STATES SENATE OUGHT TO BE DOING DOG, ABOUT WHAT THE REAL
           PRIORITIES OF EDUCATION IN THE COUNTRY ARE AND ABOUT THE
           INAPPROPRIATENESS OF THE UNDERLYING PRINCIPLE ON WHICH THIS
           BILL IS BASED. SO IT DOESN'T REALLY MATTER HOW MUCH MONEY,
           WHETHER IT'S $10, $20, $30. IT'S A QUESTION OF WHETHER OR NOT
           WE ARE ADDRESSING THE REAL CONCERNS OF EDUCATION, WHETHER OR

           NOT THIS IS WHAT THE SENATE OUGHT TO BE DOING AS ITS FIRST ACT
           OF SPEAKING ON THE ISSUE OF EDUCATION IN THE YEAR 2000. IT'S
           REALLY ASTONISHING TO ME THAT GIVEN THE BREADTH OF THE
           EDUCATION NEEDS OF THE COUNTRY AND GIVEN EVERYBODY'S ACCEPTANCE
           THAT EDUCATION IS PERHAPS THE SINGLE-MOST IMPORTANT ISSUE TO
           THE NATION, HERE WE ARE WHEN WE COULD SPEND WEEKS ON A CRITICAL

           ISSUE  A BROAD-BASED APPROACH TO EDUCATION, WE'VE GOT ONE
           LITTLE TIDBIT, ONE LITTLE SORT OF PIECE OF BAIT HANGING OUT
           THERE AS A STATEMENT OF WHERE OUR COLLEAGUES ON THE OTHER SIDE
           OF THE AISLE REALLY SEEM TO WANT TO COME FR WITH RESPECT TO THE
           LARGER ISE OF EDUCATION ITSELF. WHAT AM I TALKING ABOUT?
           WELL, MR. PRESIDENT, IN THE LEGISLATION ON PAGE 5, WHERE IT
           TALKS ABOUT A QUALIFIED ELEMENTARY AND SECONDARY EDUCATION
           EXPENSE, IT SAYS SPECIFICALLY THAT THIS CAN GO TO ANYONE WHO IS

           IN AN ELEMENTARY OR SECONDARY SCHOOL STUDENT AT A PUBLIC, A
           PRIVATE OR RELIGIOUS SCHOOL. NOW THIS IS AN ENORMOUS TRANSITION
           FOR THE UNITED STATES OF AMERICA. BECAUSE WHAT WE'RE TALKING
           ABOUT IS A FIRST-TIME EXTENSION OF A SIGNIFICANT TAX APPROACH
           TO SECONDARY AND ELEMENTARY SCHOOL PRIVATE AND RELIGIOUS

           EDUCATION. AND WE HAVE HISTORICALLY ALWAYS DRAWN A CRITICAL
           LINE BETWEEN HIGHER EDUCATION AND SECONDARY AND ELEMENTARY
           EDUCATION. WE DO THAT FOR A LOT OF DIFFERENT REASONS, NOT THE
           LEAST OF WHICH IS THAT THE FEDERAL GOVERNMENT HAS NEVER ASSUMED
           FUNDAMENTAL RESPONSIBILITY AS A NATIONAL PRIORITY, IF YOU WILL,
           FOR EVERY PERSON IN AMERICA GOING TO SECONDARY -- GOI TO HIGHER
           EDUCATION. THOUGH WE HOPE IT. WE WANT IT. WE ENCOURAGE IT. WE
           HAVE PELL GRANTS. WE HAVE STUDENT LOANS. WE HAVE ALL KINDS OF

           WAYS IN WHICH WE ENCOURAGE STUDENTS TO DO THAT, BUT WE DON'T
           HAVE THE BREADTH OF TOUCH BECAUSE OF THE GREAT -- ON THE
           STUDENTS BECAUSE OF THE GREAT BREADTH OF EDUCATIONAL
           OPPORTUNITY THAT HAS GROWN UP PRIVATELY IN THE COUNTRY. THAT IS
           NOT TRUE IN PUBLIC EDUCATION, WHICH HAS BEEN A COMMITMENT FOR
           SECONDARY AND ELEMENTARY SCHOOLCHILDREN. AND SINCE THIS
           COUNTRY'S FOUNDING, WHEN THOMAS JEFFERSON FIRST TALKED ABOUT

