H. P. F. Education White Paper memo to Robert L. Ehrlich, Jr. and S. L. K., April 9, 2001

ROBERT L. EHRLICH, JR. 315 Cannon House Office Building Washington, DC 20515 ASSISTANT DEPUTY MAJORITY WHIP Congress of tfje United States House of iReptcsentatfoes MJaSftington, 2ЭС 20515-2002 April 9, 2001 MEMORANDUM To: RLE, SLK From: HPF Subject: Education White Paper Essex, MD 21221 Bob, The purpose of this memo is to capsulize the Republican-led House’s education achievements in the 106- 107th Congresses, gauge the education achievements in Maryland, as well as to outline the challenges that lie ahead in education reform both in Maryland and at the national level. Federal Level - Priorities for the Future: President George W. Bush’s Education Reforms. Below is a synopsis of the House version of President Bush’s education reform plan, of which you are an original co-sponsor, after its adoption on May 23. H.R. 1 was drafted to reflect President Bush’s three core principles for education reform: flexibility, accountability, and greater parental choice; • Flexibility. In H.R. l's amended form, local school districts may transfer up to 50 percent of federal education dollars they receive between an assortment of ESEA programs as long as they demonstrate results. Pursuant to Rep. Tiberi’s adopted amendment, for which RLE voted, 100 school districts will be rewarded virtually unlimited flexibility to transfer funds between federal programs, except Title I, for a period of five years. Should any of the 100 districts fail to demonstrate improved student performance over that time, its flexibility will be curbed to the standard 50 percent. • Accountability : H.R. 1 requires math and reading tests every year between third and eighth grade. In addition, it requires states to administer the National Assessment of Education Progress (NAEP) test to a select number of students in grades four through eight. NAEP is administered to very few students, so as to minimize testing costs and fatigue on students. Results will be made available to parents each year so they may monitor the progress of child and school alike. Most importantly, states retain sole authority over the design, structure, content, and implementation of these tests.