEA) from school to post-school activities. This legislation also requires States to include in their State plans an assessment of the transition services provided through the VR system and of how those services are coordinated with such services under IDEA. Also included in the State plan are strategies the State will use to address the needs identified in the assessment of transitions services described above. I look forward to working with the members of the Committee, other member of Congress, the Administration, and all stakeholders as we work to a craft legislation that will build upon and improve the systems we created in 1998 and continue to empower individuals in enhancing their career opportunities and skills in our 21st century workforce. I urge my colleagues to join me and the other original co-sponsors in support of the Workforce Reinvestment and Adult Education Act of 2003.

Mr. McKEON

Mr. McKEON. Mr. Chairman, I rise in strong support of H.R. 4, the Personal Responsibility, Work and Family Promotion Act. Six years ago, the Nation's welfare rolls bulged with more than 14 million individuals. Today the rolls have decreased significantly. In my home State of California, the welfare rolls decreased by more than one-half. More than 470,000 California families are free from the bondage of welfare thanks to welfare reform based on work. Between 1996 and this very day, over 9 million individuals have left welfare for the satisfaction that can only come from working to support your family. H.R. 4 helps these families and builds on the success of the 1996 reforms. Mr. Chairman, today there are few who would argue about the success of the 1996 reforms, but 6 years ago the nay-sayers cried that if welfare recipients were required to work for their benefits, millions of families would be forced to live in the streets and millions of children would go hungry. But we know that, in the end, welfare reform based on work helped to reduce the child poverty rate in America to its lowest level in over 30 years. Child poverty among African American children is at its lowest rate ever. The bill before us requires that those who receive temporary assistance, those needy families that receive that temporary assistance, be involved in direct work for 24 hours a week and that they also spend 16 hours improving their abilities, getting educational instruction or job training that will lead to better marketability for them in the marketplace. The total combined hours for work and training equals just 40 hours a week, which is the average American workweek. For America's families to be ready to lead lives independent of welfare, they must become accustomed to the demands of the average workweek. But the work requirements coupled with ample job training and educational instruction are not the only ingredients to successful welfare reform. It is impossible to return to work or search for work if welfare recipients do not have adequate child care. H.R. 4 increases the already extremely high levels of funding for the child care development block grant. The high level of funding is increased by $2 billion, even as the number of families being served has dropped by over 3 million. Mr. Chairman, the ultimate goal of welfare reform is fostering strong and healthy families. When you wade through the rhetoric, when you eliminate the sound bites, when the grand floor speeches are over and the only thing that remains is H.R. 4, Americans can be sure that this Congress has drafted a bill that will help build on the success of the 1996 reform and will help lead families to independence. We re-enthrone work and help people attain the dignity that comes from providing for yourself and your family. I urge that all of us join in support of H.R. 4.

