Copyright 1999 Federal Document Clearing House, Inc.
Federal Document Clearing House Congressional Testimony
April 19, 1999
SECTION: CAPITOL HILL HEARING TESTIMONY
LENGTH: 3783 words
HEADLINE:
TESTIMONY April 19, 1999 HAZEL LOUCKS DEPUTY GOVERNOR HOUSE
EDUCATION AND THE WORKFORCE OVERSIGHT AND INVESTIGATIONS EDUCATION REFORMS IN
CHICAGO
BODY:
Dr. Hazel Loucks Deputy Governor for
Education State of Illinois Testimony before the House Education and the
Workforce Subcommittee on Oversight and Investigations April 19, 1999 Speaker
Hastert, Chairman Hoekstra, members of the committee, and guests, thank you for
the opportunity to address this subcommittee. It is truly an honor for me to be
able to come before this distinguished subcommittee and share the Governor s
perspectives on something we are passionate about: systemic improvement in the
delivery of education. Educational improvement is at the heart of today s
meeting. The issue of increased flexibility and accountability in federal
education programs is one route to educational improvement. When you take away
the rhetoric, the partisan debates, and the political promises, I firmly believe
that what we are left with is a simple question: how can we best prepare the
students of today for the world they will face tomorrow? Who knows the best
answer to this fundamental question? Who is in the best position to oversee the
preparation of today s students? How can we strive for excellence while
maintaining our commitment to equality? Governor George Ryan and I are strongly
in favor of the ideology behind local flexibility. We firmly believe that we
must continue to return power to communities, freeing districts to address their
own needs, to help their own children. Leaders at the state and local level are
acutely aware of the needs of their area, as these needs are omnipresent. They
know first-hand the results of too few teachers, too many out-dated facilities,
and far too little funding to address basic needs. There are currently 39
federal agencies, boards and commissions which administer many of our education
programs in this State. When we are done dealing with this bureaucratic
quagmire, we often find too few students effectively served and far too many
dollars paying for the perpetuation of the bureaucracy, micromanagement and red
tape. For all of these requirements, however, we are still not receiving
adequate federal funding. Next school year in Illinois, our combined state and
local investment in K-12 public education will be $ 13.9 billion. In addition,
Illinois will receive $ 1.3 billion federal K-12 dollars. This means federal
dollars account for approximately 10 percent of Illinois total education
spending. The simple truth remains that the people in Chicago, Peoria, and Mt.
Vernon tend to know more about the everyday problems and the real solutions to
these problems than do the people in Washington D.C., but they simply lack the
resources to address their concerns. Let me emphasize, though, that the best
solution to these problems is an effective partnership between these entities.
When the resources and expertise of people in Washington, D.C. is combined with
the pragmatism and practicality of local entities, only then do we have a
paradigm for real education improvement. We need to look no farther than some of
the people right here in this room for an excellent model in cooperation, local
flexibility, and real outcomes. Paul Vallas work with the Chicago School Reform
project is a shining example of the results that can be achieved when real local
flexibility is augmented with appropriate resources and reasonable outcome
measurements. Paul and his staff have taken a system that was once viewed as
hopeless and have turned it into the model for school reform across the nation.
With ingenuity, vision, tenacity, freedom, and responsibility, they have turned
one of our State s greatest challenges into one of our proudest accomplishments.
This can and should be a model for success in our search to define the amount of
freedom desired and the amount of financial support required. We support and
encourage the use of consolidated block grants as a resource allocation vehicle
that shares these same tenets. Block grants allow real local responses to local
concerns without the prescriptive nature of many heavy-handed federal
allocations. Programs such as Ed-Flex and the "Straight A s Program" (i.e.,
"Super Ed-Flex"), centered on the prevailing philosophy of freedom in return for
results, allows for this type of local flexibility that has been the key
ingredient to meaningful school improvement initiatives. The most significant
attribute about Ed-Flex is that it fosters a climate that encourages states and
local school districts to explore new approaches and non-traditional ways to use
federal resources to enhance educational services. Since 1994, Illinois and the
11 other states with Ed-Flex waivers have been able to focus on improving
student performance by closely aligning state and federal education programs -
with an emphasis on performance, not process. Therefore, instead of the
micromanaging and bureaucratic oversight that leads to prescriptive and
unresponsive programs, we need more flexible funding. Three specific examples in
Illinois illustrate some of our own initiatives to address our need for new
teachers, new facilities, and new reading approaches, and how increased
flexibility and responsibilities can co-exist to produce optimum results. We
believe that students are clearly our most precious resource, and teachers are
clearly our most important asset. To reduce class size so that our teachers can
teach and our children can learn, this administration has promised to hire
10,000 new teachers over the next four years. The Governor has asked for an
increase of $10 million in the State s General Revenue Funds to do so. To assist
in this effort, we have asked for an additional $50 million in new federal
funding to augment the $55 million funding level for FY99. The City of Chicago
Public Schools will receive $40 million with the rest of the state receiving the
balance. We are also requesting new language that will provide us with more
flexibility. Being able to hire teacher s aides and paying teachers for
after-school and weekend duty are examples of flexible approaches needed to meet
the goals of improved educational outcomes. If we are to build an improved
educational system in Illinois, we must also be committed to building improved
facilities. The Governor s FY2000 budget asks for a boost of capital funds for
school construction grants by nearly $400 million. This falls far short,
however, of the need for bricks and mortar in Illinois. A 1996 GAO report put
the price tag for repair and upgrading of Illinois 4,145 public schools at $8
billion. Since then, the State has committed $3 billion over multiple years in
funding for school construction and renovation, and the City of Chicago has
begun an additional $2.4 billion, multi-year capital improvement program.
