Impact of The National Education Budget On Iowa Schools: Hearings

S. HRG.
107334
IMPACT OF THE NATIONAL EDUCATION BUDGET

ON IOWA SCHOOLS
HEARINGS
BEFORE A
SUBCOMMITTEE OF THE
COMMITTEE ON APPROPRIATIONS
UNITED STATES SENATE
ONE HUNDRED SEVENTH CONGRESS
FIRST SESSION
SPECIAL HEARING
APRIL 21, 2001CEDAR RAPIDS, IOWA
APRIL 21, 2001CLEAR LAKE, IOWA
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COMMITTEE ON APPROPRIATIONS
TED STEVENS, Alaska, Chairman
THAD COCHRAN, Mississippi ROBERT C. BYRD, West Virginia
ARLEN SPECTER, Pennsylvania DANIEL K. INOUYE, Hawaii
PETE V. DOMENICI, New Mexico ERNEST F. HOLLINGS, South Carolina
CHRISTOPHER S. BOND, Missouri PATRICK J. LEAHY, Vermont
MITCH MCCONNELL, Kentucky TOM HARKIN, Iowa
CONRAD BURNS, Montana BARBARA A. MIKULSKI, Maryland
RICHARD C. SHELBY, Alabama HARRY REID, Nevada
JUDD GREGG, New Hampshire HERB KOHL, Wisconsin
ROBERT F. BENNETT, Utah PATTY MURRAY, Washington
BEN NIGHTHORSE CAMPBELL, Colorado BYRON L. DORGAN, North Dakota
LARRY CRAIG, Idaho DIANNE FEINSTEIN, California
KAY BAILEY HUTCHISON, Texas RICHARD J. DURBIN, Illinois
MIKE DEWINE, Ohio TIM JOHNSON, South Dakota
MARY L. LANDRIEU, Louisiana
STEVEN J. CORTESE, Staff Director
LISA SUTHERLAND, Deputy Staff Director
JAMES H. ENGLISH, Minority Staff Director
SUBCOMMITTEE ON DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERVICES, AND

EDUCATION, AND RELATED AGENCIES
ARLEN SPECTER, Pennsylvania, Chairman
THAD COCHRAN, Mississippi TOM HARKIN, Iowa
JUDD GREGG, New Hampshire ERNEST F. HOLLINGS, South Carolina
LARRY CRAIG, Idaho DANIEL K. INOUYE, Hawaii
KAY BAILEY HUTCHISON, Texas HARRY REID, Nevada
TED STEVENS, Alaska HERB KOHL, Wisconsin
MIKE DEWINE, Ohio PATTY MURRAY, Washington
MARY L. LANDRIEU, Louisiana
ROBERT C. BYRD, West Virginia
(Ex officio)
Professional Staff
BETTILOU TAYLOR
MARY DIETRICH
JIM SOURWINE
ELLEN MURRAY (Minority)
Administrative Support
CORREY DIVINEY
CAROLE GEAGLEY (Minority)
(II)
CONTENTS
CEDAR RAPIDS, IOWA

Page
Opening statement of Senator Tom Harkin .......................................................... 1
Statement of Ted Stilwill, director, Iowa Department of Education ................... 3
Prepared statement .......................................................................................... 6
Statement of Robert D. Koob, president, University of Northern Iowa .............. 7
Statement of Lois Mulbrook, director of financial aid, Mount Mercy College .... 16
Statement of Swati Dandekar, board member, Linn-Mar Community School
District and Iowa Association of School Boards ................................................ 20
Statement of Tammy Wetjen-Kesterson, vice president, Iowa Head Start
Association ............................................................................................................ 24
Statement of Dan Stice ........................................................................................... 33
Statement of John Hieronymus .............................................................................. 33
Statement of Wendy Vodenhofer ............................................................................ 34
Statement of Jamie Knight ..................................................................................... 35
Statement of Nancy Porter ..................................................................................... 35
Statement of Mickey Dunn ..................................................................................... 36
Statement of Ron Fielder ........................................................................................ 37
CLEAR LAKE, IOWA

Opening statement of Senator Tom Harkin .......................................................... 41
Statement of Dr. David Buettner, president, North Iowa Area Community
College ................................................................................................................... 43
Statement of Jolene Franken, president, Iowa State Education Association ..... 49
Statement of Dr. Lawrence J. McNabb, superintendent of schools, Osage
Community School District, Osage, Ia ............................................................... 54
Statement of Sherry Brown, vice president for legislation, Iowa PTA ............... 58
Statement of Derrick Palmer, student ................................................................... 61
Statement of Lynne Eckhart .................................................................................. 67
Statement of Steve Lovik, vice president of admissions and financial aid,
Waldorf College .................................................................................................... 69
Statement of Sally Frudden, member, Iowa State Board of Education .............. 71
Statement of Chris Petersen, vice president, Iowa Farmers Union .................... 72
Statement of Tammy Poppe .................................................................................... 74
Statement of Jessica Putnam ................................................................................. 75
Statement of Les Person ......................................................................................... 76
Statement of Lorna DiMarco .................................................................................. 78
(III)
IMPACT OF THE NATIONAL EDUCATION
BUDGET ON IOWA SCHOOLS
SATURDAY, APRIL 21, 2001
U.S. SENATE,
SUBCOMMITTEE ON LABOR, HEALTH AND HUMAN
SERVICES, AND EDUCATION, AND RELATED AGENCIES,
COMMITTEE ON APPROPRIATIONS,
Cedar Rapids, IA.
The subcommittee met at 9:05 a.m., in room 234, Cedar Hall,
Kirkwood Community College, Cedar Rapids, IA, Senator Tom Har-
kin presiding.
Present: Senator Harkin.
OPENING STATEMENT OF SENATOR TOM HARKIN
Senator HARKIN. The Senate Subcommittee on Labor, Health,

Human Services, and Education, and Related Agencies will come to
order. I would at the outset say to all of you that are here, and to
our witnesses, that this is an official hearing of the Senate Appro-
priations Committee, more specifically a subcommittee with the re-
sponsibility of funding the Departments of Labor, the Department
of Health and Human Services and the Department of Education,
and a number of related agencies. Perhaps one of the most impor-
tant parts of this subcommittee is the funding for our education
programs, everything from the Early Start program right to Pell
grants for college students and everything in between. And as you
may have been reading, we have been having some budget battles
on this and we continue to have some battles as the year rolls
along. And I thought it would be important to bring the sub-
committee, of which I am the ranking member, to Iowa for public
hearings, to get the input from local educators and leaders and also
from the audience. Its my intent that after we have the official wit-
nesses that I will open up the mike to the floor for any comments
or suggestions of anyone that is here today. I would just ask if you
do that, if you would state your name clearly, and if its a very
complicated name like Smith, please spell it so the reporter can get
it correctly.
Having said that, we have our two interpreters here, Susan
Terrell and Karen Gray, and in the interest of expediency, among
other things, I will just ask, is there anyone here that needs inter-
preted services? Yes? No? I will ask the question one more time:
Does anyone need interpreted services? If not, I will let the inter-
preters relax.
Thank you. I will just open with a quick statement and then we
will go to our witnesses. Our country was founded on this ideal
(1)
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that no matter who you are, no matter where youre born, no mat-
ter how much money your parents haveif youre willing to study
and learn and work hard, you can be a success. This is what we
call the American dream. Unfortunately, its slipping away because
our classrooms are overcrowded, our schools are crumbling, and our
students dont have the educational opportunities for a lifetime of
learning from pre-school to college and beyond.
Now, for years we have been nibbling around the edges of solu-
tionswe tweak a program here, adjust the funding therebut we
havent made a real dent in education reform in the 21st century.
The fact is right nowand I always enjoy asking this question of
peopleof every Federal dollar that we appropriate, how much of
that dollar goes for education? I get all kinds of different answers,
but no one ever gets it right because its only 2 cents on the dollar.
Of every dollar that we appropriate in Washington DC, of your
hard-earned tax dollar, only 2 cents goes directly to education. That
simply is not enough.
We need to use our budget surpluses, I believe, to prepare for the
future by doing two things; paying down the national debt and in-
vesting in education. Earlier this month the Senate adopted an
amendment I offered, which I called the Leave No Child Behind
amendment to increase the national investment in education by
$250 billion over the next 10 years. This investment would make
it possible to do many of the things we say that we want to do.
Now, I know that $250 billion sounds like a lot of money, and it
is. But keep in mind, relatively speaking, in terms of the tax bill,
that $250 billion is only one-half of the amount of tax breaks
thatif we adopt the tax bill that they are going to send down next
month, its only one-half of the tax breaks that would go to the
richest 1 percent of Americans whose average incomes are over
$900,000 a year. Its just half of that amount. Give us $250 billion
for education and with that amount of money we could make sure
that all children will start school ready to learn by fully funding
the Head Start Program. We could reduce class size to no more
than 18 students, and we could repair school buildings. We could
fully fund special educationthe Individuals with Disabilities Edu-
cation Act. We could help students that fall behind get the extra
help they need by doubling funds for the Title I reading and math
programs. We could make college more affordable by increasing
funding for Pell Grants, and we could help workers get the skills
they need by investing nearly $10 billion in job training. We could
do all this and more if we invest in education.
Now, the President has said, well, leave no child behind, or
words to that effect. However, his budget does not support that.
His budget devotes $1.6 trillion of the surplus, the supposed sur-
plus, to tax cuts, but a mere $21.3 billion for education. This is
over 10 years.
So the proposed budget for the White House has tax cuts that
are 76 times greater than the investment proposed for education
over the next 10 years. Again, we have to ask ourselves, are these
the right priorities?
Investments are important, but we also have to maintain fiscal
discipline. That is why I believe that we also have to pay down the
national debt so that our kids dont have a terrible debt to cover
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in the future. So today we will be holding two hearings to examine

the impact of the national education budget on Iowa children and
Iowa schools. We will hear testimony from the real experts on edu-
cationstudents, parents, teachers, school administrators, school
board members, student financial aid directors and college presi-
dents. We will learn more about the important role that various
Federal programs play in helping all Iowans. These are the individ-
uals on the front lines, and I look forward to your testimony.
So again, I want to thank you all for coming to participate in this
important hearing. As I said earlier, following the testimony of the
panel, I will open the hearing up for comments from people in the
audience. In addition, the hearing record will remain open for 1
week so individuals can submit written statements for the record,
if they so desire.
And we were going to have five on our first panel, but the tables
were too small, so we will do two and then three. Our first wit-
nesses are Dr. Ted Stilwill, director of the Iowa Department of
Education, and Dr. Robert Koob, president of the University of
Northern Iowa. Dr. Stilwill has served as director of the Iowa De-
partment of Education since his appointment in 1995. Prior to that
time he headed the departments activities dealing with elementary
and secondary education. Before coming to work in State govern-
ment, Mr. Stilwill worked for 18 years as a teacher and adminis-
trator at the local level. He also chairs the school budget review
committee and serves on several State boards and commissions.
Dr. Robert Koob is the president of the University of Northern
Iowa. Prior to becoming president of UNI, Dr. Koob was senior vice
president, vice president for academic affairs in California at Poly-
technic University. Dr. Koob received his bachelors degree from
UNI, his Ph.D. in chemistry at the Universitiy of Kansas. J Hawk.
And we will forgive him.
And with that, we welcome our witnesses. We thank you for tak-
ing time on a Saturday and for being here and submitting testi-
mony. And I would just ask that we try to limit it to 5 to 10 min-
utes, so we can move both panels. And with that, I will open by
recognizing Dr. Stilwill, director of the Iowa Department of Edu-
cation.
STATEMENT OF TED STILWILL, DIRECTOR, IOWA DEPARTMENT OF
EDUCATION
Mr. STILWILL. Thank you very much, Senator. I have to tell you
that I very much appreciate the invitation to be here to share some
thoughts on the needs of education in Iowa. Probably one clarifica-
tion I should make, only one of us on this panel happens to hold
a doctorate, and Im betting on the University President.
That aside, its also, I think, pretty significant that you chose
Kirkwood Community College to kick off these hearings. Because
in the United States, I think we are realizing more clearly than
ever before the relationship of education and the economy. And if
we are going to prepare, not only children and young people, but
adults to really succeed in that new economy, education is now in-
credibly important and it is in the national interest to become en-
gaged in education. And I understand full well the need for the
4
Federal Government and the support we need from the Federal

Government.
I cant think of anyone in Iowas delegation in WashingtonSen-
ator Harkin, you have done a great job in advocating for education
in Iowa at the Federal level. You have a long track record. I will
just mention a couple of things and my prepared remarks provide
more detail. Iowa is noted for its Iowa Communications Network
Program. What a lot of people in Iowa dont fully understand is the
Federal contribution, through legislation that you have sponsored
and advocated, has provided $44 million so that individual school
districts and community colleges and others have money at their
site to build the local classrooms, and if necessary, access that net-
work. That has been extremely helpful. Second is the first-in-the-
nation Federal funding for school infrastructure. The State of Iowa
has very old schools, as you well know. The Federal contribution
which now amounts to $37 million, has allowed 257 school districts
to meet life safety needs but also provide new construction. Thats
leveraged our ability in Iowa and perhaps raised the conscious of
the Iowa legislature to also become involved in the infrastructure
of our schools as well to a significant degree. That really does well
for us.
But Im sure what a lot of people understand less well is in the
Title I legislation. You have been able to help Iowa assure that
even though the Federal formula to fund Title I, a remedial read-
ing and math program for kids in typically kindergarten through
third grade, occasionally pre-school, Iowa would have received dras-
tic reductions of Title I funding. So much so that it would have lit-
erally gone quite a ways in offsetting the gains we made in Federal
and State funding for class size reductions. Senator Harkin has
done effective work in safeguarding those funds for a number of
years. But to look into the future and what you are proposing in
terms of a much greater Federal commitment is certainly some-
thing that we welcome. The 2 cents on the dollar is simply not
enough. Everyone in this room now is increasingly familiar with
the dilemma of Iowas economy. And incidently, Senator, if you
need a good example of the fact that perhaps tax reduction doesnt
automatically generate an economic stimulus, Iowa might be a good
case in point.
Probably the many things that are proposed, the dramatic in-
crease in support of special education funding will not only help
guarantee services to children who have special needs, but will also
have the effect of helping to relieve the pressure on property taxes.
Because as you know, special education has been underfunded in
Iowa. Districts have to rely on levying from local property taxes
which creates an undue burden on those communities, and an un-
equal burden on those communities because some simply do not
have the ability to levy for additional property tax.
The proposal you had to really quadruple funding for professional
development is one that I particularly would like to recognize. Be-
cause the one thing we realize more clearly in Iowa than probably
ever before in our history, is that if we are going to raise student
achievement, if we are going to help students perform, if we are
going to meet the challenges before us, the one thing that abso-
lutely has to happen is quality teaching. And not only do we need
5
funding, and we are working on that in Iowa, to bring in the best

and the brightest into teaching and make sure they stay there, but
once they are there, ironically education has not done a very good
job of helping to meet the skill development needs, the professional
development needs of its own workers. You would think that folks
in education would know better, but we have not done well. That
funding would be very welcome and makes a great deal of sense.
So Senator, I guess I would like to, in the remainder of my re-
marks make a point to appreciate what you have done to ensure
that the Federal legislation ensures flexibility in Iowa. Its one
thing to receive funding, its another thing to receive very prescrip-
tive mandates to accompany that funding, and that is indeed prob-
lematic. I fully understand that there are some States in the
United States, perhaps several States in the United States, where
communities have abandoned their kids, where the State govern-
ment and Federal Government probably needs to move in to protect
those kids, and thus the equivalent of calling out the National
Guard to run the education system in those communities. Perhaps
sometimes in large cities its perhaps necessary for the Federal
Government to impose that kind of restriction on States. But as
you know, that is not the case in Iowa. We have no need for an
educational national guard. We do not have and I do not want to
have teachers waking up in the morning and principals waking up
in the morning thinking, Boy, I need to comply with State and
Federal regulations today. Thats whats my motivational setting.
I dont ever want that to happen in Iowa. And the more intrusive
both State and particular Federal regulations become, the more
their day will be taken up with meeting those requirements to a
greater extent than meeting the needs of the kids.
There are some elements in the proposed legislation that and I
will use testing as an example, where the Federal Government ap-
pears compelled to change current practice. In Iowa, the legislature
and the Governor and the State board of education think our cur-
rent practice is quite adequate, what we just started doing this
year, for districts to report on the progress of their students in
fourth, eighth and eleventh grade in three subjects and report on
their success or potential success in succeeding in post-secondary
education. For some reason or another at the Federal level it now
seems that the U.S. Department of Education is going to want to
have to know how kids are doing at second grade, third grade,
fourth grade, fifth grade, sixth grade, at every grade level. Its not
a question of whether testing every year is a good idea, it certainly
is. Testing probably more often than every year is an excellent
idea. Every teacher in Iowa certainly does that. Whether the Fed-
eral Government needs to know about the results of that when the
Iowa legislature and the Iowa Department of Education doesnt feel
the need to have that heavy hand in monitoring, much less pre-
scribing not only when they are tested, but who they tested, how
they are tested, what kind of tests are involved. We have a good
testing system in Iowa. We have the Iowa testing program just
down the road. We have 60 years of history and track record with
that test. If the current legislation were implemented we would
likely have to abandon that program at a cost of $10 to $20 million.
It would take a lot more time, people require different kinds of
6
tests and because it would require more administration of that test