Mr. McKEON

Mr. McKEON. Mr. Speaker, today, I am pleased to join with several of my colleagues in sponsoring H.R. 4, the Personal Responsibility, Work and Family Promotion Act of 2003, which would reauthorize the Temporary Assistance for Needy Families (TANF) block grant and the Child Care and Development Block Grant (CCDBG). Last year, the House Education and the Workforce Committee considered and passed H.R. 4092, the Working Toward Independence Act, to reauthorize the work-related provisions of TANF. The legislation built upon the historic welfare reform law passed in 1996--a law that made a fundamental shift in policy by encouraging personal responsibility and promoting work. For the first time in the history of social welfare policy, benefits were tied to work. Because of the principle of ``work first'' and a purpose to help people better themselves, a whole new culture of personal responsibility was created within the program. After merging the remaining sections of TANF into a comprehensive package, the House of Representatives passed H.R. 4737, the Personal Responsibility, Work and Family Promotion Act of 2002, which was substantially the same as the bill that has been introduced today. Unfortunately, the Senate did not act on a welfare reauthorization bill. As such, Congress must again pass a reauthorization bill that builds on the success of the 1996 law that has been nothing short of remarkable. For example, there has been an historic decline in the welfare rolls; increases in employment for low-income single mothers, who comprise the population most likely to need assistance; and a sustained decline in child poverty. Six years ago, the nation's welfare rolls bulged with more than 5.1 million individuals and families. Today, the rolls have decreased tremendously. Since 1996, over 3 million families have left welfare for work. Over 3 million former welfare recipients know the satisfaction of earning a day's pay. Even with the robust economy of the late 1990s, recent studies confirm that welfare reform is largely responsible for the declining caseload and increase in work. The law's promotion of work made the crucial difference in maximizing opportunities for welfare recipients. But there is still work for us to do. Too many families receiving assistance are not engaged in activities that will lead to self- sufficiency. This year, Congress must build upon the success of the 1996 law by providing additional options for families on welfare to move into productive jobs, become self-reliant and obtain independence. As the debate goes forward on the best way to increase personal responsibility, it is important to remember that the true benefactors of welfare reform are young Americans. Because of welfare reform, young Americans are able to see their parents get up each morning and earn a day's pay. Without this very basic ethic, those young people are at a great disadvantage and it becomes difficult for them to escape the cycle of poverty in which their families have lived for generations. The legislation that is being introduced today, H.R. 4, is based on the Administration's proposal and strengthens work rules to ensure that all families are engaged in a full week of work and other activities that will lead to self-sufficiency. Families will be permitted to combine real work with education and training to help recipients advance in their jobs. In addition, states will need to have plans achieving the work-related goals of TANF. States will be encouraged to coordinate their TANF work programs with the One-Stop Career Center system created through the Workforce Investment Act of 1998, so that former recipients will continue to have access to additional training resources. Furthermore, we know that families cannot maintain employment without reliable, safe child care for their children. In my home state of California, according to Fight Crime: Invest in Kids California, ``Fewer than one out of every five child care centers in California is rated as good quality.'' That is why this bill will also maintain the unprecedented commitment of federal support for child care by adding $1 billion in discretionary funding to the Child Care and Development Block Grant, which provides support to state child care programs. In addition, the bill improves the program by helping to target funds set- aside for quality activities and encouraging states to address the cognitive needs of young children so that they are developmentally prepared to enter school. The bill also provides states maximum flexibility in developing child care programs and policies that best meet the needs of children and parents. Finally, H.R. 4 will provide significant new waiver authority for states to better coordinate a variety of federal programs, including TANF, food stamps, housing assistance and workforce investment programs that improve services to needy families. This provision will encourage states to continue the experimentation at the state and local level that preceded the federal welfare reform action in 1996. At the same time, it remains important that the local areas created under the Workforce Investment Act be heavily involved in the process. That is why I am pleased that the bill includes provisions ensuring that the local administering entities join in the flexibility applications submitted to the Secretaries. This will, in effect, give the locals veto authority over provisions that they believe will not improve the quality or effectiveness of the programs involved. Mr. Speaker, I urge my colleagues to support this important legislation that enhances opportunities for families to move up the economic ladder and access quality child care for their children.

Mr. McKEON

Mr. McKEON. Mr. Speaker, I rise to join my colleague, Mr. Porter of Nevada, in support of the Back to Work Incentive Act, which would enact President Bush's plan for Personal Re-employment Accounts (PRAs). This new benefit is an important component of the President's economic growth package, designed to help unemployed workers find a job quickly. As the President discussed last month, Back to Work accounts will allow the One Stop Career Center system, where the unemployed already seek assistance in obtaining employment, to offer an important new benefit to unemployed workers, in addition to an array of employment services these centers already provide. States will be able to target this flexible new benefit to unemployed individuals who are most in need of help by offering each individual a re-employment account of up to $3,000. With these Back to Work accounts, unemployed workers may purchase training, supportive services (such as child care and transportation), and intensive services (such as employment counseling and case management). Recipients will be able to keep the balance of the account as a cash reemployment bonus if they become reemployed within 13 weeks. Because account recipients can keep the balance of their accounts when they become reemployed quickly and stay employed, PRAs create an incentive to get off unemployment benefits and return to work quickly. The more quickly a job is obtained, the larger the reemployment bonus will be. Of equal importance, the proposal authorizes $3.6 billion for states to set up Personal Reemployment Accounts to aid unemployed workers who need the most help getting back to work. This additional support is intended to augment the funding provided under the Workforce Investment Act, which authorizes the federal government's primary programs for helping our nation's workers gain the skills they need to succeed in today's workforce. These new Back to Work accounts and the job training services administered under the Workforce Investment Act are--both--essential in helping displaced workers and assisting adult workers in areas of the country facing skill shortages that will enhance the 21st century workforce. As this proposal moves forward, it is my hope that we will meet the President's objectives of getting the economy back on its feet and workers back on the job. At the same time, I look forward to working to ensure that the system established under the Workforce Investment Act, in particular, the business-led local boards, have an appropriate role in the administration of these accounts. But make no mistake about it. Personal Reemployment Accounts represent a new, innovative approach to help unemployed Americans find a job by giving the unemployed more control over their employment search and access to training and services. In the next few months, the House Education and the Workforce Committee will begin the process of reauthorizing the Workforce Investment Act, where we will focus on improving the system to help achieve the original vision of the law when it was enacted in 1998, which was to create a seamless workforce development system for workers and employers. Over the past year and a half, the workforce development system funded under the Workforce Investment Act has adequately met the training and employment needs of our nation's employers and employees. States and local areas have created comprehensive services and effective one-stop delivery systems with streamlined access to training programs. In addition, core, intensive and training services provided under the law have been invaluable in assisting adult workers in areas of the country facing skill shortages. Such continued assistance is essential for enhancing the 21st Century workforce during this downturn in the economy. I look forward to working with President Bush and my colleagues on the House Education and the Workforce Committee on both pieces of legislation to continue to strengthen our workforce development system to aid those Americans most in need of help getting back to work.