However, there remains an immediate $3 billion shortfall for which federal funds
are much-needed. We are asking for subsidies to support $2.2 billion over 10
years for elementary and secondary school construction and modernization.
Federal funding that would allow us to address our local construction needs
while expecting legitimate performance outcomes would be the optimum solution to
our infrastructure situation. Finally, and perhaps most importantly, we believe
that the first step on any person s road to opportunity is literacy. It s quite
a simple mandate: no child can be left behind. Our goal is nothing less than an
Illinois where by the end of the third grade every child can read at grade
level. We have asked our State s General Assembly to increase reading grants by
$10 million and early childhood and summer bridge programs by $16 million, but
our need is greater. Therefore, we are asking for $40 million in federal funding
of the Title II "Reading Excellence" Program for Illinois. We are also asking
for an earmark of $42 million from the "Information Technology for the 21st
Century." It is important that our students be ready for the technology
challenges of the future. As you can see, an allocation of flexible funds which
allows Illinois to meet realistic outcome expectations would be ideal. The needs
and challenges of educating our citizens are many, but the opportunity for
excellence is even greater. We are attempting meaningful reform in an era of
unparalleled cooperation. A climate exists where partisan differences have been
put aside in the name of progress. Make no mistake: real progress is needed in
order to address the educational needs of our ever-changing society. We can no
longer afford to educate the best in our system while forgetting the rest. The
three areas I have mentioned here today are just some of the initiatives we are
working on in order to meet some of those needs. We firmly believe that these
initiatives are paramount, for if we do not invest in our children s future, we
will end up paying for their past. Fair and flexible funding is clearly the best
way the federal government can assist in this process. Governor George H. Ryan
Education Appropriation Policy Goals and Objectives School Construction &
Modernization Request: Subsidies to support $2.2 billion over 10 years for
elementary and secondary school construction and modernization. A 1996 GAO
report put the price tag for repair and upgrading of Illinois 4,145 public
schools at $8 billion. Since then, the State has committed $3 billion over
multiple years in funding for school construction and renovation, and the City
of Chicago has begun an additional $2.4 billion, multi-year capital improvement
program. However, there remains an immediate $3 billion shortfall for which
federal funds are much-needed. "Even Start" Program, Title 1:
ESEA Request: Increase Illinois share of Title I "Even Start"
funding to $15 million in FY00. The Administration has requested a $10 million
increase over the FY99 appropriation of $135 million. An increase of $15 million
for this early childhood education program will triple the number of children
enrolled in the program that prepare children for school. Illinois currently
receives approximately $5 million in federal Even Start grant funding. Funds
would be used in Chicago as well as downstate communities. Summer Bridge Program
Request: Earmark of $42 million from the "Information Technology for the 21st
century" and "Reading Excellence" programs for the Governor s Summer Bridge
initiative. The very important and worthwhile push at the local, state and
federal level to end social promotion has resulted in a tremendous need for
remedial programs to help failing students catch up during the summer, rather
than being held back a grade. This seven week program features intensive reading
and math instruction. Governor Ryan proposed an $8 million increase in state
funding for this program in his FY 00 budget proposal. Title 2 "Reading
Excellence" Program Request: $40 million in federal funding of the Title 2
"Reading Excellence" Program for Illinois. The Administration is requesting $286
million-a $26 million increase. It is vitally important for children to be able
to read at grade level by the time they reach age nine. However, studies have
shown that roughly one-third of Illinois early grade school students cannot read
at grade level. Full funding of the Reading Excellence program will help
Illinois meet its goal of ensuring that all children can read at least at the
3rd grade level when they complete 3rd grade. 21st Century Learning Centers.