the annual cost of administering that program would be somewhere
between $3 to $6 million. And those are fairly conservative esti-
mates, Senator. In this financial environment we do not have that
kind of money to provide a testing program that we really dont
need at this point. Every local school district in Iowa, and I talked
with several of them yesterday at a conference, are working hard
so that teachers in the district have their own assessment pro-
grams and plans put together. That is where it has the most need.
That is where the hopes and dreams of kids in those communities
ought to be formed. Probably not at the State and not at the Fed-
eral level. And that of course has been our policy in Iowa.
PREPARED STATEMENT
So its that flexibility that you advocated for, your staff has been
very helpful on those issues, but I would certainly appreciate the
ability to continue that kind of flexibility. That concludes my re-
marks. Thank you again.
[The statement follows:]
PREPARED STATEMENT OF TED STILWILL
Senator Harkin, I appreciate the opportunity to offer my insight on Iowas edu-
cation needs in relation to the current conversations occurring in Washington, D.C.
I applaud your consistent efforts on behalf of Iowa school children. Thanks to you
Iowa has received $44 million in Star schools funding to improve instruction using
technology, significant additional funding for special education and $37 million for
a first-in-the-nation pilot federal K12 school infrastructure project. Senator Harkin,
we also thank you for working overtime to keep Iowas allocation of Title I early
elementary reading and math assistance.
Looking ahead I see that you continue your progressive approach to helping Iowa
school children succeed. The amendment you authored that was adopted by the
United States Senate specifically addresses Iowas critical need for early childhood
funding, improved professional development for teachers and school infrastructure.
I applaud the provision in your amendment that would fully fund implementation
of federal IDEA special education regulation within 10 years.
The profile of Iowas population has changed noticeably over the past 20 years.
We have the highest percentage in the nation of two parent working families. Wages
have not kept pace with regional or national averages. These contribute to the sim-
ple fact that Iowas school children come to school less ready to learn than was the
case a decade ago and certainly two decades ago. Federal Head Start funding is a
centerpiece of Iowas plan to provide three and four-year olds with quality develop-
mental pre-school. Iowans know that every dollar invested in early childhood pays
real dividends. Please continue your advocacy to expand Head Start programs.
In the past year Ive personally been preaching to schools, state legislators, policy
makers and business leaders about the irrefutable evidence that the quality of the
teacher is the single greatest factor in student learning. I am not bashful in saying
that Iowa has the best teachers in the nation. Our educators are devoted to kids
and are clearly mission driven. Ongoing development of the skills of those classroom
teachers who need to respond to an ever-changing profile of student learners is vast-
ly overlooked as a key to improving student learning as well as teacher morale. Re-
search based professional development is becoming available. Finding teacher time
is not. The emphasis in your amendment on quadrupling federal funding for profes-
sional development responds directly to the needs of Iowa teachers as well as edu-
cators nationwide.
Iowa has 257 school districts that have received $28 million dollars in Harkin
grant awards for K12 school infrastructure repairs and construction. This first-in-
the-nation initiative spurred the Iowa legislature to contribute over $50 million for
school infrastructure over the next three years. The Harkin grant program served
as the framework for our Vision Iowa school infrastructure program. Other states
are learning from our experience. Iowa school districts continue their plea for fed-
eral, state and local assistance to this $3 billion need. Thank you for responding to
7
their call and the call of schools everywhere with the creation of a nationwide school
infrastructure program.
Iowa special education costs have increased 100 percent over the past 10 years.
While acknowledging the need for special education to be heavily federally regu-
lated, states, including Iowa, are having trouble making ends meet when it comes
to guaranteeing the necessary education opportunities for special education stu-
dents. Fully funding the state implementation of the federal IDEA special education
regulations will release a pressure valve for Iowa school districts struggling to levy
local property taxes to fund these programs.
As you know, Senator Harkin, local control is the hallmark of K12 education in
Iowa. Annual school board elections and monthly local school board meetings offer
an unparalleled opportunity for parents, teachers, administrators and other resident
citizens to play a role in setting the education policy that governs the day-to-day
education of the children in their community. My colleagues, the chief state school
officers in other states, envy Iowas local control doctrine and the remarkable levels
of student achievement that result from local ownership of student learning. I would
not trade Iowas K12 system for that of any other state in this nation.
While other states have spent tens of millions of dollars to develop state standard-
ized tests, Iowa students have a 60 year history with the Iowa Testing Service. Iowa
long ago decided that high stakes testing on one standardized test is not indicative
of student learning. I simply cannot say this strongly enough. We are sincerely ap-
preciative of your efforts to understand and represent Iowas community driven edu-
cation system. I ask that you advocate for flexibility in the use of federal dollars
now being proposed to help state testing efforts in grades three through eight. In
Iowa, we want the flexibility to use that new federal funding in the development
of multiple measures to assess student learning. Iowas school districts and area
education agencies are in the process of developing district specific reliable multiple
measures to round out the limited picture standardized tests give of a students
learning. Your advocacy on this issue would be much appreciated. I am also encour-
aged by conversations in Washington to improve federal assistance for reading ini-
tiatives. Achievement scores for Iowas 4th graders and 8th graders have slipped
ever so slightly over the past three years. In order to remain among the first in the
nation, Iowa could greatly benefit from additional assistance. I close with the
thought that as I have daily frontline interaction with state legislators on our Iowa
state budget and on teacher compensation efforts, I am continually impressed with
the collegiality that reflects the willingness and dedication of Iowa policy makers
to put students first. I congratulate you on bringing that Iowa flavor to the U.S.
Senate. I wish you continued success on behalf of Iowas school children. Thank you.
Senator HARKIN. Thank you very much, Ted. I appreciate that.
Next we go to Dr. Koob, president, University of Northern Iowa.
STATEMENT OF ROBERT D. KOOB, PRESIDENT, UNIVERSITY OF
NORTHERN IOWA
Dr. KOOB. Thank you, Senator. You wont be surprised to learn
that many of my remarks echo things that Ted has said. But I
want to start by thanking you for the active role that you have
played. We think that its appropriate that Iowa take a leadership
role in education. We have been recognized as number one in edu-
cation for some time and we are terribly proud that its our Senator
that has taken the lead in protecting education this last session.
We are particularly proud of your Leave No Child Behind formula.
That very closely echos what we have been saying is important for
education for a long time. So you have our unqualified endorsement
in this particular area.
Its no surprise to anyone that we are concerned with education.
The rapid increase of complexity of the American society has raised
the expectations on education enormously. So much so that today
90 percent of parents with children in school expect their children
to complete college. I mean, I can recall in World War II, just as
the GI bill was coming into play we had something less than 5 per-
cent college completion of people. What were we going to do with
all of those GIs that were going to go to college? As recently as
8
1990 the Department of Labor estimated that the United States

could not gainfully employ more than 20 percent of its population
as college graduates. And yet today here in Iowa we have 72 per-
cent and lead the Nation in the number of high school graduates
that go on to collegecommunity colleges and 4-year schools, and
we are unable to keep up with the demand. So to say that expecta-
tions have changed is actually to put it in rather an understated
way. I think the difficulty and the reason that we call for reform
in schools is that we have not realized that education is no longer
6 through 16. This might have been true in the first half of the
20th century. But right now we are talking about education that
really begins at age zero. We understand that the greatest learning
really occurs among our youngest children and goes on at least
through college, as I tried to illustrate, and in fact, goes on
throughout life. I can recall visiting with an executive of IBM when
they were laying off employees in 1994 and asking why this com-
pany, which for many years had a policy of never laying off anyone,
when forced to do it decided who they kept and who they let go.
And they said that they kept those that had demonstrated that
they knew how to learn a living. And I have never forgotten that
statement. Because the fact is, in todays rapidly changing society,
if we havent learned how to learn, we are not going to be able to
adapt to that change. I have five recommendations, and you will
find that they support, I think, your Leave No Child Behind agen-
da quite closely. But I will just mention those five to you, and if
there is time leftand I will check with your staffI will talk
about the specific programs at UNI.
And the first is to echo Teds comments about testing: Dont con-
fuse indicators with solutions. Its often easy to suggest, well, we
will just test more and we will change the curriculum. But research
has shown that that has absolutely no impact on this solution of
needing to improve achievement. There is no relationship between
the thermometer and what causes the temperature to change. The
thermometer only indicates whether the temperature has changed
or not. So dont get confused between indicators and solutions. We
have solutions that I think are straight forward. And the four re-
maining dos after that one dont deal with that solution.
The second supports Teds point about teacher education and
teachers in general. First of all, recognize that the only really im-
portant elements in education are the teachers and the families of
the parentsor the parents and families of those students. Make
certain that we have professional development available for our
teachers. Teachers stay in our schools for generations. I mean, they
will see generations at schools. Its absolutely necessary to have
professional development because the world changes and our teach-
ers must be given the opportunity to change along with it. That
isnt easy to do that. Whatever funding we provide ought to be con-
tingent on the participation of the community in that school. Make
certain that parents are drawn to the school in order to participate
in the education of their child. If they are not brought into the
school, research has shown again and again, no matter how good
the teacher is, its only the exceptional child that can advance with-
out the support of their family. So do recognize that teachers and
the parents are the core of their education.
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Recognize also that access to college and completion of college is

the single most important factor in the financial and social success
of Americans today. There has been a very, very strong correlation
demonstrated between the social economic status of the child and
the childs family and their success in education. Im sorry to say,
and Im sure that you knew this, that the gap is continuing to
widen. The gap between those in the upper income quartile of our
nation and the lower income quartile of our nation has increased
by nearly a factor of 10 over the last 25 to 30 years. At the same
time, the gap between the families, the students coming from that
lower quartile and upper quartile has increased. So the lower end
of that group has had less and less opportunity to experience qual-
ity higher education. So its absolutely necessaryand I know
again that you know this, that we provide smoothly graded and
fully funded financial aid infrastructure that offsets the tremen-
dous inherent disadvantage of the potential students economic sta-
tus. Unless we talk about affirmative action, the most important
affirmative action is to offset that difference in economic status.
The fourth point, is to take leadership to broaden public respon-
sibility for early childhood education. I dont believe there is a sin-
gle more important thing that we can do in this Nation to improve
on school success than to provide high quality early childhood edu-
cation. That may sound funny coming from a college president, but
I recognize the old song I heard when I was very, very young when
they were using the twig on me, they were saying as the twig is
bent, so grows the tree. And this in fact is still true. Im sorry, but
its true. I dont advocate using twigs on people any longer, none
of us do, but I do advocate recognizing that children are learning
in a country where 80 percent of our parents are working, contrib-
uting to this great economic engine that we call the United States,
that they are not home taking care of their children. I dont find
fault with the parents, but I find fault with a society which has al-
lowed that to happen without replacing the influence of the parent
with a stimulating educational environment for their children. I
think if I could pick one thing of all the things that we could do,
that would be the single most important.
I commend to your review the activities of the U.S. Army. They
have a very active early childhood education program. They require
certification and they have even come up with a funding formula
that seems to work successfully. I urge you to review that and see
if it would not be something we could use nationwide.
And finally, I would like you and the U.S. Congress to recognize
that its a changing society that has changed these expectations on
the schools and we need to move away from finding fault with one
sector or another for what is going on. Rather we need to encour-
age partnerships, we need to make certain that the State and Fed-
eral government work closely together, that the State and local
government work closely together, that the parents and teachers
work closely together and you make the list. But we need to join
arms and work together to solve this problem because the chal-
lenge is enormous and the people who are in the field attempting
to meet that challenge are goodwilled, and its much better if we
support them with partnerships than to blame them for what is
going on at this time.
10
If I have time, I would like to point out just a couple of things