Mr. McKEON

Mr. McKEON. Mr. Speaker, today, I am proud to join my colleague, the Chairman of the House Education and the Workforce Committee, John Boehner, in introducing the FED UP Higher Education Technical Amendments Act of 2003. This legislation is the result of a great deal of effort to improve the efficiencies and effectiveness of the Title IV student aid programs through the review of overly burdensome and outdated regulations. During the 107th Congress, the House Education and the Workforce Committee launched the FED UP project (short for ``Upping the Effectiveness of our Federal Student Aid Programs) to identify and simplify burdensome regulations in the Higher Education Act of 1965 (HEA) that work against college students and personnel, The initiative, which was started to bring some sense to the regulations that students and the higher education community must deal with on a daily basis, received over 3,000 responses from college officials, administrators and other personnel who operate America's institutions of higher learning. After all of the responses were catalogued, the Department of Education initiated a negotiated rulemaking process to consider the regulatory changes included in the project, and have since published final regulations implementing many of the FED UP proposals. These proposed amendments to the Higher Education Act of 1965 continue this effort to identify and simplify burdensome regulations that work against college students and personnel, and are non-controversial and technical in nature. They provide for improvements that will reduce red tape for colleges and universities and will improve the financial aid process for students. Enacting these changes now will allow the House Education and Workforce Committee to address larger, more intricate proposals during the reauthorization of the HEA without being bogged down with technical and clerical issues. This legislation provides for the streamlining and increased effectiveness of many provisions within the HEA. It reinstates two provisions beneficial to both students and institutions that expired on September 30, 2002. Specifically, schools with default rates under 10 percent for three consecutive fiscal years will be permitted to waive a 30-day delay requirement for first-year, first-time borrowers. Schools meeting the same low default rate standard would also be permitted to request one term loans in a single disbursement, rather than the required multiple disbursements. These provisions act as an incentive to schools to keep their default rates low and assist students in getting access to their loan funds on a timelier basis. The FED UP Higher Education Technical Amendments Act of 2003 also corrects an error in an overly broad implementation of a provision affecting a student's eligibility for Title IV financial aid once convicted of a federal drug offense. Only those students enrolled and receiving Title IV aid when convicted will be affected once this correction is implemented. A drafting error during the 1998 reauthorization of the HEA inadvertently removed the eligibility of not-for-profit foreign veterinary schools from participation in the Federal Family Education Loan (FFEL) Program. This legislation will correct that error and keep hundreds of students from losing their loan eligibility. This legislation also provides clarification for financial aid officers in the return of Title IV funds. It clarifies how the return of Title IV funds should be implemented for schools utilizing clock hours, and what percentage of funds need to be included in any return. The language also makes clear that Leveraging Educational Assistance Partnership (LEAP) funds may be removed from the return of Title IV funds formula due to the mix of State and Federal funds at the school level. It clarifies that students who have been home schooled, and are treated as such under State law, are eligible for admittance into an institution of higher education as defined in the HEA and are eligible to receive financial aid. It also allows aid professionals to use professional judgment in determining financial need for a student who is declared a ward of the court. This bill allows for the use of technology wherever possible to enhance and improve communication and the transfer of information. This includes reporting by States in providing information on teacher quality and providing students with voter registration materials. This legislation allows student loan borrowers to receive more timely assistance from their lenders when they are seeking forbearance of loan payments. It allows a lender to accept a request for assistance over the telephone as long as a confirmation notice of the agreement reached is provided to the borrower and the borrower's file is updated. This eliminates the need for borrowers to sign paper documents requesting help and agreeing in writing to what they already have agreed to verbally. The FED UP Higher Education Technical Amendments Act of 2003 corrects an administrative issue in the payment of insurance to lenders and reinsurance to guaranty agencies on borrower default claims when the borrower failed to establish eligibility for that loan. This change reinstates long-standing policy of the Department of Education in the payment of these specific claims, which was altered by a new reporting process put in place via a forms change. This legislation allows Hispanic Serving Institutions (HSIs) to apply for HSI grants without having to wait two years in between applications. It also clarifies allowable uses of grant funds within the Thurgood Marshall Legal Educational Opportunity Program. It also provides clarification within the Federal TRIO programs that institutions with more than one campus may apply for separate grants to serve different populations at different campuses. This legislation also provides clarification as to what items must be included within the annual report of the Department of Education's Performance Based Organization (PBO). Finally, the bill corrects the names of the authorizing committees throughout the HEA. The FED UP Higher Education Technical Amendments Act of 2003 will take us one step closer to reducing burdensome rules and allow financial aid administrators and others in the higher education community to do their jobs more efficiently and effectively. Program integrity and service to students remain the priority and this legislation accomplishes both. This legislation also brings forward, as an addition to FED UP, the provisions passed by the House of Representatives in the previous Congress that deal with the forgiveness of student loans for spouses of victims of the tragedy of September 11th and provides for the additional innovation of the delivery of postsecondary education by eliminating the rule prohibiting institutions of higher education from offering more than 50 percent of their coursework through distance education. This provision provides for a controlled look at increasing the availability of distance education, while protecting the integrity of the student aid programs. We will be beginning the reauthorization of the Higher Education Act with this Congress and this is a very positive, productive and efficient first step. FED UP has accomplished its goal of streamlining the current regulatory system to the extent possible, while maintaining or improving program integrity, and I urge my colleagues to support this legislation.