After-School Funding Request: Provide $50 million after-school program funding.
The Administration is requesting $600 million nationwide -- a $400 million
increase This new funding will increase the number of school and park districts
who can receive funding to develop after-school alternatives for children. But
even with that increase, there will remain a significant unmet need. Class Size
Reduction - New Teacher Funding Request: Provide an additional $50 million in
new funding in addition to the $55 million level for FY99. City of Chicago
Public Schools will receive $40 million with the rest of the state receiving the
balance. These funds are crucial for the state to meet its goal of reducing
class sizes, hiring 10,000 more teachers, and taking other steps to improve the
quality of education in our public schools. In addition, the State requests
language that gives more flexibility in spending the funds in the current
program. Being able to hire teacher s aides and paying teachers for after-school
and weekend duty are examples of flexible approaches needed to meet the goals of
improved educational outcomes. Vocational Technical Preparation Request: Provide
an increase of $7 million for a total of $11.5 million for FY00. The
Administration budget would provide $4.238 million to Illinois. Money from this
request will go to community college and secondary school systems for skills
training and workforce preparation. Technology Literacy Challenge Fund Request:
$70 million in funds for technology literacy programs in Illinois schools -- an
increase of $52 million. The Administration is requesting $450 million -- a $25
million increase over FY99 for the entire program. The program is designed to
help districts provide teachers training and support students learn through
computers and the Internet. The prior years funding of a total of 44 million
over 3 years, has had very positive and measurable results. In one school
district (Ewing-Northern Elementary School in District 115) seventh grade scores
in the Illinois Goads Assessment Program increased by 54 points. In 1997 11% of
the children were in the "does not meet" category. After the program no one was
in the category. Funds for this program are used all over the state and
distributed to school districts with the highest numbers of children in poverty.
Educational Technology - School Technology Enhancements Request: Provide $250
million for school technology enhancements to Illinois Funds for this program
will be used to encourage the use of classrooms with computer technology;
provide programs for applying technology, enhance science skills, heighten
research capability, increase concepts and vocabulary, promote literacy, and
foster continued training for teachers. Linking Education and Technology
Request: $25 million Earmark in the Labor, Health and Human Services and
Education appropriations bill for the Linking Educational Technology and
Educational Reform ("LINKS") Project. "LINKS" is currently being developed in
the State of Illinois in consortium with education entities in the states of
Washington, Arkansas, Philadelphia and California. This multi-state national
demonstration project is designed to guide the development of statewide,
technology-rich education and learning systems in the United States, and
integrate education reform and education technology in order to meet the goal of
increased student learning and achievement. The project will produce curriculum
and staff development, including multimedia courses and course modules, which
will be available to all the nations schools. Individuals with Disabilities
Education Act (IDEA) Request: Illinois requests an increase of Part B
expenditures from a level of $180 million in FY99 to a level of $200 million for
FY00. The remaining Illinois IDEA appropriations (Part C, Preschool, Part D and
Transition for Youth) should be held at FY99 levels. The 1997 amendments to IDEA
moved education for disabled children in the right direction and provided the
funding to equip schools with the necessary resources to meet the needs of
disabled children. The comprehensive approach of the IDEA legislation addresses
the needs of disabled children with programs that range from early intervention
to transitional programs for youth. The requested increase in funding is
essential to continuing the comprehensive educational approach for disabled
children in Illinois. DHS and ISBE have worked hard to meet the expectations of
the federal IDEA regulations. The support of increased federal funding is a key
element in ensuring successful compliance in the future. Safe and Drug Free
Schools and Communities (SDFSC) Request: Oppose a proposed 17% cut in the
administration s request for SDFSC funding that which would result in a loss of
over $3 million to Illinois. Illinois requests FY99 level funding at $17.9
million. The majority of funds from this program provide support services for
children around the state including after school programs and home/school
facilitator programs, peace builder programs, conflict resolution, Second Step
Violence Prevention and Families and Schools Together programs. A reduction in
funds will cause a loss of trained personnel who provide the services. School
systems will spend less money on the programs and some will not offer programs.