with respect to financial aid and some programs, if that is accept-
able? Thank you very much. To my point on providing a smoothly
integrated financial aid for college students I would like to point
out that the University of Northern Iowa which serves students
from all over the State of Iowa, with perhaps, 95 percent of its un-
dergraduate population from the State of Iowa, has 76 percent of
its students requiring financial aid. If one had any ideaI had no
idea when I came to Iowa that the need for financial aid would be
that high. I did not realize that according to the strict guidelines
that the government has set that we have that much need. Our fi-
nancial aid needs totals $68 million, and Federal aid coincidentally
makes up 68 percent of that assistance. Pell grants are around $5.5
million. For us, that serves only 23 percent of our undergraduate
population. So less than a third of the students eligible for financial
aid can get a Pell grant under the current program. We are con-
cerned about the balance between loans and grants. Right now we
are finding that our students are graduating with anywhere from
$16,000 to $20,000 worth of debt upon graduation among those
that receive financial aid. So we strongly support the $600 increase
in the maximum Pell grant that was put in your Leave No Child
Behind amendment. There is no question about our support. It will
not keep up even at that rate with the rapid increase of tuition we
expect with the declining tax base that we have in Iowa. We are
going to see a sharp rise in tuition here in this State within the
next 2 years and we are sorry to have to turn to the Federal Gov-
ernment to help mitigate that, but it seems to be our only choice.
PREPARED STATEMENT
I believe in the long term, over the next generation, the single
most solution for meeting the rise in expectations of education is
early childhood education. We still have a generation of students
to deal with that are already in the schools today. The TRIO pro-
grams and GEARUP programs are examples of effective ways to
deal with those students. I would hope to put those programs out
of business over the next 18 years, beginning with children that are
born today by making sure they all have a successful, safe, and
stimulating educational opportunity throughout their educational
career. But until we do that, those students who have not had the
opportunity to receive that kind of early childhood support need to
be rescued in every way that we can. So, thank you very much for
supporting the TRIO and GEARUP programs. Thank you for the
opportunity to visit with you today.
PREPARED STATEMENT OF ROBERT D. KOOB
Mr. Chairman, thank you for your past and continued support of our nations stu-
dents. Your tireless efforts on behalf of our nations neediest students have not gone
unnoticed in Iowa. We know you are truly one of the Senates staunchest supporters
on behalf of education funding and improving education throughout the pre-kinder-
garten, postsecondary and lifelong learning continuum. Your introduction and lead-
ership of the Leave No Child Behind amendment to the Senate Budget Resolution
is just one of many examples of how you turn rhetoric into action, and of this we
are grateful.
Post World War II America has seen dramatic changes. Families with working
parents are now the norm rather than the exception. More jobs are now associated
11
with using and processing information than with farming or manufacturing. Despite
an overall rise in family income, the spread between upper and lower income dis-
tribution has grown by approximately an order of magnitude. On the average, the
only individuals that have seen an increase in discretionary income in the last 30
years are those with four years of college or more.
Changes such as these, along with the general increase in the complexity of Amer-
ican society, have led to changing expectations for American schools. These changing
expectations have led to many misdirected calls for reform such as one-size-fits-all
standards, school vouchers, and quickie teacher certification programs. Spreading
blame among those that should be working closely to adapt to these changes is even
more damaging.
It is important to recognize that it is evolution rather than reform that is required
to match these changing expectations. More than 90 percent of todays parents of
school children expect their child to go on to college. Contrast this number with
about 40 percent a few years agoand todays leading college-going rate found here
in Iowa of 72 percentand one immediately realizes the enormity of the challenge.
America is still trying to meet the challenges of the 21st Century with the appa-
ratus built in the early 20th Century. Our concept of public schools is still approxi-
mately for ages 616. We must broaden the public education model to include at
least ages 022, and even lifelong learners.
Extensive research has shown that learning patterns are established at a very
early age. Here in Iowa, 70 percent of families with children under the age of 6 have
no parent at home during normal working hours. That number rises to over 80 per-
cent after the age of 6. This means that there are large blocks of time in a childs
day where we are uncertain of the learning opportunities for that child. Passive
childcare is certainly not enough even if it provides a safe place. Stimulating devel-
opmental environments are required if each child is going to be able to cope with
the increased educational expectations he or she will face later in life.
Schools can no longer be viewed as milk separators, sending the cream on to col-
lege while sending the rest into the workforce. The workplace is increasingly requir-
ing post-high school education. The high expectation parents have for their chil-
drens education is a direct result of this changing workplace expectation.
Americas colleges must increase their articulation with community colleges and
high schools, and adopt attitudes that seek to help every student graduate. This
must be done without lowering standards, but rather by adopting a more sophisti-
cated understanding of how people learn and grow. This is fundamental if we are
to leave no child behind.
In the 21st Century, the successful worker and the successful citizen will be the
person that has learned how to learn. In a period of rapid change, learning is obvi-
ously the most important adaptive skill.
Schools across America are of highly variable quality. The correlation with eco-
nomic status and school success is alarmingly high but notable exceptions exist.
Iowa is a good example. Considered by some to be the home of the best educational
enterprise in the nation, neither public nor private expenditures can account for the
quality. At best, Iowa has midlevel per student tax appropriations and mid-to-low
level tuition. What Iowa does have is high quality teachers and parental involve-
ment. Local control has encouraged local involvement. This coupled with a culture
valuing education has led to continued involvement of parents in their childs edu-
cation.
The apparatus for early childhood education in the United States is so variable
as to defy general characterization. Here in Iowa there are virtually no standards,
and even less state support than federal support for early childhood education pro-
grams.
And how are we to pay for this expanded educational apparatus?
The Jeffersonian ideal of a free public education was adopted when that meant
elementary school-level literacy, and both parents spent most of their time with
their children. The concept of a free public education has taken a severe beating in
the last quarter of the 20th Century.
Ironically, the strong correlation between education and financial success led to
the conclusion that there was a personal benefit to being educated, as well as a pub-
lic benefit expected in a democratic society requiring an informed citizenry. Public
colleges particularly have seen a significant rise in the percent of per student cost
covered by tuition. This in turn has led to a complex financial aid apparatus. This
is a more costly solution overall than maintaining tax-supported education available
to all, but the momentum of public opinion seems to favor moving even further in
this direction.
I would like to suggest some principles to guide the role of the U.S. Congress in
aiding the evolution of American education:
12
1. Dont confuse indicators with solutions. Standardized tests may be useful ba-
rometers of achievement, but they have no role in improving achievement.
2. Recognize that teachers and parents are the overwhelming influences in a
school childs life. Provide support that encourages the education and continuous
professional development of teachers. Provide support that encourages the involve-
ment of parents in their childs education.
3. Recognize that access to college is the single most important indicator of future
financial and social success of the rising generation of Americans. Failing full public
support of the nations public colleges, provide a smoothly graded and fully funded
financial aid infrastructure that offsets the tremendous inherent disadvantage of the
potential students economic status.
4. Take leadership to broaden public responsibility for early childhood education.
The U.S. Army has adopted a public private support structure for early childhood
education that appears compatible with current public opinion and may serve as a
good working model for the nation.
5. Realize that it is a changing society that has created our current educational
needs. Rather than finding fault with any element of systems in place, enter into
partnerships that encourage collaborations of many types. Just a few include fed-
eral-state, state-local, public-private, school-parent, college-school, and school-early
childhood efforts.
I thank you for the opportunity to be heard on the vital issue of American edu-
cation.
ADDENDUM
Answers to questions regarding the national education budget and its specific ef-
fect on University of Northern Iowa programs.
Question. How important is Federal aid to UNI students?
Answer. Very important. Approximately 76 percent of all UNI students receive
some form of financial aid totaling more than $68 million. Federal aid makes up
approximately 68 percent of that assistance. Pell grants are around $5.5 million for
this current year, assisting more than 2,790 students23 percent of our under-
graduate population. One in five Pell Grant recipients receive no other aid.
The increase in Pell grants barely keeps up with the rising cost of tuition. Cur-
rently, a full Pell grant just covers tuition and fees with very little room to spare.
In the past, Pell grants helped cover the costs of books, supplies, room and board,
transportation and other expenses.
Other Federal programs such as work-study, SEOG and Perkins Loans have given
students an opportunity to offset these high costs. At UNI, the Federal work-study
program assists around 600 students a year for just under $1 million. The SEOG
program assists around 600 UNI students for just over $500,000. The Perkins loan
program assist approximately 800 students at $1.4 million. These programs assist
very needy students who could not attend the University without this aid.
The balance of loans vs. grants is a concern. Loans currently account for 63 per-
cent of aid received by our students. This is creating an incredible burden for stu-
dents. The Iowa legislature is considering eliminating all state funds for work-
studymore than $250,000. If that happens, 275 UNI students will need to look
elsewhere for help. That means more loans and more debt.
Students need access to grants. As we look ahead to the 2002/03 academic year,
we project 2,882 students will receive Pell grants, at an average award of $2,149
per student. The plan proposed by President Bush would increase Pell grants by
less than $100 per student. We strongly support a $600 increase in the maximum
Pell Grant award for fiscal year 2002 as was included in your Leave no Child Be-
hind amendment to the Senate Budget Resolution that was passed by the Senate
with bipartisan support.
Its important to put this in context. A recent survey indicated that 90 percent
of todays parents expect their school-age children to attend college. Todays stu-
dents can expect to walk out of a state university with $15,000 to $20,000 in debt
(not including debt from credit cards and other sources) and an average starting sal-
ary of between $25,000 and $30,000. When we couple these facts, we see were in
danger of creating a society that can do little more than pay their school loans. Our
economy will bear the consequences.
Question. How important are the TRIO and GEARUP programs to UNI students?
Answer. The TRIO programs have a great impact on UNI students by giving them
experiential learning opportunities from early childhood education through con-
tinuing education programs. Because of TRIO grants, UNI is actively involved in en-
riching the lives of more than 4,000 low-income and special needs children and
adults in the Cedar Valley each year. UNI is the only institution in the state to
13
house a comprehensive TRIO program. However, TRIO funding is available to less
than 10 percent of the needy and eligible students who could potentially benefit.
UNIs GEAR UP program is now six months old and is targeted at Waterloos
Logan Middle School. Its goal is to prepare students for college. We use an inte-
grated, holistic approach to addressing all the factors that influence student success.
The program is supported by a five-year, $1.26 million grant from the U.S. De-
partment of Education and by matching funds and services from UNI, Waterloo
Community Schools, Allen Hospital, Communities in Schools, Inc., and the commu-
nity at large. The Bush budget proposal cuts this program by 23 percent.
During the past six months, the Logan library has been stocked with reference
books and tutoring and mentoring programs have been established. The tutors are
mostly UNI students and the mentors are from the partner institutions and the
community. Theyve been warmly received. Reduced funding would threaten our
ability to provide quality services to these students in the long term, rendering us
unable to affect real change for at-risk children.
GEAR UP also supports professional development. Logan staff have attended di-
versity training and the UNI College of Education is planning customized learning
opportunities for faculty, with the goal of spurring interested teachers to pursue
masters degrees. Reduced funding may threaten this effort to provide permanent,
positive change for Logans staff. It also may eliminate a highly visible opportunity
for community involvement.
Preparations are underway for a pilot summer school programthe first summer
school program offered in Waterloo for a number of years. Targeting approximately
120 of Logans most at-risk students, this six-week program will combine intensive
academic work with creative recreational, cultural and enrichment opportunities.
Reduced funding may force us to retreat from this innovative program. The City of
Waterloo and its children will be the ultimate losers.
Senator HARKIN. Thank you, Dr. Koob and Ted Stilwell. Thank
you both very much for excellent testimony. If I could, would both
of you just again answer a couple of questions and maybe delve
into it a little bit more on this testing issue. We are going to have
the elementary and secondary education act bill up probably start-
ing this week sometime. We dont know exactly when. Im on the
education committee and I will be involved in that debate. There
is going to be a lot of discussion about this idea of testing and an-
nual testing in grades three through eight.
Ted, you said that you estimated the cost in Iowa would be be-
tween $3 to $6 million a year if we had annual testing, did I get
that right?
Mr. STILWILL. Yes, on an annual basis. First we would have to
spend quite a bit more than that to develop a different kind of test
than what we have today, because what is specified appears to be
a criterion reference test, a different kind of test than the Iowa
Test of Basic Skills.
Senator HARKIN. Is it your opinion that the Iowa Test of Basic
Skills is a valid indicator then to see if a student is learning or pro-
gressing right now?
Mr. STILWILL. It clearly is. Its particularly for the purpose, as
President Koob mentioned, if we need an indicator at the State
level of the health of the system, with the help of education in the
school district its a very good indicator. I would have a great deal
more confidence if I had a child in school, in the assessments that
the teacher gives. You know, if you want to know whether your kid
is reading okay or not, you put a lot more stock in the second grade
teachers than you do in the test at the end of the year.
Senator HARKIN. I think a lot of concern a number of us have in
Washington on the committee is that again, we are like any of you,
annual testing is fine if its for a purpose and if its funded and if
it leads to something. In other words, if its just a test to see who
14
is making it and who is not, I dont know what that gives you if
you dont have the support behind it to help those students. In
other words, if we are not going to give the teachers the training
and support, the educational material, technology and the nice
buildings and things like that so that kids can do well on the tests,
and all we are going to do is set up an annual test, its like we are
setting up the kids for failure because you are not giving them the
materials and the kind of support that teachers need to do well.
And the second thing, if they dont do well, what do you do? Well,
it seems to me that its an indication that we need to come in and
support that school more and support the teachers. Maybe theres
family support. Theres all kinds of things that have to go along
with that. And Im not certain we are prepared to do that on a na-
tional basis. We may be prepared to test to find out how someone
is doing, but Im not certain we are prepared to do anything with
it once we do that test. That is my concern.
Mr. STILWILL. Not at 2 cents on the dollar, Senator.
Senator HARKIN. Not at 2 cents on the dollar, right. So we would
just be setting up a system that is going to fail. So again, I think
people like to think about testing and most people say, yeah, we
have a test, but I keep asking, what is the purpose of the test and
what is it going to lead to and is this the best way? I think you
just answered that question for me this morning, but we are going
to have a lot of debate on that whole issue.
On the ability of kids to go to college, its amazing how we see
different patterns developing of kids going to college, Dr. Koob. We
are getting to the point that it really is all market driven right
now. Well, not all, but most of it is market driven right now. But
how do you encourage students who want to go into fine arts or
music or literature, things like that, to develop the basis of our con-
cept of who we are and what we are about as humans when they
had to go to college, but when they get out and they cant get paid
anything. I mean, if you go out and become a computer engineer,
you could probably pay off your college loans.
The second thing is, I just had a meeting with some medical re-
searchers, another part of my obligations in the Senate, and we are
finding now that a lot of young people are not going into medicine
to pursue medical research because their debts are so high when
they get out of school that it forces them to go into some other type
of practice so they can at least make some money to pay off the
loans, and they dont go into research like a lot of them would like
to do. So we are losing some of our best minds to medical research
because of that. I was just mentioning that to follow up on what
you said about the need for more student assistance and a way to
cut down on the amount of loans that they have.
When I went college at Iowa State in 1958, and I dont know the
exact figurebut I know that loans as a part of our entire cost of
going to school was a very small part. I think now its probably the
biggest part.
Dr. KOOB. It is. I think its over 50 percent.
Senator HARKIN. I think its skewing our whole system up.
Dr. KOOB. You are absolutely right, Senator. The fundamental
cause of the shifts that you have described has been the loss of
faith in what I call the social contract for higher education. The
15
country was founded on the assumption that we ought to have pub-

lic education available to all of its citizens. As the number of people
grew, the number of people going on to college grew, and we be-
came less willing to pay for that and we began to raise tuitions to
offset drops in tax support for schools, this created a costly finan-
cial aid system to be superimposed on top of that. So we actually
get less for the dollar spent than if we raised tuition in the first
place. It has also been driven, this approach to debt, which dimin-
ishes the freedom to pursue education of the students that are
there, the examples that you used. So unfortunately, moving edu-
cation instead of a social contract into a business contract has had
a number of effects. The way this country has chosen to deal with
that is through financial aid. The better choice would have been 30
years ago to have not started to raise the tuition for our colleges.
But there seems to be no public sentiment in support of that anal-
ysis. And so the solutions, the ones that we have reached, that is
we need to provide more and more financial aid in order to offset
these differences. Unfortunately, the more State legislatures be-
come aware of the availability of those kinds of dollars, the less
willing they seem to be to spend money in terms of taxes on edu-
cation.
Clearly we have to have a public debate about the public and pri-
vate good of education and who has to pay for it. And that debate
has not been joined as yet. So absent the ability to reverse the
trend to shift more and more of the burden of higher education to
individuals, financial aid appears to be the only solution to the
problems that you provided.
Senator HARKIN. Doctor, I have a feeling that if today the U.S.
Congress tried to pass the equivalent of what they did in the 1940s
with the GI bill. I dont think it would go through. I dont think
it would pass.
Dr. KOOB. I dont think the Lambrant Act would pass either. The
Lambrant Act of 1962 was one of the most definitive acts in the
entire history of the United States. I absolutely believe that the
economic and militarywhatever leadership this nation has, is be-
cause it made a commitment to educate each and every one of its
citizens at whatever level was necessary. And the results speak for
themselves. Why the demand and success is beyond me.
Senator HARKIN. We need that public debate and the public de-
bate goes beyond doctors and testing.
Dr. KOOB. It certainly does.
Mr. STILWILL. Senator, its particularly interesting in Iowa right
now when we seem destined to be increasing the tuition at our re-
gent universities markedly, destined to increase the tuition at our
community colleges markedly in a State where 47 percent of the
parents make less than $10 an hour. We are almost going to guar-
antee that the children of those parents are going to make less
than $10 an hour.
Senator HARKIN. You are saying that 47 percent of students
Mr. STILWILL. Wage earners in Iowa make $10 an hour or less.
So when the hope for their childrens future and the hope for a new
economy in Iowa depends on their access to higher education, a 2-
year or 4-year degree or apprenticeship at least, we are making it
16
increasingly difficult to provide that access. It doesnt seem like a

smart move.
Senator HARKIN. No, not a smart move. Thank you both very
much for being here. Lets hear it for both.
Now, I would like to call up Lois Mulbrook, financial aid director
of Mount Mercy College in Cedar Rapids, Swati Dandekar, board
member of Linn-Mar Community Schools in Marion, and Tammy
Wetjen-Kesterson, vice president of the Iowa Head Start Associa-
tion from Marengo.
First we will start with Lois Mulbrook. Lois Mulbrook is the di-
rector of financial aid at Mount Mercy College in Cedar Rapids and
is president-elect of the Iowa Association of Student Financial Aid.
Lois earned her bachelors degree from Upper Iowa University and
her MBA at the University of Iowa. She is a certified CPA with a
background in public accounting.
Swati Dandekar has been a member of the Linn-Mar Community
District School Board since 1996, and was appointed to the Vision
Iowa Board by Governor Tom Vilsack. Swati was recently elected
as the director of the Iowa Association of School Boards and is a
graduate of Linn-Mar High School and Stanford University.
Tammy Wetjen-Kesterson is vice president of the Iowa Head
Start Association and Chair of the Iowa River Valley Family Re-
source Center. She has extensive experience as a Head Start volun-
teer. Tammy is currently pursuing a degree in criminal justice and
hopes to eventually practice law.
We welcome you here and thank you for coming on a Saturday
morning. And you dont have to read your whole statement, but if
you could just summarize it, I would appreciate it. And I would like
to say that all of these written statements will be made available
in their entirety so you dont have to go through the whole thing.
So with that, I will turn first to Lois Mulbrook, director of financial
aid at Mount Mercy College.
STATEMENT OF LOIS MULBROOK, DIRECTOR OF FINANCIAL AID,
MOUNT MERCY COLLEGE
Ms. MULBROOK. Thank you, Senator Harkin. I appreciate this op-
portunity to give comment with regard to your recent amendment
to the Congressional Budget Resolution.
Pell grants are the backbone of a financial aid package. I was
very interested to hear statistics from UNI because at Mount
Mercy only 23 percent of our students received a Pell grant during
the current academic year. Because funding is so restricted in
these areas, these Pell grant recipients still have unmet needs of
over $2,600. This means that a family who has very limited finan-
cial resources must still obtain an average of $2,600 to contribute
to a childs education. In order to do this they must obtain addi-
tional loans and/or work excessive hours at a part-time job.
An increase of $600 to the Pell grant award would be significant
to our student body. Based on our current recipients and the typ-
ical Pell grant award, this increase would help reduce the debt load
of our Pell grant recipients by over $100,000.
Senator, I know you understand the needs of students attending
college and you realize that an increase in the Pell grant award is
not enough. Even funding for the campus-based programs is not ac-
17
ceptable. The campus-based programs which consist of Supple-

mental Educational Opportunity Grant, Work-Study Program and
the Perkins Loan Program are very critical to financial aid pack-
ages.
Based on the current funding of the Supplemental Educational
Opportunity Grant Program, Mount Mercy is only able to fund 42
percent of our Pell grant recipients. Funding must be increased so
more students are able to benefit from this program.
Our Perkins Loan Program has benefited from our dedicated, re-
sponsible students who are very conscientious in repaying their
student loans. Without increased funding for this program we have
no choice but to rely on repayment of these loans in order to fund
our current students. We also encourage Congress to continue sup-
port of the cancelation fundings for these loans. Mount Mercy has
strong programs in the nursing, education, criminal justice and so-
cial work areas. These are majors that can definitely benefit from
the cancelation provisions. While they are a great help to our stu-
dents, we are also providing capable, well-trained individuals to the
work force for these shortage areas.
In my opinion, the Federal Work-Study program is one of the
most useful programs funded by the Government. It gives students
a chance to take responsibility for their education while gaining
work experience. However, funding is critical to this area as well.
I do not want to give the impression that I expect the Federal
Government to completely fund the students attending Mount
Mercy College. We are committed to assisting students in obtaining
the type of education that best fits their needs. Each year Mount
Mercy College provides over $5 million of institutionally funded fi-
nancial aid to help our students. Along with the other 29 inde-
pendent colleges in Iowa, we feel that its important that students
be given a choice in the type of education that they receive. That
is why independent colleges in Iowa provide institutional support
to their students attending their schools and at the same time are
determined to control costs and maintain the same high level of
education. However, its a fact that students must continue to bor-
row funds to help pay for their education. Efforts must be made to
help reduce the debt load of students by increasing Pell grants and
increasing the campus-based programs
I would like to give an example of one of our seniors that will
be graduating in May. She has received a Pell grant all 4 years
while attending Mount Mercy College. Her father is a farmer in
Iowa and her mother also works to help support the family. Their
adjusted gross income for 1999 was just over $23,000. She also
works part-time while attending college, and her adjusted gross in-
come for 1999 was almost $6,600. In addition to her off-campus
work she also participates in the Work-Study program and tutors
in the America Reads program. Her Pell grant for the 2000/2001
year was only $3,050. This is a typical Mount Mercy student. She
will graduate with almost $19,000 in loans. Our students are will-
ing to work off campus to help fund their education. They dont ex-
pect a free ride. However, another $600 in the Pell grant would
have helped a lot to reduce her loans. She hopes to graduate and
find a job teaching in Iowa making $23,000. She will begin her ca-
reer already $19,000 in debt, almost her entire first year salary.
18
We must continue to provide funding to make sure students like

her can still feel free to make choices regarding their education.
PREPARED STATEMENT
I want to express my thanks to Senator Harkin for allowing me