           THE PILLARS OF EDUCATION AND SINCE THE DAYS WHEN WE FIRST MADE
           OUR PUBLIC -- OUR COMMITMENT TO A PUBLIC EDUCATION SYSTEM THAT
           WOULD HELP TO SERVE AS THE GREAT MELTING POT/EQUALIZER IF YOU
           WILL BY WHICH WE HELPED BIND THE COUNTRY TOGETHER AS A COUNTRY,
           THAT WAS GOING TO HAPPEN NOT THROUGH DIVISIONS OF WEALTH, BUT
           RATHER PEOPLE'S CAPACITY TO KNOW THAT BY EVERY CHILD IN

           AMERICASHARING IN THE OPPORTUNITIES OF PUBLIC EDUCATION THAT WE
           WOULD BUILD THAT KIND OF A COUNTRY. NOW ALL OF US UNDERSTAND
           THAT THE EDUCATION SYSTEM THAT WE HAVE TODAY IS NOT PERFORMING
           IN SOME PLACES THE WAY WE WOULD LIKE IT TO. IT IS, I MIGHT ADD,
           MR. PRESIDENT, PERFORMING AN AWFUL LOT BETTER IN A LOT MORE
           PLACES THAN MANY PEOPLE WANT TO ALLOW FOR. THE FACT IS THAT
           THERE ARE SOME STUNNINGLY CAPABLE, EXTRAORDINARY PUBLIC SCHOOLS

           ACROSS THIS COUNTRY, AND THEY ARE PROVIDING STUDENTS FOR THE
           BEST UNIVERSITIES IN THE NATION NATION. AND WHAT WE REALLY NEED
           TO TALK ABOUT ON THE FLOOR OF THE UNITED STATES SENATE IS HOW
           WE ARE GOING TO EMPOWER EVERY PUBLIC SCHOOL IN THE COUNTRY TO
           BE ABLE TO REPLICATE THE BEST PRACTICES THAT TAKE PLACE AT
           THOSE EX-STRORDZE NATURE OTHER PUBLIC SCHOOLS-- --EXTRAORDINARY
           OTHER PUBLIC SCHOOLS OR, I MIGHT AT AT A PRIVATE SCHOOL OR AT A
           RELIGIOUS SCHOOL. BUT WE DON'T FUND IT, MR. PRESIDENT. AND

           THAT'S WHAT THIS LEGISLATION SEEKS TO DO. IT'S CALLED THE
           AFFORDABLE EDUCATION ACT. I'M NOT SURE WHY IT'S CALLED THE
           AFFORDABLE EDUCATION ACT, BECAUSE ONLY THOSE WHO CAN ALREADY
           AFFORD TO SEND THEIR KIDS TO A PAROCHIAL OR TO A CHARTER SCHOOL
           OR SOME OTHER KIND OF SCHOOL REALLY ARE GOING TO BENEFIT FROM
           IT. SO IT'S HARDLY GOING TO BE AFFORDABLE TO THE FAMILIES FOR
           WHOM THE QUESTION OF AFFORDABILITY IS MOST IMPORTANT IMPORTANT.
           IT IS CERTAINLY NOT GOING TO BE AFFORDABLE EVEN FOR THOSE
           FAMILIES WHO ARE ALREADY MAKING SAVINGS BECAUSE THE AMOUNT OF

           MONEY THAT THEY'RE ALLOWED TO PUT AWAY HARDLY MAKES ANYTHING
           REALLY AFFORDABLE. FINALLY, IT'S REALLY NOT AFFORDABLE BECAUSE
           IT APPLIES TO SO FEW KIDS. 90% OF THE CHILDREN IN AMERICA GO TO
           SCHOOL IN PUBLIC SCHOOLS SCHOOLS, AND NOTHING IN THIS ACT IS
           GOING TO ALTER THAT ONE EYE I DON'T SEE AT THAT. -- ONE IOTA.
           90% OF THE KIDS IN AMERICA GO TO SCHOOL IN PUBLIC SCHOOLS. WHAT