Science Education Utilizing Internet Technology Request: Illinois supports a
FY00 earmark of educational technology funds of $450,000. The outyear
appropriation request is $450,000 per year for additional 5 years. Illinois
supports a statewide intranet system that would link schools, museums, state
agencies, and research institutions throughout the State to enhance the sharing
of information and the education of Illinois' students. One of the goals of this
program is to ensure that every elementary and middle school throughout the
state has access to high speed Internet access to fully utilize the tremendous
capabilities of this technology. Access to the Internet provides unprecedented
opportunities to assist in the education of school children by providing
in-depth information on subject matters that are either not taught as a part of
the standard curricula, or are limited in their scope and coverage because of
time and/or technical information constraints. The State Water Survey Division
of the Illinois Department of Natural Resources proposes a pilot study that
would develop Internet instruction modules that would focus on water and
atmospheric topics for elementary and middle school students and teachers.
Instruction in the natural and physical sciences at an early age is crucial to
the development of today's students who will become tomorrow's engineers and
scientists responsible for dealing with natural resources issues of increasing
complexity. State matching funds: Over $1 million (FY00). Paul Simon Institute
at Southern Illinois University - Carbondale Request: Illinois seeks an
appropriation of $3 million for the Paul Simon Public Policy Institute at
SIU-Carbondale. In the 105th Congress, $1 million was appropriated for the Paul
Simon Institute in the FY99 Omnibus Appropriations Act. An additional $3 million
is needed in FY2000 to further develop the project. Southern Illinois University
Carbondale/Mississippi Facility Preparation Internship Program Request: Illinois
seeks $600,000 over three years for the creation of a faculty preparation
internship program between Mississippi and Illinois. The goal of the Faculty
Preparation Internship Program is to prepare graduate students for faculty
membership. For three years, up to 20 one-semester teaching internships will be
offered to select graduate students. Ten internships will be for SIU- Carbondale
students to be placed in Mississippi universities and ten for Mississippi
students to be placed at SIU-Carbondale or at cooperating institutions in
southern Illinois. Allied Health Care Training Program Request: Illinois
supports an appropriation of $7 million for the Allied Health Care Training
Program. Funding for this program will support the Illinois Community College
Board and Malcom X College in renovating and creating a new laboratory complex
that will be used to train and prepare students for careers in health care. The
renovations of the laboratories and upgrading of the equipment will create a
professional training environment where students will be exposed to current
technologies and instrumentation needed to successfully make the transition from
school to work. All health science programs provide valuable on-the-job clinical
experience at Chicago health care facilities. Project Tele-Opportunity Request:
Illinois seeks an appropriation of $2 million for Project Tele-Opportunity which
will provide long-term access to education and training opportunities for public
housing residents through the development of on-site computer classrooms. This
appropriation will allow the Illinois Community College Board to implement the
Project Tele-Opportunity Program at four major housing projects in the Chicago
area. These housing projects include: Robert Taylor, State Way Gardens, Cabrini
Green, and Ida B. Wells. Three community colleges in the Chicago area will
operate the "classroom" programs, including Kennedy King, Olive Harvey, and
Malcom X. The federal appropriation will fund program development and start-up,
classroom upgrades, equipment, telecommunications costs, and support services
for public housing residents (e.g., transportation and childcare services).
State and local services would match the federal funding with $1 million. NOTE:
This program would be funded through the Department of Housing and Urban
Development. Transportation Occupations Training Request: Illinois supports
$3.15 million to fund the Transportation Occupation Training program. This
appropriation will allow the Illinois Community College Board to develop
demonstration programs at City Colleges of Chicago, Metropolitan Community
College in East St. Louis, Shawnee Community College, and Illinois Central
College in East Peoria, Illinois. The Transportation Occupation Training program
will provide truck, taxi, and bus driver training and railroad/light rail
operations training for qualified welfare clients, in order to assist them in
obtaining the needed education and training to obtain these high-demand and
often high- wage jobs. The Illinois Occupational Information System estimates
that there is or will be demand of over 3,700 jobs in these fields. Federal
funds would be used to cover program start-up and development, tuition,
equipment, telecommunications costs, and support services Illinois Virtual
Community Colleges Request: Illinois supports an appropriation of $1 million for
Virtual Community Colleges. Funding for this program would allow students in
Illinois to choose not only what courses they would like to take, but also at
which institutions they would like to take them. Students would have the option
of taking a specific course that is only offered at another college and still
pay in-district tuition. The virtual degree program allows the student to have
increased flexibility and creativity while earning their degree and places more
emphasis on what they learn and less on where they learned it.
LOAD-DATE: May 18, 1999 