to share my experiences and opinions. I also want to thank you for
all of your past support for education, and this amendment proves
that we can rely on you to protect the interests of higher education.
Thank you.
PREPARED STATEMENT OF LOIS MULBROOK
I want to thank Senator Harkin for this opportunity to give comments concerning
the Harkin Amendment to the Congressional Budget Resolution, H. Con. Res. 83
that was recently passed by the Senate.
Pell grants are the backbone of a financial aid package. However, only 23 percent
of the students attending Mount Mercy College during the 20002001 academic year
receive a Pell grant. The average Pell award for these students is $1,935 compared
to the maximum award of $3,300. Only 15 percent of the Pell recipients were eligi-
ble for the maximum award. The Pell recipients have the greatest financial need,
but because of funding restrictions these students at Mount Mercy College still have
unmet need of over $2,600. This means that a family who has limited financial re-
sources must obtain, on average, another $2,600 to contribute to their childs edu-
cation to be able to attend Mount Mercy College. How does a family do this? Unfor-
tunately, the answer is for the student to obtain additional student loans and/or for
the student to work excessive hours at a part-time job. For this academic year, we
had approximately 29 percent of our freshman class eligible for a Pell grant. Of this
freshman class, 87 percent of the students had an average of $4,700 in student
loans.
An increase of $600 to the Pell grant award would be significant to our student
body. Even though only approximately 15 percent of our students will receive the
full $600, it will greatly help all students who are eligible for a Pell grant. Based
on our current recipients and the typical Pell award, it is estimated to increase the
average Pell grant by $350. It will help reduce the debt load of the students receiv-
ing Pell grants at Mount Mercy College by over $100,000.
Senator Harkin understands the needs of the student attending college and real-
izes that an increase in the Pell award is not enough. President Bush has rec-
ommended that funding for campus based programs (Federal Supplemental Edu-
cational Opportunity Grant (FSEOG), Federal Work-Study Program, and the Fed-
eral Perkins Loan Program) remain level for the next academic year. Level funding
is not acceptable as was noted in Senator Harkins amendment. Increases in these
programs are critical. Even though the majority of these funds go first to Pell recipi-
ents, other needy students also benefit.
Based on the current funding of the FSEOG program, Mount Mercy College is
only able to fund this grant to 42 percent of the Pell recipients. Awarding these
funds is one of the most difficult jobs a financial aid officer must perform. We have
to determine the average FSEOG award and then balance it with the number of
Pell recipients. It is never enough. Funding must be increased so more students are
able to benefit from this program.
Mount Mercy College is very fortunate to have dedicated, responsible students.
Our Perkins Loan Program has benefited from this because our students are very
conscientious in repaying their Perkins Loans. We work hard to maintain a low de-
fault rate. Without an increase in funding to this program, we have no choice but
to rely on repayment of loans so those funds are available for our current students.
We loan almost $600,000 to students each year. While this helps them fund their
education, it must be repaid. We encourage Congress to continue their support of
the cancellation funding for these loans. Mount Mercy College has strong programs
in Nursing, Education, Criminal Justice and Social Work. These are all areas that
could benefit from the cancellation provision of the Perkins Loan Program. While
it is a great help to our students, Mount Mercy College is also providing capable,
well-trained individuals to the work force for these shortage areas.
In my opinion, the Federal Work-Study program is one of the most useful pro-
grams funded by the Federal Government. It gives students a chance to take re-
sponsibility for their education while gaining work experience. However, funding is
19
critical to this program. Currently we are able to offer only 16 percent of our stu-
dent body the Federal Work-Study program. This includes the students who partici-
pate in the America Reads Program. Our Education Department works closely with
the schools in the area to help provide tutors through this program. This is a won-
derful way for the local elementary schools to provide additional help to students
and at the same time provide our Mount Mercy College students with a valuable
learning experience.
I do not want to give the impression that I expect the federal government to com-
pletely fund the students attending Mount Mercy College. Mount Mercy College is
committed to assisting students in obtaining the type of education that best fits
their needs. Each year Mount Mercy College provides over $5 millions of institution-
ally funded financial aid to help students attend. With Mount Mercy College, there
are 29 other independent colleges in Iowa that feel that it is important that stu-
dents be given a choice in the type of education they receive. These schools provide
a wonderful opportunity to students, not only from Iowa, but also from across the
nation. Mount Mercy College is not unique when we provide institutional assistance.
The other independent schools in Iowa support the students attending their schools,
as well. The independent colleges are also very fortunate in Iowa to have the Iowa
Tuition Grant program. This program provides a $4,000 grant to students with a
specific need level that are planning to attend an independent college in Iowa.
The independent schools in Iowa are also committed to controlling costs while at
the same time providing the same high level of education. However, it is a fact that
students must continue to borrow funds to help pay for their education. Preliminary
numbers show that students attending independent colleges in Iowa during the
19992000 academic year borrowed over $557 million. At Mount Mercy College, the
average loan indebtedness of students graduating in May 2000 was over $17,000.
This includes all federal, state, Mount Mercy College, and private loan sources. This
represents almost a 19 percent increase in the last five years. Assuming this
amount was all federal loans (which it is not), a best case scenario would have a
student paying over $230 a month in loan payments. Over the life of the loan, inter-
est payments would be almost $8,900. This can be an almost unmanageable debt
load for students graduating in the service areas such as teaching and human serv-
ices. Efforts must be made to help reduce the debt load a student incurs by increas-
ing Pell grants and campus-based programs and allowing for continued cancellations
of federal loans for shortage areas.
I would like to give an example of one of our graduating seniors that has received
a Pell grant all four years while attending Mount Mercy College. Her father is a
farmer in Iowa and her mother also works to help support the family. Their ad-
justed gross income for 1999 was $23,646. The student also worked part-time while
attending college. Her adjusted gross income for 1999 was $6,595. In addition to
working an off-campus job, she also participated in the work-study program on cam-
pus and tutored in the America Reads program. Her Pell grant for the 20002001
year was only $3,050. She will graduate with almost $19,000 in loans. This is a typ-
ical Mount Mercy College student. Our students are willing to work off campus to
help fund their education. They do not expect a free ride. However, another $600
in a Pell grant award would have allowed this student to reduce her loans. She
graduates hoping to find a job teaching in Iowa making $24,000. She will begin her
career already $19,000 in debt, almost her entire first year salary. Four years later,
would she still decide to attend Mount Mercy College? We know that the learning
experiences she had while attending out-weigh the impact of the debt load, but we
must continue to provide funding to make sure a student like her can still feel free
to make choices.
Again, I would like to express my appreciation to Senator Harkin for allowing me
to share my experiences, knowledge, opinions and financial aid statistics. I want to
also thank Senator Harkin for all his past support for Education and this amend-
ment proves that we can continue to rely on the Senator to protect the interests
of higher education. Thank you for your time and consideration.
Senator HARKIN. Thank you, Lois, very much for your kind words
and your testimony.
Next we will turn to Swati Dandekar, Board Member of the
Linn-Mar Community School District and the Iowa Association of
Schools.
20
STATEMENT OF SWATI DANDEKAR, BOARD MEMBER, LINN-MAR COM-
MUNITY SCHOOL DISTRICT AND IOWA ASSOCIATION OF SCHOOL
BOARDS
Ms. DANDEKAR. Senator, I want to clarify something, if I may.
My son went to Linn-Mar school district school and then on to
Stanford. I came to United States 28 years ago.
Senator HARKIN. Very good.
Ms. DANDEKAR. It looks nice.
Senator HARKIN. Im glad you came to Iowa.
Ms. DANDEKAR. Yes, I came from Indias midwest to Iowas mid-
westUnited States midwest. And this is my first time doing this
so Im really nervous.
Senator HARKIN. Were glad to have you here.
Ms. DANDEKAR. I always tell people in Iowa that I feel right at
home because I came from one midwest to another. So we are
farmers in India too.
Senator Harkin, thank you for the opportunity to present oral
and written comments regarding Federal education policy. Also,
and more importantly, thank you for your continued support of
Americas children and their education. Public education is the
foundation of our democratic society and the key to successful fu-
tures for Iowa children. State and Federal policy makers must pro-
tect the future of our country by recognizing the importance of con-
tinued support of public education.
Today Im representing Linn-Mar Community School District as
well as the Iowa Association of School Boards. The Linn-Mar
School District and IASB believe that every child can achieve.
Public education spending is an essential investment in Iowas
future. Employers want to build or relocate where the educational
system provides a quality work force. Studies show that investment
in public education pays off in long-term dividends for the local
community, State, and country. According to U.S. Census Bureau,
high school graduates can earn twice as much as dropouts. There
is a higher correlation between dropout rates and incarceration
than there is between smoking and lung cancer. High school grad-
uates have the ability to seek higher education where their earning
potential is even greater. People who earn more are giving more
back to their community in spending power and tax returns.
More important, public education spending is an investment in
our childrens future. Public schools provide equality of opportunity
for all children. Our public education system guarantees every
child access to a quality education at a neighborhood public school,
regardless of academic ability, socioeconomic status, family back-
ground, race, religion or needs. In addition to teaching academics,
public schools are the primary institution for teaching common val-
ues, our countrys history and commitment to democracy. Public
education represents a transcending American interest in con-
tinuing our democratic culture, freedoms and providing every stu-
dent the education needed for a successful, independent life.
Today Iowa public schools face many challenges: No. 1, raising
academic standards; No. 2, ensuring all students receive an excel-
lent education; No. 3, improving teacher quality through meaning-
ful professional development programs; No. 4, helping the increas-
ing number of children with special needs. These include students
21
with limited English-speaking ability, homeless students and stu-

dents with physical, mental or behavioral disabilities.
Senator, I have changed my remarks. I hope its okay.
Senator HARKIN. Thats fine. Fine with me. Its okay.
Ms. DANDEKAR. No. 5, rebuilding old schools; No. 6, providing
technology resources; and No. 7, attracting and retaining qualified
teachers and administrators in light of Iowas lower-than-average
salaries and spiraling benefit costs.
State and Federal funding supports school districts in all these
areas, but funding has not kept pace with the rising costs of meet-
ing these challenges. Schools of today cannot continue to rely on
the resources of yesterday. Many critical programs are significantly
under funded, including early childhood education, special edu-
cation and professional development for teachers.
Iowa State tax cuts that have been enacted for several years
have resulted in State budget problems. These State budget prob-
lems will inevitably result in reduced education funding. Iowa pub-
lic schools serve more than 92 percent of all Iowa school-age chil-
dren. Im right on that one, yes? The influx of Federal funding is
welcomed as a new resource to meet the needs of Iowas schools
and students.
It is through your efforts, Senator Harkin, that Iowa schools now
have more money to address life safety issues. Its also through
your efforts that we are beginning to see the Federal Government
meet its commitment to fully fund its share for special education
costs. We are also seeing a strong commitment to early childhood
education through class-size reduction dollars, and a commitment
to fully fund Head Start so all eligible children are served.
Iowa policy makers must demonstrate primary support for Iowa
public schools in order to maintain the respected quality of Iowas
education system nationwide. We urge you to: No. 1, continue to
provide resources for school boards to meet all students needs; No.
2, commit real, new and significant resources to improve education
in Iowa; No. 3, ensure every child hits the ground running when
he or she comes to kindergarten; and No. 4, continue funding life
safety grants and construction grants for schools.
Senator Harkin, in conclusionIm not reading everything that
I have. I wanted to make it shorter because if I read everything
it could be 15 minutes long.
Senator Harkin, in conclusion, let me summarize: No. 1, public
education represents a transcending American interest in con-
tinuing our democratic culture and freedoms and providing every
citizen the education needed for a successful, independent life; No.
2, if our children dont succeed, our society wont succeed. All stu-
dents have the right to the best quality education to allow them to
become respectful, productive citizens. Public schools are the only
entities that can and must meet the needs of all students; No. 3,
education funding has not kept up with the increase in revenues
nor has if kept pace with the changing face of society and its im-
pact on education; No. 4, the time is to act now. We cannot leave
any student behind. Education moves individuals dependent on so-
ciety into individuals contributing to society; and No. 5, everyone
talks about supporting public education, but reality has not
22
matched the rhetoric. We need to make funding public education

a priority.
And Senator, I would talk to you as a first generation immigrant.
I feel the reason America is a super power is because of our public
education.
PREPARED STATEMENT
As a board member I tell people that we may not be perfect, but

we are good public school systems, and we have to work hard to
become excellent public school systems.
Senator Harkin, thank you for your time and your continued
commitment to our children.
PREPARED STATEMENT OF SWATI DANDEKAR
Thank you for the opportunity to present oral and written comments regarding
federal education policy. Also, and more importantly, thank you for your continued
support of Americas children and their education. Public education is the founda-
tion of our democratic society and the key to successful futures for Iowa children.
State and federal policymakers must protect the future of our country by recog-
nizing the importance of continued support of public education.
Here today, I am representing the Linn-Mar Community School District as well
as the Iowa Association of School Boards. I am a board member for both organiza-
tions. The Linn-Mar Community School is a school district of approximately 4,500
students here in Linn County. The Iowa Association of School Boards is a statewide
educational organization representing Iowas 374 public school districts, 15 area
education agencies and 15 community colleges. The mission of the IASB is to assist
public school boards in achieving high and equitable student achievement. Both the
Linn-Mar school board and district and IASB believe every child can achieve and
the time to act is now.
Public education spending is an essential investment in Iowas future. Employers
want to build or relocate where the educational system provides a quality work
force. Studies show that investment in public education pays off in long-term divi-
dends for the local community, state and country. High school graduates can earn
twice as much as dropouts. U.S. Census Bureau, 1990 Survey of Income and Pro-
gram Participation. There is a greater connection between dropout rates and incar-
ceration than there is between smoking and lung cancer. High school graduates
have the ability to go to higher education where their earning potential is even
greater. People who earn more are giving more back to their community in spending
power and tax revenues.
More important, public education spending is an investment in our childrens fu-
ture. Public schools provide equality of opportunity for all children. Our public edu-
cation system guarantees every child access to a quality education at a neighbor-
hood public school, regardless of academic ability, socioeconomic status, family back-
ground, race, religion or needs. In addition to teaching academic subjects, our public
schools are the primary institution for teaching common values, our countrys his-
tory an commitment to democracy. Public education represents a transcending
American interest in continuing our democratic culture and freedoms and providing
every citizen the education needed for a successful, independent life.
Today, Iowa public schools face many challenges.
Raising academic standards through school improvement plans and goals to en-
sure all students receive an excellent education.
Improving teacher quality through meaningful professional development pro-
grams.
Helping the increasing numbers of children with special needs, including stu-
dents with limited English-speaking ability, homeless students and students
with physical, mental or behavioral disabilities, including medically fragile stu-
dents.
Updating or rebuilding old or overcrowded schools and providing technology re-
sources.
Attracting and retaining qualified teachers and administrators in light of Iowas
lower-than-average salaries and spiraling benefit costs.
23
State and federal funding supports school districts in all these areas and others.
But funding has not kept pace with the rising costs of meeting these challenges.
Schools of today cannot continue to rely on the resources of yesterday. Many critical
programs are significantly underfunded, including early childhood education, special
education and professional development for teachers.
Ongoing state tax cuts have been enacted for several years resulting in state
budget problems. These state budget problems will inevitably result in reduced edu-
cation funding. Iowa public schools serve more than 92 percent of all Iowa school-
age children. The influx of federal funding is welcomed as a new resource to meet
the needs of Iowas schools and students.
Its through your efforts that Iowa schools now have more money to address life
safety issues in their schoolslong before the state agreed to help local schools fund
infrastructure issues. It is also through your efforts that we are beginning to see
the federal government meet its commitment to fully fund its share of special edu-
cation costs. We are also seeing a strong commitment to early childhood education
through class-size reduction dollars and a commitment to fully fund Head Start so
all children eligible are served.
Iowas policymakers must demonstrate primary support for Iowa public schools in
order to maintain the respected quality of Iowas education system nationwide. We
urge you to:
Continue to provide resources for school boards to meet all students needs.
School boards must have both the freedom and the financial resources to fulfill
this responsibility. Full funding of the federal governments share of special
education costs will significantly reduce our dependence on local property tax-
payers to meet rising special education costs. Increased funding for Title I pro-
grams focusing on those students at-risk of failing, will give school districts the
added resource needed to help level the playing field so a students income will
no longer be a determinant of how that student will succeed in school.
Commit real, new and significant resources to improve education in Iowa.The
continued reallocation of existing resources within education is both insufficient
and detrimental to Iowa students. Teacher pay cannot keep pace. Quality pro-
fessional development for teachers, curriculum, textbook and library resources,
and technology will all continue to fall behind. Federal funding to help teachers
obtain the data-driven professional development needed to ensure all children
achieve is welcomed. Time spent on professional development is time away from
students but it is vital in order to ensure quality education occurs when stu-
dents are in the classroom.
Ensure every child hits the ground running when he or she comes to kinder-
garten.By increasing the federal governments commitment to fully fund Head
Start, we know those children at greatest risk of failing in school, those from
low-income familieswill have the same resources available to them to allow
them to come to school ready and able to learn.
Continue funding life safety grants and construction grants for schools.Since
we already struggle with funding for educational programming, infrastructure
assistance is greatly needed. All children have the right to an education in a
safe, secure facilitynot just those who live in property tax or sales tax rich
school districts. Spending time searching for infrastructure funding is time
taken away from education. Having new sources of funding, frees up our time
and resources to focus on student achievement.
Senator Harkin, in conclusion, let me summarize:
Public education represents a transcending American interest in continuing our
democratic culture and freedoms and providing every citizen the education
needed for a successful, independent life.
If all children dont succeed, our society wont succeed. All students have the
right to the best quality education to allow them to become respectful, produc-
tive citizens. Public schools are the only entities that can and must meet the
needs of all students.
Education funding has not kept up with the increases in revenues nor has it
kept pace with the changing face of society and its impact on education.
The time to act is nowwe cannot leave any student behind. Education moves
individuals dependent on society into individuals contributing to society.
Everyone talks about supporting public education, but reality has not matched
the rhetoric. We need to make funding public education a priority.
Again, thank you for your time and your continued commitment to our children.
Senator HARKIN. Thank you. As a second generation immi-
grantmy mother came to this countryI really appreciate what
24
you had to say. You are just right on. That really is what made
us super is public education.
Ms. DANDEKAR. And I truly believe in that, so please fight for all
of us.
Senator HARKIN. I can tell that.
Thank you very much. And now we will turn to Tammy Wetjen-
Kesterson, Vice President of the Iowa Head Start Association.
STATEMENT OF TAMMY WETJEN-KESTERSON, VICE PRESIDENT, IOWA
HEAD START ASSOCIATION
Ms. WETJEN-KESTERSON. On behalf of the Iowa Head Start Asso-
ciation, Im pleased to testify in support of the fiscal year 2002 ap-
propriation for the Head Start program. Also, Senator Harkin, I
would like to thank you for being a champion for Head Start chil-
dren and our families.
The Iowa Head Start Association is a private, non-for-profit
membership organization representing more than 6,700 children
and their families, upwards of 1,400 staff and 20 Head Start Pro-
grams and Delegates in all 99 counties. Early Head Start projects
served 800 children under the age of 3 in fiscal year 2000.
The Iowa Head Start Association stands by the goal established
by Congress to enroll 1 million children in the Head Start program
by the end of the coming fiscal year and doubling the number of
infants and toddlers and their families enrolled in Early Head
Start. Iowa Head Start Association requests the subcommittees fa-
vorable action on a fiscal year 2002 appropriation for Head Start
of $7.2 billionan increase of $1 billion over the last fiscal year.
In the State of Iowa there are 2,500 children that are left
unserved by Head Start programs. And we are only serving 15 per-
cent of the children who are currently eligible for Early Head Start.
To serve these children there needs to be continued support for
Head Start and Early Head Start expansion. Senator Harkin, now
is the time to answer the needs of our children that has been
placed on hold for too long. Now is the time to fill the gap for low
income children and their families. No longer should we tolerate
waiting lists for Head Start and quality early care and education
programs. And no longer should we be forced to turn away children
that will be Iowas future.
Another issue of concern to Head Start programs in the State of
Iowa is the need to extend services to full-day, full-year services in
response to the needs of parents who are working full-time. Pro-
grams in the State of Iowa need the flexibility to use additional ex-
pansion to convert existing part-day, part-year operations into full-
day, full-year classrooms.
In the 1998 reauthorization of Head Start, it called for marked
improvements in the quality of professional development for the
Head Start teaching staff, the quality of services provided to chil-
dren and families, and working toward quantifiable goalsgoals
which recognize the primary importance of education at the fore-
front of the Head Start mission.
The Iowa Head Start Association supports the quality services
that Head Start programs achieve. Our efforts have had a positive
impact on early childhood education and child care. In Iowa, when
our Head Start programs partner with child care or home visitation
25
programs we pass along the high standards of Head Start. Through