Mr. McKEON

Mr. McKEON. Mr. Speaker, I rise in support of H.R. 5598, the Education Sciences Reform Act of 2002, which will provide for the improvement of Federal education research. We all know that educational research in all disciplines is critical to the education of America's youth. By requiring that research be based on valid scientific findings, H.R. 5598 will greatly improve the quality of federal scientific research in education. As has been talked about today, the Education Sciences Reform Act will streamline and strengthen education research by replacing the current Office of Educational Research and Improvement with a new, more independent Institute of Education Science. The institute will provide the infrastructure necessary to undertake coordinated, high quality education research and statistical and program evaluation activities within the Department of Education. Furthermore, H.R. 5598 establishes quality standards that will put an end to trends in education that masquerade as sensible science, requiring all federally funded activities to meet these new standards of quality, including scientifically based research. H.R. 5598 also makes certain that research priorities focus on solving key problems and are informed by the needs of teachers, parents and school administrators, rather than political pressure. Finally, this bill makes technical assistance, including support in carrying out the conditions of No Child Left Behind, ``customer- driven'' and accountable to school districts, states and regions. With that in mind, I would like to thank the Chairman of the Education Reform Subcommittee, the gentleman from Delaware, Mr. Castle, for his assistance and support of the Southern California Comprehensive Assistance Center (SCCAC). Because of the language included in the bill, regional education agencies like the Los Angeles County Office of Education (LACOE), California's largest regional educational agency, which have been critical in providing hands on technical assistance to low-performing schools and districts, will be competitive for grant funding under the technical assistance title. Under the leadership of the Los Angeles County Office of Education, the SCCAC provides support, training and assistance to local schools and communities in an effort to improve teaching and learning for all children, including those who live in poverty, have limited-English proficiency, are neglected, delinquent, or have disabilities. As the gentleman is aware, section 203 of the bill ensures that local entities or consortia eligible to receive grants includes regional educational agencies as well. I want to, once again, thank the Chairman for his assistance in ensuring that our local regional entities are eligible. We are very proud of the work done by our eight county comprehensive assistance center and the value it can bring to this new system. In closing, I urge the House to vote yes on H.R. 5598, a bill that builds on the Administration's plans to reform America's education system--through accountability, flexibility and local control, research-based reform and expanded parental options. I believe that the passage of this bill will significantly ensure that our children have access to the most advanced educational opportunities possible.

