George Miller

Mr. GEORGE MILLER of California

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 3 minutes to the gentleman from Michigan (Mr. Kildee).

Mr. GEORGE MILLER of California. Mr. Chairman, I ask unanimous consent to claim the time otherwise reserved for the opposition.

Mr. GEORGE MILLER of California. Mr. Chairman, I yield myself 2 minutes. Mr. Chairman, if I might ask either of the authors a question about the amendment because we have no opposition to the amendment. I think we fully understand the problems and the concerns that the authors are trying to address, but we would like to clarify obviously some concern of, very often, school teachers. Under State law, in a number of instances, teachers are required to react to their concerns about whether or not a child has been abused or not, and they must make some inquiries of that child. My understanding is this amendment would not impact in any way the ability of those school officials to engage in that sometimes, unfortunately, necessary activity.

Mr. GEORGE MILLER of California. I yield to the gentleman from Kansas.

Mr. GEORGE MILLER of California. We raise this concern, and I thank the gentleman for his answer. We raise this concern because obviously, again in very tragic and unfortunate situations, many times the child abuse is within the home and the parent cannot be notified that the teacher wants to ask questions of the child, and we just want to make sure that this does not get in the way. Some of the groups have raised that concern. I do not think the amendment does that, but I would certainly like, if it is possible, that we could continue to work on this if that problem somehow materializes so that does not happen.

Mr. GEORGE MILLER of California. I yield to the gentleman from Kansas.

Mr. GEORGE MILLER of California. I thank the gentleman for his response. Mr. Chairman, I reserve the balance of my time.

Mr. GEORGE MILLER of California. Mr. Chairman, I yield back the balance of my time.

Mr. GEORGE MILLER of California

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 2 minutes to the gentlewoman from California (Ms. Solis).

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 1 minute to the gentleman from New Jersey (Mr. Andrews). (Mr. ANDREWS asked and was given permission to revise and extend his remarks.)

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 1 minute to the gentlewoman from Hawaii (Mrs. Mink).

Mr. GEORGE MILLER of California. Mr. Chairman, for purposes of closing the debate, I yield the balance of my time to the gentleman from Texas (Mr. Green).

Mr. GEORGE MILLER of California. Mr. Chairman, I demand a recorded vote, and pending that, I make the point of order that a quorum is not present.

Mr. GEORGE MILLER of California. Mr. Chairman, I ask unanimous consent to claim the time otherwise reserved for the opposition.

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 2 minutes to the gentleman from Oregon (Mr. Blumenauer).

Mr. GEORGE MILLER of California. Mr. Chairman, will the gentleman yield?

Mr. GEORGE MILLER of California. Mr. Chairman, I would like to ask the gentleman whether or not his amendment would prohibit essay tests.

Mr. GEORGE MILLER of California

Mr. GEORGE MILLER of California. Mr. Chairman, I yield myself the balance of my time, and I want to thank all the members of our committee on both sides of the aisle that have participated in this debate and to the other Members that have joined us during this general debate. They were very generous in their congratulating both the chairman and myself, and I want to extend that to the chairman again for the manner in which this bill has been handled. We have an opportunity here today to change the direction of the Federal role in education, to provide additional resources to local educational agencies with greater flexibility than they have had at any time in the life of this program. They can apply these resources to those needs they think need them the most, that need the attention, that can benefit from the application of those resources to try to get the results that all of us want with the passage of this legislation, but more importantly, to get the results the parents want for children and the children want for themselves. Our children in America have that potential, they have that ability, and they have that talent. But far too often, far too often, they lose the opportunity to capitalize on their talents, to capitalize on their ability, because they are ignored in the school district or the school district is without resources, or children are mischaracterized. A lot of things happen during the educational year. This legislation is to try to make sure we put the emphasis on the child; that we have a means, as the President said, to assess a child on an annual basis so that we can determine what are the additional resources that that child needs; what kind of help should be focused on that child. In these annual assessments, it is more than just a test, it is about seeing whether or not the child needs a Saturday class, do they need a tutor, do they need a mentor, both of which are allowed under this legislation. Do they need to go to summer school? Do they need some additional testing? Do they need eyeglasses? Those are the kinds of things we want to be able to focus on the child so that every child has that real opportunity. We have the opportunity if, in fact, we provide those resources. We focus on the child and we can start to close that gap between rich and poor children, between majority and minority children in the school. The other tools that are available is the resources we put into teacher quality, to professional development, to training, to lower class sizes in those areas that have not done it and still need to do that. Those are decisions that the local school district can make. It is very important. We know now that a well-qualified teacher is one of the most important ingredients in that child's education in the school setting. Obviously, we believe the most important ingredient is the family. If there is one thing this bill cannot do, that would greatly help us all, is if we could just get every parent to spend time with their child, or grandchild, reading to those children and telling them that it is important. This education would complement that, and we would be well on the way to the goal the President has had, that so many Members of this Congress have had, and that is to make sure that each and every child has that opportunity. Mr. Chairman, I look forward to the amendment process.

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 2 minutes to the gentlewoman from New York (Mrs. McCarthy), a member of the committee.

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 2 minutes to the gentleman from Massachusetts (Mr. Tierney), a member of the committee.

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 2 minutes to the gentlewoman from Michigan (Ms. Rivers), a member of the committee.

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 2 minutes to the gentlewoman from California (Ms. Solis).

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 2 minutes to the gentlewoman from California (Mrs. Davis), a member of the committee. (Mrs. DAVIS of California asked and was given permission to revise and extend her remarks.)

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 2 minutes to the gentlewoman from California (Ms. Eshoo).

Mr. GEORGE MILLER of California. Mr. Chairman, I yield 2 minutes to the gentleman from Oregon (Mr. Wu), a member of the Committee. (Mr. WU asked and was given permission to revise and extend his remarks.)