           YOU REALLY OUGHT TO CALL THIS ACT IS "THE ALTERNATIVE TO PUBLIC
           EDUCATION ACT" BECAUSE THAT'S REALLY WHAT IT SEEKS TO DO. IT
           SEEKS TO ESTABLISH A NEW PRINCIPLE BY WHICH WE CAN COME BACK
           EACH YEAR AND BEGIN TO BUILD UP THE AMOUNT OF MONEY THAT WE
           WILL FIGHT FOR, THAT SOME WILL FIGHT FOR TO PUT INTO SAVINGS
           ACCOUNTS SO THAT ULTIMATELY IT WILL GROW TO A SUFFICIENT AMOUNT
           THAT INDEED THAT WILL BECOME THE ALTERNATIVE TO PUBLIC

           EDUCATION FOR THOSE WHO HAVE THE ABILITY TO MAKE THAT CHOICE OR
           FOR VARIOUS REASONS OF ABANDONMENT OF THE PUBLIC SCHOOL SYSTEM
           ARE ENCOURAGED TO DO SO AS THE ONLY WAY TO TRY TO SEND THEIR
           KIDS, IN THEIR JUDGMENT, TO SOMEWHERE THAT WILL MAKE A
           DIFFERENCE. WHAT WE OUGHT TO BE TALKING ABOUT ON THE FLOOR OF
           THE UNITED STATES SENATE TODAY, IN FACT EVERY DAY UNTIL WE
           COMPLETE THE TASK, IS HOW WE ARE GOING TO GUARANTEE THAT EVERY
           SCHOOL WITHIN THE PUBLIC SCHOOL SYSTEM HAS A FAIR OPPORTUNITY

           TO BE ABLE TO MAKE OF ITSELF WHAT SCHOOLS IN THE RICHEST
           COMMUNITIES OR SCHOOLS WHICH ARE THBEFICIARIES OF REMARKABLE
           ENDOWMENTS OR PARENTS IN VARIOUS PARTS OF THE COUNTRY WHO HAVE
           ENORMOUS SUMS OF MONEY, AND IN SOME CASES SCHOOLS WHICH AREN'T
           NECESSARILY DEPENDENT ON A SIGNIFICANT AMOUNT OF MONEY BUT
           WHICH HAVE A CORE GROUP OF PARENTS AND STUDENTS WHICH ALLOWS
           THEM TO BEHAVE IN A WAY THAT IS DIFFERENT FROM SOME SCHOOLS IN
           THE INNER CITIES OR IN RURAL AREAS WHERE IT'S MUCH TOUGHER TO

           BUILD THAT KIND OF SUPPORT. THE QUESTION THE UNITED STATES
           SENATE OUGHT TO BE DEBATING IS WHY WE ARE NOT HERE AS OUR FIRST
           ACT TRYING TO GUARANTEE THE REAL PROMISE OF AMERICA, WHICH IS
           TO MAKE CERTAIN THAT ALL OF OUR CHILDREN HAVE AN OPPORTUNITY TO
           GO TO SCHOOLS THAT WILL MAKE A DIFFERENCE IN THEIR LIVES ON THE
           POSITIVE SIDE OF THE LEDGER?
           NOW, WE'VE BEEN AROUND THIS SOMETIME BEFORE IN THE SENATE, AND
           IT GROWS INCREASINGLY FRUSTRATING, MR. PRESIDENT, AS WE

           CONTINUALLY COME BACK WITH THESE SORT OF SCATTER SHOT LITTLE
           TIDBIT EFFORTS. NOW I KNOW MY COLLEAGUE FROM GEORGIA DOESN'T
           VIEW IT AS A TIDBIT. I KNOW THIS IS IMPORTANT TO HIM
           PERSONALLY. I KNOW IT'S IMPORTANT TO SOME COLLEAGUES ON THE
           OTHER SIDE OF THE AISLE. BUT YOU CAN'T LOOK ME OR ANYONE ELSE
           IN THE EYE AND SUGGEST THAT THIS CAN PRETEND TO BE A
           COMPREHENSIVE APPROACH TO THE EDUCATION NEEDS OF THIS COUNTRY.
           AND IF IT'S NOT, YOU CAN'T CONVINCE ME THAT THIS IS THE