Mr. McKEON

Mr. McKEON. Mr. Speaker, I object to the vote on the ground that a quorum is not present and make the point of order that a quorum is not present.

Mr. McKEON

Mr. McKEON. Mr. Speaker, I thank the gentlewoman for yielding me this time. I also thank her for the great leadership she has provided on this issue and many other issues before us in Congress. Mr. Speaker, I have been here now almost 10 years, and we have heard before from our leadership that this will be the most important vote we take or this will be the most important vote we take, and granted those were important votes but I think they pale in significance to the vote that we will take on this issue. I think that is the reason why our colleagues for the most part have addressed this in a very serious manner, and I want to congratulate my colleagues for the way that this debate has been conducted. This is something that I think that none of us wants to be discussing. We would much rather live in a world of peace, and none of us would have liked to have happen what happened September 11 or in other places around the world, but we do not have those wishes. We have to deal with reality. During August and during my other trips home since then, I do not think I talked to a single person that did not ask, are we going into Iraq and what is happening? As we discussed issue, some of them expressed to me strong reservations against going into Iraq. Some expressed strong support for going into Iraq or whatever we needed to do to defeat terrorism. Today, we face a dilemma much like the dilemma that challenged Neville Chamberlain in the 1930s. He was confronted with the prospect of waging war against a madman or brokering peace based on thin promises. Chamberlain signed a treaty with Hitler hoping against reason that it would mean peace. Hitler mocked Chamberlain and he mocked the world when he ignored the treaty and broke his promises. Inaction in trying to appease Hitler resulted in ruin. By the war's end, Hitler's death toll had reached over 30 million people. If we do not learn from history's mistakes, we are doomed to repeat them. Saddam Hussein is one of today's madmen and, like Hitler, he makes promises that last just long enough to quiet international fears. When the eyes of the world are not carefully trained on him, he returns to his evil ways. The publicly available evidence against Saddam Hussein is compelling: His aggressive invasion of Kuwait and brutal impression of the Kuwaiti people in 1990. His record in complying with UN inspections. In total, Saddam Hussein currently stands in violation of 16 United Nations resolutions. His repeated attempts to gain access to nuclear weapons. His public praise of the attacks of September 11. While ideologically al Qaeda and Saddam are opposites, their common goal is the destruction of America. These two evils united pose a great threat to our security. Because of the real threat that Saddam poses, President Bush has petitioned Congress to adopt the resolution before us. And as has been pointed out, leaders on both sides of the aisle, on both sides of this Chamber have worked with the President in drafting this resolution. Today the debate is not really whether Saddam wants to gain nuclear weapons and use them on the U.S. and our allies. This is a frightening and well-documented truth. The true debate is whether or not America should seek permission from the UN before ridding the world of a regional and international danger. While the resolution supports the President's efforts to work with the United Nations, it does not require that the U.S. receive U.N. approval before taking military action against Saddam Hussein. President Bush is committed to confronting the Iraqi regime with or without the support of the international community. He is committed and this Congress should be committed because, post-September 11, we know the harm that can be caused by combining Saddam's arsenal with al Qaeda's will. Evidence of al Qaeda forces in Iraq is growing by the day, which means that the time to act is now. Throughout our Nation's history, we have always led the cause of freedom, but even with freedom and security so clearly in danger we have treaded lightly when considering whether to wage war. We have treaded lightly because we value human life. Now we must move boldly because Saddam Hussein does not. I urge support of the resolution.