these partnerships many children throughout the State receive
high quality services without having to be enrolled in Head Start.
To maintain this high quality requires a continued substantial in-
vestment in Head Start.
We have made good on the commitments and promises made in
the 1998 reauthorization of our program. We have put quality over
quantity, and we have put results over progress. But even an infla-
tionary increase of $136 million over fiscal year 2001 funding level
would force abandonment of a number of important plans in Head
Start, including the scheduled expansion of the Early Head Start
program and training for teachers.
Senator Harkin, this is not the time to retreat from our commit-
ment to the full funding of Head Startfrom the goal of providing
every eligible low-income child access to the type of services which
will give them the opportunity to gain access to the American
dream. And this is not the time to remain stationary. If the nation
does not rise to the occasion, investing our resources in our chil-
dren, we will have failed ourselves as well as future generations.
The Iowa Head Start Association appreciates this opportunity to
reinforce the critical national interest served by supporting ex-
panded Head Start staff funding. With your assistance we can con-
tinue to make a difference in the lives of Iowas children and fami-
lies, especially those that are most vulnerable.
PREPARED STATEMENT
In summary, we request: A fiscal year 2002 appropriation of $7.2

billion; support the use of grant dollars for full-day, full-year serv-
ices; and to continue to financially support professional develop-
ment of Head Start staff and other Early Childhood providers
which creates services for all of Iowas children.
Thank you for allowing the Iowa Head Start Association to
present issues of importance to the Head Start community before
this committee.
PREPARED STATEMENT OF TAMMY WETJEN-KESTERSON
On behalf of the Iowa Head Start Association, I am pleased to testify in support
of the fiscal year 2002 appropriation for the Head Start program, administered by
the Department of Health and Human Services under the Subcommittees Jurisdic-
tion.
The Iowa Head Start Association (IHSA) is a private, non-profit membership orga-
nization representing more than 6,700 children and their families, upwards of 1,400
staff and 20 Head Start Programs and Delegates in all 99 counties. Early Head
Start projects served 800 children under age three in fiscal year 2000.
In this the 36th year of Head Start, IHSA stands by the goal established by the
Congress several years ago to enroll one million children in the Head Start program
by the end of the coming fiscal year and doubling the number of infants and tod-
dlers and their families enrolled in the Early Head Start initiative within that same
time frame. At the same time, IHSA remains committed to keeping the promise
made to low income children and families by Presidents George H.W. Bush and Bill
Clinton and by both Democratic and Republican-controlled Congressesnamely, full
funding of Head Start. Accordingly, IHSA requests the Subcommittees favorable ac-
tion on a fiscal year 2002 appropriation for Head Start of $7.2 billionan increase
of $1.0 billion over fiscal year 2001 program funding level.
In the State of Iowa there are 2,500 children that are left unserved by Head Start
Programs. And we are only serving 15 percent of children eligible for Early Head
Start. To serve these children there needs to be continued support for Head Start
26
and Early Head Start expansion. Now is the time to answer the needs of our chil-
dren that has been placed on hold for too long. Now is the time to fill the gap for
low-income children and families. No longer should we tolerate waiting lists for
Head Start and quality early care and education programs. No longer should we be
forced to turn away children that will be Iowas future.
An additional unserved population of children exists in Iowa. These childrens
families are minimally over the income guidelines. Some families are less than $100
over the income guidelines. Due to Iowas rural nature and our welfare reform pro-
gram (the Family Investment Act), Head Start Programs are seeing a dramatic in-
crease in the number of children that must remain unserved under current guide-
lines. These families still have at-risk factors for remaining in poverty such as illit-
eracy, limited or no job skills, little or no parenting skills, substance and/or spousal
abuse, and other high risk factors.
The law permits the enrollment of a reasonable number of over-income families
to accommodate the working poor and near poor who desperately need Head Start
services to maintain employability and self sufficiency. During the last administra-
tion, Secretary Shalala interpreted reasonable number to permit over-income en-
rollment of up to ten percent of total program enrollment. IHSA would like to see
this flexibility expanded to as much as 25 percent of enrollment. This would solve
a major problem as it relates to welfare reform, especially in the rural Programs
in our state. Under thus arrangement, the working poor would still be eligible for
Head Start and would have more support to become self-sufficient.
Another issue of concern to Head Start Programs in the State of Iowa is the need
to extend services to full-day, full-year services in response to the needs of parents
who are working full-time as well as unconventional hours because of welfare re-
form. IHSA is extremely appreciative of the Head Start Bureaus efforts to address
this need in their recent guidance for fiscal year 2001 expansion. However many of
the Programs in the State of Iowa need the flexibility to use additional expansion
to convert existing part-day, part-year operations into full-day, full-year classrooms.
The 1998 reauthorization of Head Start called for marked improvements in the
quality of professional development for the Head Start teaching staff, the quality
of services provided to children and families, and working toward quantifiable
goalsgoals which recognize the primary importance of education at the forefront
of the Head Start mission.
The mission of the Iowa Head Start Association is to enhance the capacity of its
members to promote and advocate for a wide range of quality services for all of
Iowas children and families.
The IHSA supports the quality services that Head Start Programs achieve. Our
efforts have had a positive impact on early childhood education and childcare. In
Iowa, when our Head Start Programs partner with Child Care or Home Visitation
Programs we pass along the high standards of Head Start. Through these partner-
ships many children throughout the State receive the high quality services of Head
Start without being enrolled. To provide these quality services to children both with-
in our Programs and to touch the lives of other children in the State of Iowa re-
quires a continued substantial investment in Head Start.
We have made good on the commitments and promises made in the 1998 reau-
thorization of the program: we have put quality over quantity; results over progress.
We have improved the quality of our Programs, assisting those local projects in need
of guidance. We have moved toward improving the training and professional com-
petency of our classrooms and programs. Iowa Programs not only focus on profes-
sional development within our classrooms, but we work hard to promote educational
standards for all early childhood educators.
Even an inflationary increase of $136 million over the fiscal year 2001 funding
level would force abandonment of a number of important plans in Head Startin-
cluding the scheduled expansion of the Early Head Start program; training of teach-
ers toward the goal of increasing credentials and college degrees such that at least
one-half of all Head Start classrooms have a teacher with an Associates, Bachelors,
or Masters degree by 2003; and bolstering our commitment to achieving education
outcomes through the institution of research-based early childhood educational
interventions.
This is not the time to retreat from our commitment to the full funding of Head
Startfrom the goal of providing every eligible low-income child access to the type
of services which will give them the opportunity to gain access to the American
dream. And, this is not a time to remain stationary. If the nation does not rise to
the occasion, investing our resources in our children, we will have failed ourselves
as well as future generations. Our richness lies in our people. It always has.
The Iowa Head Start Association appreciates this opportunity to reinforce the crit-
ical national interest served by supporting expanded Head Start funding. With your
27
assistance, we can continue to make a difference in lives of Iowas children and fam-
ilies, especially those that are most vulnerable.
In summary, we request:
A fiscal year 2002 appropriation of $7.2 billionan increase of $1 billion over
the fiscal year 2001 appropriation level;
Enhanced flexibility to allow for the participation of a larger proportion of over-
income children and families where needs exist and extending services to these
families;
Supporting the use of grant dollars for full-day, full-year services for currently
enrolled children;
Continue to financially support professional development of Head Start staff
and other Early Childhood providers which creates quality services for all of
Iowas children.
Thank you for allowing IHSA to present issues of importance to the Head Start
community before the committee.
Senator HARKIN. Thank you very much. Thank you all very
much. Let me start with Head Start. Every study that we have
seen, I think both Dr. Koob and several others referred to it also,
talks about the importance of getting to the kids early. Forget
about patching and fixing and mending later on, we have to get to
the kids early, and that is the focus of Early Start and Head Start.
One of the things that I keep hearing about is the status of Head
Start teachers and how much they are compensated. Can you tell
me what is the average salary of a Head Start teacher in the State
of Iowa right now? Do you happen to know what that is, because
I dont know.
Ms. WETJEN-KESTERSON. I would say the average salary right
now is in the range between $7 to $7.50.
Senator HARKIN. Per hour?
Ms. WETJEN-KESTERSON. Per hour. And that would be for teach-
er associates. Teachers would typically make more. The majority of
our staff are teacher associates.
Senator HARKIN. And what kind of training do they have to
have?
Ms. WETJEN-KESTERSON. Most of our teachers are required to
have either a CDA or a
Senator HARKIN. A what?
Ms. WETJEN-KESTERSON. A Child Development Associate.
Senator HARKIN. Okay.
Ms. WETJEN-KESTERSON. Or they are required to have an Asso-
ciate of Arts degree or Bachelors degree with an early childhood
endorsement. But the qualification do vary from one program to
another. In rural areas you are going to find programs that are un-
able to find staff that have the Masters and Bachelors and Asso-
ciate Arts degrees.
Senator HARKIN. Now, do most Head Start teachers work half a
day?
Ms. WETJEN-KESTERSON. No, most Head Start teachers now are
putting in full days because we are in the process of converting our
classrooms to accommodate the parents who are on their track of
welfare reform.
Senator HARKIN. How many Head Start teachers do we have in
the State of Iowa?
Ms. WETJEN-KESTERSON. We have approximately 1,400 staff, and
that would include the teachers and teacher associates, our coun-
selors and our directors.
28
Senator HARKIN. Okay. And do you have a presence in all 99

counties?
Ms. WETJEN-KESTERSON. Yes, we do.
Senator HARKIN. And you serve 800 children under age 3 and
6,700 children in the 3 to 5?
Ms. WETJEN-KESTERSON. Currently those are our numbers, but
with last years authorization there was $100,000 in expansion that
was guaranteed to each grantee, so those numbers would be in-
creasing as we expand our numbers. Senator Harkin, what we
would like to see is the flexibility to use those expansion dollars,
not only to add children, but also to convert our part-day, part-year
classrooms into those full-day, full-year services that our parents
desperately need. And one thing I did not mention was we do have
another population in the State that we consider to be underserved.
And they are parents we cannot serve because they are minimumly
over the income guidelines. We have parents that are $50 to $100
over income guidelines. There is no way they could go anywhere
and find a reasonable child care experience or quality preschool ex-
perience for $50 to $100.
Senator HARKIN. What is the income guideline?
Ms. WETJEN-KESTERSON. 100 percent of Federal poverty is the
income guidelines, and we are currently allowed to accept 10 per-
cent of over income children into the program. What we would like
the administration to do is to increase that to 25 percent. It would
give us the flexibility especially in our rural programs, and espe-
cially since Iowa is on the forefront of welfare reform. We have
many, many families in the family investment program that simply
need to have their children in a quality education program so they
can work.
Senator HARKIN. Ellen was just saying that because of the FIP
program they have gone back to work, but they are still poor, they
are only making a few dollars over the income guidelines.
Ms. WETJEN-KESTERSON. Yes, they are the parents that are mak-
ing less than $10 an hour that hope to send their children to col-
lege some day and they would like to see their children start off
where they could go to kindergarten ready to learn.
Senator HARKIN. And again, I had hoped through my amend-
ment, which was adopted, to fully fund the Head Start Program,
and began to rachet up the Early Start Program, we just got the
budget from the administration, the budget provides $6.325 billion.
That represents an $125 million increase over last year. That com-
pares to about a billion dollar increase last year. And I know the
Head Start Program had been advocating at least $7.2 billion,
which would be about another billion dollars over last year.
Ms. WETJEN-KESTERSON. Yes, essentially we received over $931
million.
Senator HARKIN. Is that what it was last year?
Ms. WETJEN-KESTERSON. Yes.
Senator HARKIN. The budget also eliminates funding for the
Early Learning fund. This budget that was just sent down elimi-
nates the money for that. So we have a battle on our hands just
trying to get that money back in there.
Ms. WETJEN-KESTERSON. Well, I think what early reading re-
search taught us was that 3- and 4-year-olds are almost too late
29
in the course. So we have to start when parents bring that child

home from the hospital when its born.
We have to start to do it when their brains are ready to be stim-
ulated, and that is at birth, not at 3 or 4.
Senator HARKIN. Im going to tell you the story that I keep tell-
ing. Ive been telling it for 11 years, thats how old it is. In 1990
I was the Chair of this committee. In 1985 then President Reagan
had commissioned a study of education about what do we need in
education, and he didnt want a bunch of soft-headed social think-
ers and stuff, he wanted hard-headed business people to get to-
gether the leaders of industry to decide what we needed to do
about education in American. And the head of that was Jim Renier,
who was then the CEO of Honeywell in Minneapolis. Well, this
commission met and met and met, and met and then President
Reagan left office and President Bush comes in. And they finally
finished all of their hearings and their witnesses and their studies.
And keep in mind these are the corporate leaders of America, not
the soft-headed social thinkers.
And Mr. Renier walks into my office, Id never met him before,
walked into my office because I was now chairman of this com-
mittee, and he gave me this report. And the executive summary,
the first part, the little executive summary part said the following:
We must understand that education begins at birth and the prepa-
ration for education begins before birth. And the whole study, 11
years old, was talking about how we need to make sure that we
have a healthy start for kids, we have maternal child health care
programs for mothers so they have healthy babies, that we have
nutrition programs, at the earliest stages. This was corporate
American saying this. And we still for some reason cant quite get
it through our thick skulls that we have to put more emphasis on
as you said, when they bring that child home from the hospital.
And it would just save us so much later on down the road if wed
do that. Because we knowwe know from all of the studies how
much a child learns in those early years and what they can absorb
and we just have not focused on that enough.
So Im personally upset about what is happening in Head Start.
I think we need better training and requirements for Head Start
teachers. We need better support for the Early Start, and Im talk-
ing about 0 to 3. Now, that is going to require an investment of
money. But I think that we have to do it. Anyway, I didnt mean
to get off on that, but I just hope we can overcome the budget re-
quests that we have here and get more money in for this year.
Ms. WETJEN-KESTERSON. Those are also really good reasons for
leaving Head Start within the Department of Health and Human
Services, Senator Harkin. We believe if Head Start is left within
the Department of Health and Human Services it will stay the ho-
listic program that it is. It will not focus primarily on education.
Education is only one piece of a child being ready for school. That
child also has to be socially ready for school, the parents have to
be ready to support that child entering school.
Senator HARKIN. Very true. Well, on student financial aid, Lois,
again, the same thing that Dr. Koob was saying, we need to get our
Pell grant funding up. Once in a while I hear the comment, Why
should we just give this money to them? Well, you know, we gave
30
the money to the GI bill. I went to school with the GI bill, and so
many of my co-workers went to school with the GI bill, and we
never asked them to pay the money back because we knew it would
be returned in tax returns. And later on we could just earn more
money. And I think that is really the basis, and to allow these kids
to go to college, close that social economic gap as you stated. So I
thank you for your testimony on that.
Ms. DANDEKAR. Senator, may I ask you something?
Senator HARKIN. Yes.
Ms. DANDEKAR. I didnt talk about it but in regards to special
education, we would like to have full funding from Federal Govern-
ment because we see about 12 to 15 percent.
Senator HARKIN. Its about 17 percent right now.
Ms. DANDEKAR. Yeah, for special ed. And I thought we were sup-
posed to get 40 percent.
Senator HARKIN. When the IDEA was passed in 1975 there was
a commitment by the Federal Government that we would pay up
to 40 percent of the average cost.
Ms. DANDEKAR. Right.
Senator HARKIN. And we are about 17 percent right now.
Ms. DANDEKAR. And right now, just when I look at Linn-Mar
school, we have to fund $385,256 from property tax. And not all
school districts can come up with that kind of money. And Im sure
that Cedar Rapids Community Schools must pay a lot more. I
think its millions for Cedar Rapids Community Schools.
Senator HARKIN. And that is why I offered this amendment to
try to get our funding for special ed up to a 40 percent level. We
will try it again this year. I was reading the paper this morning,
the Cedar Rapids Gazette, there was an article that the chairman
of the House Budget Committee was saying that we need to fully
fund IDEA. Well, he is the Budget chairman. All he has to do is
write it in there.
If they put it in there, school districts will get their money. That
is all there is to it. Listen, thank you all very much for taking your
time and thank you for your leadership in all of the aspects of our
childrens education here in the State of Iowa. Thank you.
I would like to now open it for any statements from the floor. If
you have written ones we will accept those. If you want to make
just a verbal statement, that would be fine too. And we have a
microphone, and as I said, please identify yourself. I have here that
Nancy Wright, Central College TRIO would like to make a state-
ment. You can either sit at the table or stand at the mike, what-
ever you prefer. Is this Nancy Wright?
Ms. WRIGHT. Yes, it is. Hopefully my knees arent shaking too
much and I will be okay if I stand here.
Senator HARKIN. All right. Dont worry about it. Go right ahead.
Ms. WRIGHT. Good morning, Senator Harkin, Im very happy to
be here. And Im the educational talent search director and
GEARUP director at Central College and was very happy to hear
Dr. Koob this morning talk about TRIO and GEARUP at Univer-
sity of Northern Iowa. They are also a great TRIO community up
there. And as you know, Educational Talent Search is part of the
TRIO umbrella which is funded under Title IV of Higher Education
Act Programs like Upward Bound, Student Support Services, Edu-
31
cational Opportunities Program, McNear Programs, and so our pro-

grams are serving basically sixth grade students all the way
through graduate students in higher education. So its a large pop-
ulation. Currently there are over 2,400 TRIO programs across the
Nation, and we are serving almost 750,000 students nationwide.
Here in Iowa we have 44 TRIO programs.
Senator HARKIN. 44?
Ms. WRIGHT. Yes, 44 programs at 20 different institutions of
higher education. And we are serving 14,230 students here in Iowa.
I was also interested to hear other comments from your other
presenters this morning. The Head Start students that you were
talking about, the 3- and 4-year-olds are exactly the same kids that
we are talking with when they get to the sixth grade. And what
we are doing is providing the services that those students need to
be successful in middle school and high school and in college. And
the financial aid piece that you heard about this morning is also
very important because the low income students that we are serv-
ing, we are serving families at 150 percent of poverty level. And
right now, nationwide, we are only serving 6 percent of eligible
families. Only 6 percent nationwide.
Senator HARKIN. You are talking about in the TRIO program?
Ms. WRIGHT. In the TRIO program, exactly. And if you think
about how that translates here in the State of Iowa with our stu-
dents, if you take that 6 percent, we are basically not serving over
237,000 students, if we use that same percentage rate that are not
receiving our services. Students that should be coming through the
Head Start program or could be coming through other programs
that arent receiving the tutoring, the mentoring, the supportive
services, academical and personal counseling and those kinds of
things so that they can be successful and receive the financial aid
to go on to college and then continue to be successful academically
there. So the things that we are providing are essential pieces of
all the things that we have already heard about this morning.
I want to tell you a real quick story about one of our students
that we are serving with our program. Her name is Amy and she
is from Albia High School. She is a senior this year and we are
very happy that we have been able to work with her because she
was on the cheerleading squad and in 1999 she had an accident
and suffered severe head trauma. She was not able to even go back
to school the next semester of her sophomore year. She had to be
at home. Her mother is a single parent, probably one of these fami-
lies that is making less than $10 an hour and wasnt able to cover
the hospital bills as well as being worried about her academically
and keeping up with her classes and that type of thing. And fortu-
nately, Amy was part of our talent search program. So with the
help of the guidance counselor at Albia High School we set up a
tutoring program at home where talent search was provided for her
to keep up with her classes. And this May she will be graduating
with her classmates and then going on to Northwest Missouri State
to study education. And so its stories like that over and over again,
where we have all of these students that we are working with who
have the American dream that we have all been talking about this
morning and helping to make that possible for these kids. And that
is what our TRIO programs are all about.
32
Personally, I grew up maybe 5 miles from here and attended