           STARTING PLACE WHERE WE OUGHT TO BEGIN THE DEBATE ABOUT WHAT
           WE'RE GOING TO DO TO FIX THE SCHOOLS IN THE COUNTRY. NOW I'VE
           COME TO THE FLOOR AND SAID THIS TO MY COLLEAGUE FROM GEORGIA
           TODAY. I DON'T UNDERSTAND IT, MR. PRESIDENT. NOW I KNOW NO
           ONE'S GOING TO ACCUSE ME OF NOT HAVING BEEN HERE LONG ENOUGH TO
           UNDERSTAND IT, AND I THINK I'VE GOT A PRETTY GOOD SENSE OF HOW
           THE POLITICS OF THESE ISSUES WORK, AND I STILL AM FRUSTRATED
           AND DON'T UNDERSTAND , BECAUSE I DON'T THINK WE'RE ALWAYS THAT

           FAR OFF. AND YET WE CONTINUALLY KEEP TALKING PAST EACH OTHER.
           I'VE HEARD THE SENATOR FROM NEW MEXICO, SENATOR DOMENICI, ARGUE
           THAT WE OUGHT TO HAVE A VERY SIGNIFICANT INCREASE IN THE AMOUNT
           OF MONEY WE PUT INTO EDUCATION. I AM CONFIDENT THAT WHEN HE WAS
           GOVERNOR, THE CHAIR UNDERSTOOD FULL WELL THE DIFFICULTIES OF
           SOME OF THE URBAN CENTERS OF THE STATE HE REPRESENTS AND HOW
           HARD IT IS BASED ON A LOW TAX BASE TO PROVIDE FOR COMPUTERS OR
           PROVIDE FOR SPORTS PROGRAMS IN THE AFTERNOON OR FOR LIBRARIES

           THAT STAY OPEN OR AFTER-SCHOOL PROGRAMS OR REMEDIAL PROGRAMS
           FOR KIDS WHO ARE HAVING TROUBLE TO BE ABLE TO LEARN. I MEAN,
           THESE THINGS DO COST MONEY. AND THE FACT IS THERE ARE
           COMMUNITIES IN OUR COUNTRY THAT DON'T HAVE A TAX BASE TO GO TO.
           YET, WE HAVE AN AGRARIAN BASE STRUCTURE THAT SUGGESTS THAT YOU
           STILL OUGHT TO HAVE A SCHOOL SYSTEM WORKING ON THOSE OLD HOURS

           SWELDS ON THE OLD FUNDING MEK NEFM-- --AS WELL AS ON THE OLD
           FUNDING MECHANISM?
           THE MONEY COMES FROM THE FUNDING TAX. BUT FOR TOO MANY
           COMMUNITIES THEY HAVE ZERO ABILITY. I MEAN, IN OUR STATE WE H
           THE SAME TAX REVOLUTION EVERYBODY ELSE IN THE COUNTRY HAS HAD.
           WE HAD A LIMIT ON THE AMOUNT THE PROPERTY TAX CAN BE INCREASED,
           AND PROPERLY SO, I MIGHT ADD. THERE ARE A LOT OF FAMILIES ON
           FIXED INCOMES. A LOT OF SENIOR CITIZENS WHO HAVE PAID FOR THEIR

           HOMES, WHO DON'T HAVE THE INCOME STREAM TO SUPPORT AN INCREASE
           IN REVENUE. A LOT OF YOUNG FAMILIES STARTING OUT WHO DON'T HAVE
           THE ABILITY TO BE ABLE TO FIND THE EXTRA CASH FLOW TO PAY FOR
           THE PROPERTY TAX INCREASE THAT MIGHT BE NECESSARY TO ADEQUATELY
           FUND E REALLY EXCELLENT SCHOOL SYSTEM. SO WHAT DO WE DO?
           WE MERRILY GO DOWN THE ROAD OURSELVES, IGNORING THIS
           FUNDAMENTAL REALITY. NOW I'M WITH MY COLLEAGUES ON THE OTHER
           SIDE OF THE FENCE. I DON'T WANT TO THROW MONEY DOWN A DARK
           HOLE. I DON'T WANT TO GIVE MONEY TO A SCHOOL SYSTEM THAT'S