Mr. McKEON

Mr. McKEON. Mr. Speaker, I rise in support of House Joint Resolution 113 to recognize the many contributions of Congresswoman Patsy Mink. As the Ranking Member of the House Education and the Workforce Subcommittee on 21st Century Competitiveness, Patsy Mink provided a great service to not only our subcommittee, but the Nation as a whole. Her commitment to our Nation's students and to her constituents never wavered and she always represented them with grace and determination. While I could talk about a great number of instances where my friend, Patsy Mink, and I worked hand and hand to improve academic achievement for our students, I want to take this moment to highlight an issue that we recently worked on that we both believed in--making postsecondary education better and more accessible for students and families. Last year, Patsy and I began the Fed Up initiative in an effort to streamline a number of burdensome regulations within the Higher Education Act. She worked with me from its earliest stages, stood firm in her commitment to me about how the process would move forward, and during a difficult vote, she kept her word and voted in a way that forced her to step away from her own party's politics. She did this because she was a person of honor and did what was right, even when it was not easy. Patsy was a trailblazer as the first woman of color to win national office, taking on one of many challenges she would face. She never stepped away from controversial issues if she believed what she was doing was right. I am honored to have worked with Patsy on our subcommittee and to have had the opportunity to know her drive, dedication and devotion to her home State and her constituency. This tribute to our former colleague and the legacy she leaves behind is more than appropriate. Patsy's passing is a significant loss for all of us and I offer my heartfelt condolences to her family and her constituents. Mr. Speaker, I stand with my colleagues in support of this resolution and appreciate the opportunity to express my thoughts and gratitude for Patsy Mink.

Mr. McKEON

Mr. McKEON. Mr. Speaker, the death of Representative Patsy Mink comes as great sorrow not only to her family, friends and constituents, but also to the U.S. Congress as well will long feel the loss of one of our most passionate members. I had the privilege of working with Patsy on the House Education and the Workforce Committee recently in her role as the ranking member of the 21st Century Competitiveness Subcommittee, which I chair. She always presented her views with a rare combination of elegance, conviction and passion. As the first woman of color elected to Congress and the first Asian- American woman to practice law in Hawaii, Patsy was a trailblazer and a role model to young women across the nation. While Patsy has a long list of accomplishments, female college students in America will forever be heirs to the legacy of Title IX, which she was integral in passing. Title IX prohibits gender discrimination at any education institution receiving federal funds. I am deeply saddened by this news of my friend and I offer sincere condolences to her family.

Mr. McKEON

Mr. McKEON. Mr. Speaker, I ask unanimous consent that all Members may have 5 legislative days within which to revise and extend their remarks on H.R. 5091.

Mr. McKEON. Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, I rise in strong support of H.R. 5091, the Canceling Loans to Allow School Systems to Attract Classroom Teachers Act, or the CLASS Act, which will help low-income school districts recruit and retain high-quality teachers. The bill would provide up to $17,500 in student loan forgiveness for teachers who agree to serve in low-income schools, with a priority on special education, math and science teachers. We all know that in order to ensure the academic success of our Nation's students, there must be a highly qualified teacher in the classroom. In fact, outside of the influence of parents, no other factor has a greater correlation to student success. Already the Nation faces a serious teacher shortage, and over the next decade we must prepare for recruitment of an even larger pool of teachers. Over the last few years this Congress has looked for ways to provide a major boost to schools in their effort to establish and support a high-quality teaching force. With passage of the No Child Left Behind Act, we have gone a long way toward improving our children's education by allowing greater flexibility for local school districts which would make it easier for them to recruit and retain excellent teachers. One of the hallmarks of the law asks States to have a highly qualified teacher in every public classroom by the year 2005, emphasizing State and local methods. Since passage of the law, there have been numerous reports about the difficulty that some States will have in meeting this deadline. This is especially true in those States where experienced teachers are in short supply, particularly in schools serving low-income and minority children. In my home State of California, it will be a tremendous undertaking due to the fact that we have more than 50,000 teachers who do not have full credentials now. The ranks of these newcomers are expected to grow as retirements and attrition take place over the next few years. While States should continue to work with the Department of Education to meet these challenges, Congress must continue to work to increase the number and quality of teachers in the classrooms. The CLASS Act helps accomplish this goal by providing local and State school systems with a powerful teacher recruitment tool. It will provide a positive incentive for college students to enter the field of teaching and to make a long-term commitment to the classrooms and students that need them most. No job is more important to this Nation's future than the education of its children. For this reason, I would like to thank the gentleman from South Carolina (Mr. Graham), my good friend and colleague, for his long-standing commitment to improving the quality of education in our Nation's schools, as well as his commitment to the teachers in this country. This bill recognizes and supports the service and commitment of both teachers who serve our children every day in the classroom. I urge my colleagues to vote yes on H.R. 5091 and continue our commitment to the men and women of this country who do so much for us each day. Mr. Speaker, I reserve the balance of my time.

Mr. McKEON. Mr. Speaker, I yield 3 minutes to the gentleman from South Carolina (Mr. Graham), the author of this very important bill.