Cedar Rapids Prairie High School and grew up in a low income,
first generation family. I was lucky enough to have very supportive
parents who told me I didnt have a choice, I had to go to college.
Actually, they are here this morning and they are very wonderful
people. But my senior year of high school I was in track and field
as a student and I won the 400 meters at a track meet. And I think
of TRIO in the sense of we are running this race to meet the needs
of students. And when I was running I would never stop and look
back and say, Wow, look at how far Ive come. Im doing a great
job. I was always looking toward the finish line, looking toward
winning this race. And I think what we are trying to do with this
Leave No Child Behind, we are trying to fully fund these programs
and win this race and make the American Dream possible for all
of these low income families here in Iowa and across the Nation.
And TRIO needs to be a part of that. So we would appreciate your
help in helping fund TRIO at an increase of $150 million for this
next year so that we can serve a few more students so that we can
help these kids go on to college.
Senator HARKIN. Well said. Thank you very, very much.
All right. Im just told, Nancy, that in the present budget there
is an increase of $50 million for the TRIO program, and you were
saying that we need at least $150 million?
Ms. WRIGHT. Exactly.
Senator HARKIN. Well, we will try to get it up. I was told Joanne
Lane, Child Care Resource and Referral from Waterloo. Joanne?
Hello, Joanne. How are you?
Ms. LANE. Im fine. I am Joanne Lane from Waterloo. And speak-
ing as the director of Child Care Resource and Referral for a serv-
ice area that is 20 counties of northeast Iowa. We thank you for
your support and for the opportunity to speak to you this morning.
But every day our Child Care Resource and Referral counselors are
talking to parents who are seeking safe and reliable child care.
Over half of those parents are seeking care for an infant or a tod-
dler. And increasingly they are seeking care because they are work-
ing weekends and second or third shift. Presently in Iowa we
project that the supply of child care that is regulated, either center
or home, meetand is available full-day, full-year, meets about
half of the projected need. We heard of our family income levels.
We know that an additional 20 percent of that 48 percent is at $7
an hour or less. Thanks to your leadership we have made great
strides in meeting these needs through the Child Care Develop-
ment Block Grant and the quality set aside that is included in that
and through our Head Start and Early Head Start. We truly do
support your amendment. It should have been at $350 billionand
urge that you include in the legislative assurances for funding for
Child Care Resource and Referral programs that are assisting par-
ents in their responsibility to locate and select the best child care
possible.
I have prepared these remarks before I read the press release re-
garding the recent child care study. And if I could share some in-
sight based upon 7 years as a director of a large care center, but
also 24 years as the director of a Child Care and Referral Resource
agency, and say that I think those results are showing that; No.
33
1, we have not adequately invested in the quality of early care and

education. And child care is early education whether its quality or
not; and No. 2, that we need to do more in parent consumer edu-
cation, because we know that parents, when they dont know the
choices are available to them, will make hasty decisions that will
result in frequent changes of the caregiver leading to an inconsist-
ency for the child that leads to the instability of the behavior prob-
lems that manifest themselves, and truly when they hit kinder-
garten are not ready to succeed. Thank you very much.
Senator HARKIN. Thank you very much, Joanne. I appreciate it
very much.
We are going to put some more money into the Child Care Devel-
opment Block Grant. How much, I dont know. The budget includes
$400 million for a new after school program. They put $400 million
in there and then cut $200 million of the funds that are available
for younger kids. Is that right?
UNKNOWN AUDIENCE MEMBER. It was kind of an even trade? No.
Senator HARKIN. Any other statements that somebody might
want to make? Take the mike and identify yourself for the re-
porter.
STATEMENT OF DAN STICE
Mr. STICE. My name is Dan Stice.
Senator HARKIN. Will you spell that last name?
Mr. STICE. S-t-i-c-e. Like slice with a T.
Senator HARKIN. Thank you, Dan.
Mr. STICE. I dont want to detract from these other people, these
people that are prepared, but I dont see how I could argue with
anything that has been said, but I want to make one comment. We
are looking at the trees. Where is the forest? The forest is good
jobs. That is what gets jobs above $10. And very few people create
those good jobs. There is a man here in Cedar Rapids that did a
lot, Collins. He is gone now. Rockwell didnt do a thing. You have
to go to Oshkosh, Wisconsin to claim where Rockwell started. You
need very few, and college is not the answer. Bill Gates didnt grad-
uate from college. What the answer is, somebody starts something
and it does something and it grows. And as a businessman, Iowa
makes some very poor business decisions because we spend all of
this money that you are talking about and want to spend more,
and what are we doing it for? The benefit of everybody else around
us because we are exporting our talent, particularly the ones like
Collins.
Senator HARKIN. I just might add that evenI guess Bill Gates
didnt graduate from college; is that right? He didnt graduate from
college, but I can tell you that the people he hires that makes his
money for him are all of the most brilliant students in America
that graduated with the highest grades from our schools. So, I
mean, its one thing to be an entrepreneur, its another thing to un-
derstand, as one of my early mentors said, To be a success in life,
never be afraid to hire people smarter than yourself. And that is
what Bill Gates had done.
34
STATEMENT OF JOHN HIERONYMUS
Mr. HIERONYMUS. My name is John Hieronymus. H-i-e-r-o-n-y-m-
u-s. I am a high school math teacher in Iowa City and Im cur-
rently vice president of the Iowa State Education Association.
I just want to commend you on what it is you are trying to do.
I think that the list that you have of Federal programs indicates
the very best programs that have been achieved in education. They
represent things that we know work. And the only thing that has
been short in those programs has been funding. And what you are
going to do with this amendment provides at least a large uplift
in the kind of funding that we need for education from early child-
hood on through college.
I think what is important to understand is that this does not rep-
resent additional Federal intrusion in any way in our schools.
Those are programs that already exist, we know they work, and
what you are proposing is to actually give them the funding that
they need in order to advance. I want to talk about a couple in par-
ticular, IDEA, we did a lot of studying of IDEA after the last set
of amendments passed and we did what we could to educate our
professionals in the State of Iowa about those changes. The only
thing that we are lacking at this point is really getting those guide-
lines implemented is the professional development. And from this
amendment that you are proposing, I expect a lot of that profes-
sional development would go towards helping our professionals un-
derstand better how to deal with students that are the recipients
of IDEA.
Class size reduction, when I had talked to you a few years ago
and the class size reduction bill came through, I told you that Iowa
too added to that, that we have had a class size reduction program.
We have increased funding for it. Unfortunately, this year they are
now talking about reducing that program by $30 million. Very un-
fortunate. Its going to make a negative impact in our schools. But
hopefully what you are trying to do with the Federal program will
help bolster that.
Since I have such limited time, I would like to point out one
other thing and that is, bills cross all of these programs. Im con-
stantly reminded as I read the newspaper about some of the pro-
grams and what politicians are saying about we will get there
eventually, is that they dont seem to understand that the children
that we have right now will only be children for a brief period of
time. As they talk about putting programs in eventually, those chil-
dren are already gone. They are lost to the programs, they havent
been able to take advantage of it. So I guess that is why I would
emphasize the immediancy of this. The sooner we can act on these
programs and bolstering them the better for the children that are
in need right now. Thank you very much.
Senator HARKIN. Thank you, John, very much.
Just identify yourself for the reporter.
STATEMENT OF WENDY VODENHOFER
Ms. VODENHOFER. My name is Wendy Vodenhofer. V-o-d-e-n-h-o-
f-e-r. Im from Oxford Junction.
Senator Harkin, I would like to start by thanking you for your
commitment to education. I just want to share with you today some
35
of the benefits that I have had through funding at Kirkwood. I get

the Federal Pell Grant, the Work Study, the SEOG Grant, and
without it it would have been impossible for me to go to Kirkwood.
I also have $10,000 in student loans.
Senator HARKIN. What year are you in now?
Ms. VODENHOFER. Pardon?
Senator HARKIN. What year are you in school?
Ms. VODENHOFER. I will graduate after this summer with ASN,
legal office administration. Im also a past Head Start student and
I have a son in Head Start, so Im an example of how all of this
funding can really benefit somebody. I feel that Im going to give
it back to the community in the future. So its worth it.
Senator HARKIN. Thank you very much.
Have you met Tammy? Do you two know each other?
STATEMENT OF JAMIE KNIGHT
Ms. KNIGHT. Senator Harkin, my name is Jamie Knight. K-n-i-
g-h-t. I just wanted to take this opportunity to share with you what
Head Start has done for me. And its actually Early Head Start.
Im the parent of an Early Head Start child, and Im currently
working towards a degree in chiropractic. I was using Child Care
Resource and Referral to find quality day care for my daughter and
thought I had found what was a good place for her and later found
out about Early Head Start and was lucky enough to get one of the
spots with the brand new expansion that was happening down in
Davenport, Iowa.
The first day that I went to pick up my child she didnt want to
come home. She was so happy and so stimulated by that environ-
ment that it made me cry. It made me sad that I hadnt been able
to find that kind of quality before that. And for the funding to go
down and not support what is already in place, let alone not sup-
port any expansion, would be sad. And so I really feel great that
you are working further to get the funding that is needed to con-
tinue with a very quality and wonderful program.
Senator HARKIN. Thank you for that brief point in person.
STATEMENT OF NANCY PORTER
Ms. PORTER. Senator Harkin, my name is Nancy Porter, Im a
P-o-r-t-e-r. Im a Title I teacher from the Iowa City Community
School District. And I want to thank all of the previous speakers
for their points and remarks and Dr. Koob with his reiteration that
Iowa remains number one in education, and this room full of people
is an example. We have the resources, we have the intelligence, we
have the background and training because of our educational sys-
tem. And Mr. Stilwell, your comments too on reinforcing Senator
Harkins wonderful job in the Senate and fighting for education. I
appreciate it and all of the students that I have had through the
years appreciate it, they just dont always know it.
I could comment on a lot of things because I have had experience
in just about every area that has been spoken to this morning. But
I would like to mention two things: Every once in a while there
seems to be those people out there that dont understand what our
educational system does for us. And they attack some of the pro-
grams that are working so well. And as a Title I teacher in the
Iowa City Community School District, Im also a Reading Recovery
36
trained teacher, so two of the items I would like to speak on is; No.
1, professional development; and No. 2, the, replacement of the
family unit, via the school system.
No. 1, as a Reading Recovery, Title I teacher I have had exten-
sive training in the strategy for teaching reading and I have
worked with students for years. But nothing satisfies the self es-
teem need, the ability to move ahead like learning to read in first
grade. And that is what Im able to do. Im able to teach those stu-
dents how to read in first grade with the help of their parents and
the classroom teacher we all team together. This is one area of pro-
fessional development that teachers often are slighted. They dont
have the time to interact with each other, we dont have the time
to look at the programs that work, and we need that interaction,
we need that time and we need to look at the strategies and pro-
grams that work. And they are there and they are here in Iowa,
and we are working in Iowa City with many of them. So feel free
to call on us and we will show you how it works.
No. 2, Im also fortunate to work in a building where our building
is part of the community, even though its part of the Iowa City
Community School District. Its a small school 8 miles south of
Iowa City. Its Hills Elementary. And our building is open early in
the morning with a wrap around program, preschool as well as
daycare for students whose parents work early hours, we are open
from 7 a.m. to approximately 6 p.m. Our building has two pro-
grams after school from the 2001 grant monies. We have an after
school tutoring program, we have an after school program that just
concentrates on reading, we have a family resource center that is
open every Tuesday night where parents come in and enjoy the
space of the building and are often taking part in learning pro-
grams presented by staff members while their children are involved
in activities in the building. Every Wednesday night the building
is open just for adolescents allowing them to come to the building
unsupervised by their parents but supervised by staff members so
they have a place to congregate and interact with each other. So
we try our best.
Senator HARKIN. Is your building hooked up to the ICN?
Ms. PORTER. No, its not. But there is always room for improve-
ments; right? But regardless, we do have a lot of things going on
in our public schools that are positive and reflect the needs of our
community. And thank you, Senator Harkin, for maintaining those
funds.
Senator HARKIN. Thank you very much. I appreciate your state-
ment. My time has run out. The last two statement here.
STATEMENT OF MICKEY DUNN
Ms. DUNN. I will make them brief. Im Mickey Dunn, Im from
Center Point. D-u-n-n. I teach too at Center Point and Im also
Reading Recovery and all that stuff. My story is an older story
about how the Department of Human Services and how funding for
kids can really, really, really make a different in our economy. I
married too young, I had a child too young. I qualified for him to
go to Head Start. I was able to go on ADC and go back to school
and get my BA in reading. And I taught for 5 years and I went
back and got my masters degree. And when my son was 19, he was
37
a freshman in school at Kirkwood, and he was injured and is quad-