           LAYERED WITH POLITICS OR HAS AN INABILITY TO HOLD THE TEACHERS
           ACCOUNTABLE OR DOESN'T HAVE A STRUCTURE THAT INVOLVES PARENTS
           AND HAS ACCOUNTABILITY OF WHAT KIDS ARE LEARNING. I DON'T THINK
           ANYBODY IN THE UNITED STATES SENATE WANTS TO DO THAT. SO I'M
           HAVING DIFFICULTY UNDERSTANDING WHY IT IS WE CAN'T FIND A
           FORMULA BY WHICH WE'RE PREPARED TO PUT SOME MONEY INTO THE
           SYSTEM REQUIRING THOSE SYEMS TO EMBRACE REAL REFORM, LEAVING UP

           TO THOSE SYSTEMS -- AND THIS IS IMPORTANT -- LEAVING UP TO
           THOSE SYSTEMS THE DIRGES OF HOW THEY'RE GOING TO GET THEIR KIDS
           TO THE END GOAL OF A SUPERLATIVE EDUCATION. I DON'T THINK THE
           FEDERAL GOVERNME OUGHT TO RUN THAT. I DON'T THINK WE OUGHT TO
           COME TROTTING IN WITH SOME NEW MANDATE AND TELL PEOPLE IF YOU
           DON'T DO THIS, YOU CAN'T -- THAT'S NOT WHAT THIS IS ABOUT.
           WE'RE ONLY 7% OF THE BUDGET OF SCHOOLS ACROSS THIS COUNTRY.
           MOREOVER, IT'S A STEADFAST PRINCIPLE THAT NONE OF US WANT TO
           BREAK THAT SOMEHOW THE FEDERAL GOVERNMENT OUGHT TO BE INVOLVED

           IN RUNNING THE SCHOOLS. WE DON'T WANT THAT. I DON'T WANT THAT.
           I BELIEVE IN LOCAL CONTROL. BUT LOCAL CONTROL HAS TO MEAN ALSO
           LOCAL EMPOWERMENT. LOCAL CAPACITY, LOCAL ABILITY TO BE ABLE TO
           DO SOME OF THESE THINGS. I MEAN, NONE OF OUR COLLEAGUES CAN
           HAVE IGNORED THE FACT THAT IF YOU'RE A YOUNG LAW STUDENT
           GETTING OUT OF LAW SCHOOL TODAY, ONE OF THE BETTER LAW SCHOOLS
           IN THE NATION, YOU GO TO WORK IN BOSTON OR NEW YORK YOU'RE
           GOING TO START OUT NOW AT $140,000, TOP LAW FIRMS. RIGHT OUT OF

           LAW SCHOOL YOU CAN EARN AS MUCH AS THE UNITED STATES SENATOR,
           WHICH MAY NOT BE AN APPROPRIATE MEASUREMENT OF ANYTHING, BUT
           THAT'S WHAT WE'RE VALUING. TEACHER COME OUT OF COLLEGE WITH
           $50,000 TO $100,000 OF LOANS WHICH YOU'RE REQUIRED TO START
           PAYING BACK THE MINUTE YOU GO TO WORK, AND YOU'RE GOING TO
           START AT $22,000, $21,000, $23,000, MAYBE WORK YOUR WAY INTO
           THE $30 -- INTO THE 30'S AFTER YOU HAVE 15 YEARS AND A MASTER'S

           DEGREE. AND DEPENDING ON THE SCHOOL SYSTEM, NEW YORK -- YOU CAN
           BE IN SOME SCHOOL SYSTEMS WHERE YOU CAN GET IN THE 60'S. BUT
           MOST OF THEM YOU'RE IN THE 40'S AFTER ALMOST A CAREER OF
           SERVICE. HOW DO YOU TURN TO ANY STUDENT SADDLED WITH THOSE
           LOANS IN COLLEGE AND SAY, HEY, YOU KNOW, IGNORE ALL THOSE
           DOT-COMS WHERE YOU CAN EARN $60,000 BUCKS -- $6,000 OUT OF

           SCHOOL. I GO -- I GO ANOTHER THOSE PLACES WHERE THE GREATEST
           RESTRAINT OF GROWTH TO OUR NATION IS GOING TO BE THE LACK OF A
           SKILLED LABOR POOL. AND WE'RE GOING TO SAY TO KIDS FACING THAT
           KIND OF JOB MARKET, HEY COME TEACH AND BE A PAUPER, COME TEACH
           BUT
{END: 2000/02/23 TIME: 17-30 , Wed.  106TH SENATE, SECOND SESSION}