riplegic and is now on SSA and has a trust fund in place and has
just graduated a year and a half ago from the University of Iowa
with a BA in psychology. He is currently working. Those programs,
that funding is making an impact in taxes. Because I now have a
masters degree, Im fully employed, I have done adjunct teaching
at UNI. If I had not had the scholarships and grants that I got to
go back to school, if I had not been funded through ADC to get
back to school, I would still be working for $2 andwhat, its prob-
ably more than that. It was $2.10 then. I would probably be work-
ing for $10 an hour.
Senator HARKIN. Great story.
Thats the kind of personal stories that more and more policy
makers need to hear. These are not obtuse kinds of things that we
are talking about. I know we always talk about program this, a
program is a program, but these manifest themselves in real peo-
ples lives and how people live, what we are able to do. Yes?
STATEMENT OF RON FIELDER
Mr. FIELDER. I will try to be brief, Senator. Thank you for being
the Nations premier champion for students with disabilities.
Thank you for your recent
Senator HARKIN. For the record, please
Mr. FIELDER. Yes. Ron Fielder, administrator of Grantwood Area
Education Agency. Thats F-i-e-l-d-e-r, as in left, right or center.
Thank you for your recent efforts to increase IDEA funding. And
rumor has it that you and your staff have been your typical, effec-
tive and tenacious advocates in the last month on the full funding
provisions also, so we thank you for that.
Public education is in serious trouble in Iowa, primarily because
of the effects of 5 years of5 straight years of tax cuts that are
literally taking $800 million out of our budget. As of last week, stu-
dents with disabilities began to be targeted for some of those cuts
in this State. I would just ask that as you deal with the policy
issues around the pending IDEA legislation that you make sure
that the supplanting issues are appropriate to prevent us from
this State and other States from replacing State dollars with Fed-
eral dollars, which I hope you are targeting to help us expand ca-
pacity and to reduce the local district tax burden and budgets. And
I would say probably in States other than this, that is a danger if
those supplanting policy aspects are not included in legislation.
Senator HARKIN. You are right, Ron. You are absolutely right on
that. And we are going to make sure that that does not happen.
What Ron is talking about is as we put more money in then the
State takes money out. So you are sort of left without the increases
that we need in helping students with disabilities. We have come
a long wayWell, I want to thank everyone for being here. I want
to thank the witnesses who were scheduled and those of you who
gave personal testimony this morning here.
I want to wrap up the hearing by saying that its a matter of pri-
orities. We really have to think about our priorities. When you say
two cents out of every Federal dollar goes towards education, that
says something about our priorities.
38
Now, I know that education for most of the history in this coun-
try has been local and State funded. I have for many years been
going around talking about education in this way: I keep asking
people, where does it say in the Constitution of the United States
that education is to be funded by property taxes? You wont find
it anywhere. But that is basically the system that grew up, is that
we fund education on the basis of property taxes. And the reason
for that is when we first as a Nation committed ourselves to a more
general public education, which in the beginning was white males,
but then got more inclusive later on, we did not have an income
tax system and all we had was property taxes and tariffs. So we
used that as the basis of funding the public education system in
America. And that is just how it grew up. The first Federal involve-
ment in education was the Morrell Act in 1852. And that was quite
a giant step. And that began the focus of the Federal effort toward
higher education. So for probably over 100 years the sole focus of
the Federal involvement in education was in higher education. The
GI bill, land grants, research institutions, things like that, all fo-
cused toward higher education. Then later with the passage of the
Elementary and Secondary Education Act in 1965, the Federal
Government began to be involved more in supporting elementary
and secondary education.
The genius, I think, in the American education system has been
in its local control and the sort of local and State involvement in
experimentation in education. I have been to a lot of different coun-
tries where they have this top down education system that does not
provide for much innovation and experimentation. And its kind of
a stifling system. In America we have had spurting of new ideas
and experimentation at the local and State levels. That has been
the genius, I think, for American education. The failure of Amer-
ican education has been the lack of proper funding for education.
So Im hopeful that we can understand that. With the movement
of Americans from job to job and from State to State, that a child
who is ill-educated in one State wont be just a burden in only that
State, but that child could be a burden in some other State. We are
one Nation and we have to look upon this as a national effort. And
in no way do I mean to take away the genius of American edu-
cation which has been the local experimentation and implementa-
tion of different methods and methodologies of teaching. But I do
believe it needs better financial support from us as a Nation. And
that is why I push hard for things like IDEA. As the author of the
Americans with Disabilities Act and as one who has been involved
in IDEA since I first came to Congress in 1975, we have come a
long way in our thinking about the education of people with dis-
abilities, and we have become a better country for it. But then
again, to put all of that burden on a local school district, and to
put that burden on a teacher in a classroom is unfair. Because the
teacher may not have the requisite of skills. The teacher is dealing
with 20hopefully 18 studentsmore likely 25 students, and then
you add one or two with special needs and with disabilities and the
teacher all of a sudden gets on overload. So that teacher needs
more help in the classroom to handle and to deal with these special
needs students. And that is again where the Federal Government
comes in. And lastly, the Federal Government should be coming in
39
with funds to rebuild and renovate and build our schools all over
America and to bring them into the 21st century.
So again, I must say that as a U.S. Senator I do have a national
obligation. My obligation is nationwide in terms of education. But
Im also a U.S. Senator from the State of Iowa and my first obliga-
tion is to my constituents in this State. And Im very concerned
about what is happening in Iowa in education. Im concerned that
we in this State may be on a downward spiral of accepting ever
lower and lower standards of what is the best. We always pride
ourselves on being the best in Iowa. For a long time we were. But
if we look in the mirror and are really honest with ourselves, we
are no longer there. We can say we are, but we are not. And we
cant just accept that and say, Well, we are okay. And then next
year it will be down a little more and we will say, Well, thats
okay. And that is what Im afraid of happening. And I know Ted
is very concerned about that too, about accepting ever and ever
lower levels of what we accept as the best in the State of Iowa.
And lastly, a couple of people mentioned this, aside from all of
the other aspects of education, if we just want to get down to hard-
headed, hard-nosed economics, if we want to really promote eco-
nomic development in the State of Iowa, lets focus on education.
We should make Iowa sort of the mecca of educational development
in the United States. I have often said, we dont have beaches, we
dont have mountains, and we dont go skiingwell, not really in
Iowaand we dont have all those kinds of things that attract peo-
ple or industries to this State, but if we have, and I mean really
have the best educational system in American, I mean everywhere
from preschool, elementary, secondary, with the best support for
every student who wants to go to college in this State and with the
grants that they need to go to college, if we have the underpinning
of all these things like TRIO and others, people will come here.
People will want to live here. They will give up the beaches, theyll
give up the mountains to make sure that their kids have the best
possible education in America.
Im hopeful that my State representative and my State senator
that represents me in the legislature think that way, think about
looking upon this as investing in economic development in the
State of Iowa. I mean, in the past we have thought about, oh, give
tax breaks to businesses that want to come into Iowa. Okay. As far
as that goes. But I dont know that that has really panned out that
well. I think that, again, businesses will come here, as I said
based on what I said before. And I think we have to be looking
upon education aside from the social aspects of it, just look upon
it as hardheaded economics. If we want to grow in the State of
Iowa, that is the way to do it.
Well, I will get off my soap box here. I just want to thank Kirk-
wood and I want to thank Steve Ovel for helping us arrange this
hearing this morning. We will now recess and move on to Clear
Lake. So again, I thank you for being here, and please continue to
e-mail me or write any thoughts, suggestions, advice, consultations
you have on education matters. My door is always open. And I do
not have a closed mind on this. Im always looking for new ideas
and suggestions on ways to improve education.
40
SUBCOMMITTEE RECESS
Thank you very much, that concludes the hearing. The sub-
committee will stand in recess until 3:30 p.m., Saturday, April 21,
when we will meet in the E.B. Stillman auditorium, Clear Lake
Middle School, Clear Lake, IA.
[Whereupon, at 10:30 a.m., Saturday, April 21, the subcommittee
was recessed, to reconvene at 3:30 p.m., the same day.]
IMPACT OF THE NATIONAL EDUCATION
BUDGET ON IOWA SCHOOLS
SATURDAY, APRIL 21, 2001
U.S. SENATE,
SUBCOMMITTEE ON LABOR, HEALTH AND HUMAN
SERVICES, AND EDUCATION, AND RELATED AGENCIES,
COMMITTEE ON APPROPRIATIONS,
Clear Lake, IA.
The subcommittee met at 3:30 p.m., at E.B. Stillman Auditorium,
Clear Lake Middle School, Clear Lake, IA, Senator Tom Harkin
presiding.
Present: Senator Harkin.
OPENING STATEMENT OF SENATOR TOM HARKIN
Senator HARKIN. The hearing of the Appropriations Committee

on Labor, Health and Human Services, and Education will come to
order in Clear Lake, IA.
For the benefit of the audience who is here, and others, our wit-
nesses, this is an official hearing of the Senate Appropriations
Committee, more specifically, of the Senate Appropriations Sub-
committee on Labor, Health and Human Services, and Education,
and Related Agencies.
The purpose of this hearing, and the one we had this morning
in Cedar Rapids, and this one here this afternoon, is to gain some
testimony from our witnesses regarding their views and informa-
tion and suggestions on the state of education and the balance be-
tween the budget and what we are doing on the budget in Wash-
ington and how that is going to affect education here in the State
of Iowa.
I am also going to ask, is there anyone here in the audience who
needs interpretive services?
I will ask it once more. Is there anyone hereplease raise your
hand if you need an interpreter.
Ms. FOWLER. I do not see anyone.
Senator HARKIN. Well, if not, then we will let Donna Fowler
relax.
Ms. FOWLER. Thank you.
Senator HARKIN. Let me, first of all, thank our Clear Lake school
officials: Mike Teigland, the superintendent; Bob Mondt, the prin-
cipal of our Clear Lake Middle School; and Nick DiMarco, a teacher
at Clear Lake Middle School, for all their help in helping set this
up.
(41)
42
I am told we haveI cannot see too well. I am told we have one

county official here, the Cerro Gordo County treasurer, Mike
Grandon.
Where is Mike?
Ms. MURRAY. Right there.
Senator HARKIN. Where is he?
Ms. MURRAY. Right there.
Senator HARKIN. I cannot see anything. Yes.
Hi, Mike.
Mr. GRANDON. Hi.
Senator HARKIN. You are sitting in the dark back there. Hi,
Mike.
And we will have the testimony of the witnesses. And then when
we finish, I have a mike, I think, a roving mike someplace that I
will ask for any statements or comments from members of the au-
dience.
I only ask that when you give a statement, or whatever, that
you, for the benefit of our recorder, that you give your name and
spell it. If it is more difficult than Jones, please spell it out for the
reporter.
Before I get to our witnesses, I will just make a short opening
statement.
Our country was founded on an ideal that no matter who you are
or what the circumstances of your birth, that if you are willing to
study and learn and work hard, you could be a success.
That is the American dream. But unfortunately for too many, it
is slipping away. With overcrowded classrooms, our studentsand
because of a lack of educational opportunities, a lot of kids do not
have the opportunities that we once had.
Now, for a long time we have been nibbling around the edges on
this. We have tweaked a program or two here, we adjust a little
funding here and there, but we have not made a real dent in real
education reform for the 21st century.
I always likeevery time I have speaking engagements, I talk a
lot about education. I always ask people if they can tell me how
much of every Federal dollar is spent on education. Because, you
see, budgets talk about priorities.
What are your priorities? You have got so much money to spend.
How you spend it says a lot about what our priorities are.
So for every dollar that the Federal Government spends of your
hard-earned tax money, I always ask people if they know how
much goes to education. And I always get various answers.
I hear 7 cents and 10 cents. The correct answer is 2 cents. Two
cents of every Federal tax dollar goes for education. That just sim-
ply is not enough.
Earlier this month we had a debate on our budget in the Senate.
And my view on this was that we should use our proposed sur-
pluses, which we do not really have yet, but we should use our sur-
pluses to do two things: Pay down the debt and invest in education.
I offered an amendment to that effect. I called it the Leave No
Child Behind amendment, which would have invested $250 billion
of the proposed tax cut in education over the next 10 years.
That $250 billion, I know, sounds like a lot of money. It is. But
keep in mind, it is only one-half of the amount of the tax benefits
43
that would go to the top 1 percent of the richest Americans. Only

one-half of that would be able to give us the $250 billion.
Well, that means that we could fully fund the Head Start pro-
gram. We could continue to reduce class sizes down to no more
than 18 in grades one through three. We could repair and rebuild
our school buildings.
We could fully fund the Individuals with Disabilities Education
Act. We could double the funding for Title I reading and math. We
could increase the funding for Pell Grants, and have more skilled
workers by investing $10 billion in job training.
The President said that we want to leave no child behind. I agree
with that philosophy. But we have to work, again, with the budget.
The budget has a $1.6 trillion tax cut, but only $21.3 billion for
education. So the tax cuts are 76 times greater than the invest-
ment that we would have for education. So again, we have to ask
the question of whether or not these are the right priorities.
So again, today we are holding two hearings in Iowa to examine
the impact of the national education budget on Iowa children and
schools.
Again, we have heard testimony this morning and we will hear
testimony this afternoon from the real experts: Students, parents,
teachers, school administrators, school board members, financial
aid directors, and college presidents.
Well learn more about the important role that various Federal
programs play in helping all Iowans. So I want to thank you all
for coming and participating in this important hearing.
As I said, at the conclusion of the panel, I will open it up for
questions and statements from the audience.
Our panel of witnesses this afternoon, we will start first, again,
with Dr. David Buettner, the president of the North Iowa Area
Community College. He has served as president since July of 1981.
Dr. Buettner graduated from Southern Illinois University, got his
masters degree from the University of Illinois, and his Ph.D. from
Ohio State University.
Dr. Buettner served as campus president at Southeast Commu-
nity College in Lincoln, Nebraska, before coming to North Iowa
Area Community College.
And, Dr. Buettner, welcome.
And for all of the witnesses, your prepared statements will be
made a part of the record. I would ask that you just summarize
those statements and make the major points.
Dr. Buettner.
STATEMENT OF DR. DAVID BUETTNER, PRESIDENT, NORTH IOWA
AREA COMMUNITY COLLEGE
Dr. BUETTNER. Thank you, Senator Harkin. Thank you for the
opportunity to comment on the impact of the national budget on
our college and our students and our constituents.
As you know, NIACC enrolls about 2,800 credit students each
year in a wide array of transfer and career preparation programs.
And I know that you know quite a bit about our extensive involve-
ment in secondary education in the region.
44
A lot of people do not realize that NIACC and the school districts
of North Iowa partner to provide vocational education and early
college opportunities in a widening array of subjects.
Just this semester, 625 students are involved in tech prep or
early college opportunity programs while still in high school. Work-
ing with almost every employer in the region, we also deliver an
enormous amount of training and retraining for workers.
We have a new partnership with the Iowa Workforce Develop-
ment Department, of which we are very proud. We feel that we
have had tremendous success in helping people move off the wel-
fare rolls and regain employment.
The National Education Budget does affectdoes support all of
these endeavors and promises to affect each of them.
Id like to just take each one, if I could, for a moment.
Senator HARKIN. Absolutely.
Dr. BUETTNER. In the vocational education area, tech prep fund-
ing through the Perkins legislation is the primary resource that we
have used to create the partnerships throughout North Iowa.
We have made significant gains. We have programs in about two-
thirds of the school districts throughout the region. And we have
covered about 75 percent of the occupational areas wed like to
cover at some point.
Unfortunately, President Bushs budget calls for no new money
for Perkins block grants and proposes zeroing out the demonstra-
tion grant for tech prep. And, of course, were particularly con-
cerned about that.
As popular as our tech prep and our early college programs are,
they are probably among the most precariously funded and sup-
ported programs we offer. Over 90 percent of the students in those
programs eventually wind up in college programs on campus for a
second year of study.
We have talked so much about the need to lower the cost of high-
er education and reform higher education, without claiming that
we envisioned all of this from the beginning, we now realize that
our tech prep program and our early college opportunity program
does, in fact, shorten the time period required and significantly
lower the cost to families for the higher education.
People can nowyoung people can now enroll in vocational edu-
cation programs and early college programs while still in high
school and essentially complete up to the first full year, with the
support of college and the local school districts, using, to a great
extent, Federal funds Perkins and tech prep which we pool with
the local schools.
So when a young person shows up at NIACCs doorstep as a high
school graduate, first of all, they have completed a full year of col-
lege, in some cases, and second, the college and the school district
and the State of Iowa, the Federal Government have paid for that
first year.
So we have, in fact, figured out a way to lower the cost and the
time required to complete a baccalaureate degree or vocational edu-
cation program. I really believe these programs are absolutely key
to helping young people thrive in the decades ahead.
Just in my lifetime I have witnessed almost a complete erosion
of means for a person without exceptional skills to earn a good liv-
45
ing. I am not sure I am saying that very well. But there was a time
when a person could find a good wage earning job that provided
the avenue to a comfortable lifestyle.
Today that is not the case. The only real avenue to a comfortable
lifestyle today is high skills. And these programs are really instru-
mental.
Let me move on and talk just a bit about workforce development.
They have always told me not to take all the bolts out of the rud-
der at once. But we have practically done that with the workforce
development system in Iowa.
We have completely disassembled it and reassembled it. The
Workforce Investment Act is a complete overhaul of a system that
needed a complete overhaul. And I am really proud of the progress
we have been able to make.
We now have a One Stop Center that we operate in partnership
with the Iowa Workforce Development Department. And that cen-
ter is, in fact, serving the needs of clients with multiple problems,
multiple agency needs. And it is working.
In the past, people would sometimes find their way through that
maze. In many cases they would not. I am really proud of what we
have been able to do there. We do have some growing pains there.
And I am hopeful that somewhere in the upcoming session that we
could find a way to do some refining of the system.
The Training Provider Certification has been a bit of a burden
for all of us. We are so scrutinized and we spend so much time
proving to everyone that the programs that we offer are effective
and successful that sometimes I think we could skip one of those
steps and probably not put anyone at great risk.
Also, some of the funding commitments for spending under the
WIA, Workforce Investment Act, is low at this time. And I am con-
cerned that that might indicate or hint at an opportunity for some
cutback in support.
I think that probably would be a mistake because, frankly, it is
taken us a while to bring these programs up to speed and really
get them rolling. And we are making commitments to clients to
support them.
And while those funds have not yet been expended, those com-
mitments are there. And I am concerned that we do not blink at
this point. I think we have a good system. And Id like to see it
improved.
The Workforce Investment Act requires people to use the Pell
Grant money to pay tuition and does not allow the Workforce In-
vestment Act funds to do that.
Under the old program, the JTPA program, people would use
JTPA funds to pay tuition, and the Pell Grant was used to help pay
living expenses. It was a more workable system for people who
needed complete support.
I encourage you to go back and take a look at some of those
strategies and see if we could make some refinements in the Work-
force Investment Act.
Id like to comment a little bit about financial aid. You com-
mented on the American dream a minute ago. I remember, when
I first went to college, my first quarter tuition for a full-time stu-
dent at Southern Illinois University was $28.
46
I think it was $44 shortly thereafter. So it was a terrible increase

in price. I know NIACC sends bills to students every semester now
in the neighborhood of $1,200 to $1,300.
That is quite a difference. Consider, if you would, the contrast
between my era where I watched people benefit from the GI bill
where we provided them a free education and encouraged them to
do good.
Today we have young people graduating from college with loan
deficits, loan balances of $15,000, $20,000 and even $30,000. Re-
cent improvements in the Pell Grant have enabled us to reverse
the trend of increased loan debt.
NIACC has actually made some progress now in lowering the av-
erage loan debt in the last year or so. And for this coming fall, we
have a great improvement in Pell Grant support. And were really
excited about that.
I am a little bit concerned that the campaign promises sur-
rounding the Pell Grant might be at risk or a thing of the past.
There was talk of a $5,100 maximum Pell Grant and front load-
ing to help students their first year or two. Those are great ideas
and I really hope that we can somehow protect them.
And finally, let me just comment, NIACC is really like a lot of
employers, organizations, really, frankly, like all of us, struggling
with technology. Our special problem is that it is our job to help
people learn about technology. So we really have to try to stay at
the cutting edge.
We have to have faculty development programs. We have to
somehow keep up with the trends. In the technology area, the
equipment needs are just staggering.
The Federal Education Budget includes one program that has
the flexibility and the capability to really help schools like ours,
and that is the Title III program. This is a terrific program. And
it has done terrific things for our college.
In the mid-1980s, we had two Title III grants that were just a
phenomenal success. Were competing for new Title III monies as
we speak. But I would urge you to try to protect the level of fund-
ing, perhaps the future funding for Title III, because it does have
the promise to really help schools like ours in the future.
PREPARED STATEMENT
Again, I really appreciate the opportunity to comment, Senator.

Id be more than happy to try to clarify any of this, if I can. My
formal comments have been submitted. Thank you.
PREPARED STATEMENT OF DAVID BUETTNER
INTRODUCTION
Thank you for the opportunity comment on the impact of the National Education
Budget on Iowa children and schools. Senator, as you know, NIACC enrolls about
2800 credit students each year in a wide array of college transfer and career prepa-
ration programs. And, you know quite a bit about our extensive involvement in sec-
ondary education in the region. Many people do not realize that NIACC and the
school districts of North Iowa, including Clear Lake, partner to provide vocational
education and early college opportunities in a widening array of subjects. Just this
semester, 625 high school students are enrolled in Tech Prep or early college courses
while still in high school. NIACC is also heavily involved in a wide array of work-
47
force development endeavors. Working with almost every employer in the region, we
deliver an enormous amount of training and retraining throughout the area. And,
relatively few people know about our new partnership with the Iowa Workforce De-
velopment Department, through which we work with other agencies to help people,
who might otherwise languish on the unemployment and welfare rolls, gain or re-
gain work. The National Education Budget affects all of these endeavors and more.
VOCATIONAL EDUCATION
Let me begin with Vocational Education and Tech Prep, over which we worry
most. NIACC, in cooperation with surrounding schools, offers Tech Prep opportuni-
ties on its main campus, at hub sites, and at various local schools. All of the cooper-
ating schools, including the college pool resources to operate these programs. The
College, working with the Area Education Agency, provides much of the leadership
and logistical support for the program with the aid of Perkins (vocational education)
and Tech Prep demonstration funds. This program is very successful and could grow
significantly in the years ahead.
Unfortunately, President Bushs budget calls for no new money for Perkins block
grants or Tech Prep, which is used by high schools and community colleges to pro-
vide vocational/technical training. Let me reiterate, our region, as a result of Per-
kins and Tech Prep funding, has made significant gains in developing vocational
programs which link NIACCs vocational programs to virtually all high schools in
our service area. We are especially disheartened to learn that the new Tech Prep
budget eliminates funding for Tech Prep Demonstration Sites at a Community
College. Over 90 percent of our students who participate in a Tech Prep Program
while in high school continue with postsecondary education. These are effective and
quality programs, requiring continued investments if we are to advance the quality
of life of individuals in the state and achieve our workforce and economic develop-
ment goals.
WORKFORCE DEVELOPMENT
The Workforce Investment Act has enabled us to expand and strengthen our part-
nership with the Iowa Workforce Development Department. Working together, we
have created the North Iowa Workforce Development Partnership, combining the
former Job Service, local JTPA operation, College Placement, and College economic
development promotion efforts under one umbrella. Together, we have created a
One Stop Workforce Development Center located on South Pierce Avenue in
Mason City where we are joined by other agencies, including Vocational Rehabilita-
tion, as we extend our services to clients in a convenient and effective manner. Sat-
ellite operations boost the One Stop Centers reach and are located at the College,
Forest City, and Charles City.
These efforts are working smoothly and efficiently. Today, clients, who, before,
had to find their way literally from one office to the next (and who sometimes did
not do so) find closely coordinated services available under one roof. More impor-
tantly, services are refined and more effective in addressing clients with multiple
needs and issues.
It is important to understand the magnitude of the change that has been engaged.
We have essentially redesigned the entire system from the ground up. While we are
proud of our progress, it may be too early to judge overall results and too early to
project current figures for operation at full scale. In fact, we worry that low expendi-
tures in some aspects of the program may appear to be opportunities to scale back
support. In reality, we are likely to see these expenditures move up steadily as we
continue to refine and hone our workforce development operations.
SOME GROWING PAINS
I have polled our staff in preparation for this opportunity and have found only
a few areas of concern. First, the requirement to have Training Provider Certifi-
cation has backfired. The good intent to give the client a choice of providers has ac-
tually cut down the number of providers because some institutions do not think it
worth the data collection and paper work that is needed to have the certification.
Participants end up with less choice. And, the training providers are often scruti-
nized and accredited by other agencies, making the certification process somewhat
redundant.
Second, cutting back the funding for WIA is short-sighted. Expenditures are low
now, but participants have had funds obligated in order to complete their programs.
Participants come on board, and we need a stable funding stream to serve them and
to be able to add new clients. The lower funding levels will result in lower enroll-
ments. The program needs time to get off the ground.
48
Another concern is that, unlike the Job Training Partnership Act, the Workforce
Investment Act requires participants to use the Pell Grant for tuition and books.
Under JTPA, if a participant showed financial need, JTPA funds would pay for
tuition and books, thus allowing the student to use Pell Grant money for living ex-
penses. Many students need far more financial help than just tuition and books.
Most are only able to work part time while attending college and find it a real hard-
ship to pay monthly bills, to say nothing of unforeseen expenses such as car repairs,
medical, or pharmacy bills. This impacts our ability to subsidize training for the
Adult Program. To qualify, persons must be economically disadvantaged, and, in
most cases, they will receive a Pell Grant. Consequently, WIA funds would only be
used for child care and/or transportation costs if applicable. Many individuals who
need and want retraining are unable to pursue these opportunities because the Pell
Grant alone is not enough.
Im under the impression that it is more difficult to place a client into meaningful
training today than it was a few years ago. Efforts to lower costs, score well on sim-
plistic outcome measures, or to excessively scrutinize client or provider qualifica-
tions have conspired to reduce the number of participants getting more than the
most superficial of services.
I want to continue to argue for a support system which distinguishes between
quick fixes and those which may survive the first economic downturn. I know that
the Colleges two-year vocational-technical programs have that kind of power and
potential.
FINANCIAL AID
Strong financial aid is what keeps the American Dream alive. People still can
make something significant of themselves in America even without a substantial fi-
nancial starting place. That is possible because of the nearly universal access to
postsecondary education made possible by community colleges and federal financial
aid.
For example, costs to attend NIACC and other higher education institutions this
fall are increasing by an unusually large amount, due primarily to the states budg-
et troubles. But for students who have qualified for a Pell Grant (currently 28 per-
cent of the student body), those costs are manageable. When one considers all finan-
cial aid, over 47 percent of our students participate with financial help of some kind.
Next year, that would not be the case if President Bush abandons his Pell Grant
campaign pledge, as is rumored. As harmless as annual tuition increases appear to
be, they have an insidious effect in the long run. I cant help but note the
generational shift that has played out in my lifetime in education. Recall the stra-
tegic effect of the GI Bill. Following the GI Bill era, tuitions were low, and the ad-
vent of community colleges sustained low-cost access to higher education through
the next decades. Through the 80s and 90s, tuitions began to increase substantially,
but aid programs grew, too. And, the lions share of that aid was comprised of
grants and scholarships. Today, tuitions are generally high and getting higher. And
today, the lions share of aid is comprised of loans. What a shift in public policy
from the GI Bill to a time where many students graduate with loan balances in ex-
cess of $15,000, $20,000 or even $30,000.
Recent increases in support for the Pell Grant Program have promised to reverse
this worrisome trend. NIACC, for example, has been able to reduce the average loan
balance of its graduates who borrow under the federal financial aid loan program
to under $5,000. Without a strong Pell Grant Program, this improvement would not
be possible.
Urge the President and the Congress to uphold the campaign pledge of a $5,100
maximum Pell Grant concentrated in the early college years.
STRENGTHENING INSTITUTIONS/TECHNOLOGY
The Title III Program is the backbone of significant innovation at many commu-
nity colleges. NIACC has benefited greatly from Title III support in the past and
is presently competing in the current funding cycle. Today, most institutions are
struggling to fulfill their missions related to technology education.
Numerous studies now demonstrate the strong connection between technology,
workforce productivity, and overall economic growth.1 2 For example, although IT in-
dustries still account for a relatively small share of the economys total outputan
1 Andrew Whinston, Anitesh Barua, Jay Shutter, Brant Wilson, and Jon Pinnell. Measuring
the Internet Economy. Austin, Texas: University of Texas, January 2001.
2 Andrew Whinston, Anitesh Barua, Jay Shutter, Brant Wilson, and Jon Pinnell. Measuring
the Internet Economy. Austin, Texas: University of Texas, June 6, 2000.
49
estimated 8.3 percent in 2000they contributed nearly a third of real U.S. economic
growth between 1995 and 1999.3
High skill levels are vital in a technology-based and knowledge-intensive economy.
Changes associated with rapid technological advances in industry have made con-
tinual upgrading of professional and vocational skills an economic necessity. It is
exceedingly difficult, but vitally important, for community colleges to keep up with
rapid-pace technological advances in business and industry. Yet, if are to meet
workforce expectations, adequate instructional equipment, curricula, and staff devel-
opment must be made available to achieve our goals.
The Title III Program offers the flexibility and resources to address these needs.
I urge you to protect and improve this important program.
Thank you, again for the opportunity to offer our views.
Senator HARKIN. Dr. Buettner, thank you very much. And I will
get back with some questions for all the panel when wewhen we
get through the full panel.
Next I would like to introduce Jolene Franken, who is president
of the Iowa State Education Association. Jolene has taught elemen-
tary school for 30 years, beginning in Sutherland, Spencer, and
most recently Denison.
Most of her early elementary experience was in first grade,
though the last 5 years shes been involved in the program for tal-
ented and gifted students in grades K through 5.
Jolene earned her bachelors degree from Greenville College in
Greenville, Illinois, and her masters degree in elementary edu-
cation at Northwest Missouri State University.
Jolene, it is good to see you. And thank you for being here today.
STATEMENT OF JOLENE FRANKEN, PRESIDENT, IOWA STATE EDU-
CATION ASSOCIATION
Ms. FRANKEN. Thank you, Senator. Welcome to the State that
educates on the cheap. That is just my own cheap shot.
Recently, I read an editorial in the Omaha World Herald about
temporizing teachers. When discussing the current proposals on
teacher pay, the statement is made: It is not the best plan that
could be drafted, but itll help.
That is happening all too often in Iowa as well. When it comes
to funding education, we are just trying to do whatever is doable
instead of what really needs to be done. We are not really demand-
ing that issues be faced and that problems be defined and solutions
crafted. We expectaccept partial remedies because they are do-
able.
That kind of an attitude will only lead us into a state of edu-
cational mediocrity, not the high-quality education our students de-
serve and that the students have benefited from for so many years.
I have to say that these statements also describe Federal funding
for education, Senator, that is until you started talking about your
Moonshot for Education, which I think is just great. That is the
kind of bold initiative we need if were going to solve the problems
facing education today.
Our students deserve no less than the kind of resources and sup-
port that was committed to the space race in the early sixties if
they are to receive the finest education possible.
3 Patricia Buckley, Sandra Cooke, Donald Dalton, Jesus Dumagan, Gurmukh Gill, David
Henry, Susan LaPorte, Sabrina Montes, Dennis Pastore, and Lee Price. Digital Economy 2000.
Washington, D.C.: Economics and Statistics Administration, U.S. Department of Commerce,
June 2000.
50
And, Senator, your proposal, as I understand it, would bring an

additional $244 million in Federal IDEA funding over 5 years in
Iowa. That would be greatly appreciated.
A full funding of that act, the Individuals with Disability Edu-
cation, was only slated to be at 40 percent. That was called full
funding, 40 percent, when it was originally drafted. And only re-
cently have we gotten out of single figures of funding it at the Fed-
eral level, which is inexcusable.
We need to increase funding for Title I programs and Head Start
preschool programs. And these are programs that provide funding
for low-income schools and for students.
And everyone knows that children who have a high-quality pre-
school Title I program perform better when they get to school for
their formal education. It is kind of like the farm team prior to the
big leagues.
We need to triple the current Federal funding as youve proposed
and provide resources for teacher professional development.
Research indicates over and over again, the number one deter-
minant of student achievement and student learning is the quality
of the teacher in the classroom. And if we do not do more to help
our teachers handle the kinds of situations they have in the class-
rooms today, we are not going to have high-quality education.
Teachers need high-quality professional development to meet
those changing needs for our workforce and our community.
Maintaining the class size reduction program and keeping it on
track to recruit the total of 100,000 new teachers is very essential
to Iowa.
There is case after case that proves class size is essential to the
learning of students. And anyone whos taught 30 students in a
classroom versus 20 students in a classroom knows how right I am.
You do not get to do very individual types of instruction and you
do not get to do hands-on experiential learning that is so important
to help children learn.
In order for teachers to do their best, they must know their stu-
dents learning needs, their styles, their strengths and their weak-
nesses. And these things are impossible in a large classroom.
Teachers are being expected to do more and more, be more and
more accountable for things they have absolutely no control over.
We cannot work miracles in 7 hours a day when students go home
to another 17 hours of environment that negates everything we
have tried to do during the day.
You may be familiar what the legislatures contemplating doing
this year, of cutting our class size legislation here in the State as
well as our technology money. So the Federal money will be even
more important.
There is no precedent for the violence, drugs, broken homes,
child abuse and crime in todays America. Public education did not
create these problems, but we have to deal with them every single
day.
For millions of kids, the hug they get from a teacher is the only
hug they get that day, because America is living through some of
the worst parenting in history, through no fault of their own. Some
of them are having to work two, three and four jobs just to make
a living. They have less time to spend with their children at home.
51
A Michigan principal moved me to tears with the story of her at-

tempt to rescue a badly abused little boy who doted on a stuffed
animal on her desk. The ribbon on it said, I love you. He said
hed never been told that at home. That breaks my heart.
The constant in todays society is 2 million unwanted, unloved
and abused children in public schools. And were the only institu-
tion that takes them all in.
Let me share just a few statistics from the School Nurses Asso-
ciation. Thirty one percent of Iowas sixth through 11th grade stu-
dents have experimented with tobacco products. Fourty six percent
have experimented with alcohol. Thirty eight percent have experi-
mented with drugs such as marijuana, amphetamines, inhalants,
cocaine, and steroids.
These are the reasons why we need to double the current funding
for after-school programs. Being an elementary teacher for over 30
years, I know what happens to kids when they leave the school.
And it is not all positive. I had two first graders one year set a
shed on fire after school. So I know whats going on.
There is a teacher shortage in Iowa and it is very, very serious.
We are at a crisis situation right now. Nationwide we need to hire
2.2 million teachers just to replace whos there. That doesnt ac-
count for increasing enrollment. It doesnt account for class size re-
duction legislation. That is just to replace whos there.
Iowa is losing almost double the national rate of teachers after
their first year of teaching, 17 percent. After 3 years, were losing
28 percent.
Those are staggering figures. But when you compound those with
a 40 percent retirement rate in the next 6 to 7 years we are really
in serious trouble. And to coin a phrase, you might say Houston,
we have a problem.
These happen to be K12 numbers. And I know our community
college friends are also in danger of losing a lot of instructors and
are having a hard time finding replacements.
Back in the old days when I became a teacher, I only had two
choices of a profession, to be a nurse or be a teacher.
That is not the case today. Women have many, many more op-
portunities. And it is not just school were competing with or the
school down the road. It is the other fields of occupation, the other
professions and the other States. So we have serious problems
here. And I want to emphasize that to you.
We appreciate very much the work that youve done on school
modernization. With $28 million coming to Iowa in the first 3 years
of your Harkin Grant, that has generated $311 million in construc-
tion. That is big for Iowa. We have to do things to jump-start our
economy and get things going. That kind of thing helps.
I want to just share a couple of other things with you. And one
of them is a quote from the wonderful African-American historical
figure, Harriet Tubman. Within our reach lies every path we ever
dream of taking. And within our power lies every step we ever
dream of making. Every great dream begins with a dream for the
stars, to change the world.
Senator Harkin, your Moonshot for Education is that dream. We
need to make it a reality. Our students deserve no less than an all-
out effort to keep education a top priority and to fund it like it is
52
the No. 1 priority, not just give it political rhetoric in a campaign

season.
Everyone holds teachers and administrators accountable for stu-
dent learning. But where is the accountability for politicians who
do not vote the funding that they say they want to give? We have
experienced enough of that in Iowa.
PREPARED STATEMENT
It is the bottom of the ninth inning and the bases are loaded. We
need our lawmakers at every level of government to rally around
our children and around public education.
It is about respect. It is about priorities. And it is about time.
PREPARED STATEMENT OF JOLENE FRANKEN
Recently, I read an editorial in the Omaha World Herald about temporizing
teachers When discussing the current proposals on teacher pay, the statement is
made: Its not the best plan that could be drafted but itll help.
Thats what is always said in Iowa, too, when it comes to funding education. All
too often, we as a state arent demanding that issues be faced, problems be defined
and solutions crafted. We accept partial remedies because they are doable. That
kind of attitude will only lead us into a state of educational mediocrity, not the high
quality education our students deserve and have benefited from for so many years!
I have to say these statements describe federal funding for education, as well
until Senator Harkin started promoting his Moonshot for Education. Thats the
kind of bold initiative we need if we are to SOLVE the problems facing education
today! Our students deserve no less than the kind of resources and support that was
committed to the space race in the early 60s, if they are to receive the finest edu-
cation possible. The Senators proposal would bring an additional 244 million federal
dollars in IDEA over 5 years to Iowa.
What are the keys to high quality education?
full funding of Individuals with Disabilities Education Act (IDEA) even this as
originally drafted only called for federal funding at the 40 percent level but it
has only recently gotten above single digits. (Next year Iowa will receive $70.4
million.)
increased funding for Title 1 programs and head start preschool programs, pro-
vide funding to low-income schools and students everyone knows that children
who have been through a quality pre-school/title 1 program performs better in
classroom formal instruction. Its like the farm team prior to the big leagues!
(Next year Iowa will receive $55.4 million in Title I.)
triple the current federal funding provided for teacher professional development
Research indicates over and over, the number one determinant of student
achievement is the quality of the teacher in the classroom. Todays schools do
not have the students of the 50s, nor do they operate like the schools of the
50s. But folks in the governing/law making bodies, only have that model/concept
of education in their minds. Teachers need high quality professional develop-
ment to meet the changing needs of students, workforce needs, and commu-
nities.
maintaining the class size reduction program, keeping it on track to recruit a
total of 100,000 new teachers. There is case after case that proves class size is
essential in the learning of students. Try teaching 30 students vs 20 students
and see how much individual help you can give to students; how much hands
on experiential learning you can do; classroom management/discipline is a
nightmare with 30 vs 20. In order for teachers to do their best, they must know
their students needs, learning styles, strengths and weaknesses these things
are impossible with large class sizes. Teachers are being expected to do more
and more be more and more accountable for things they have absolutely no con-
trol over. We cannot work miracles in 7 hours a day when students go home
to another 17 hours of environment that negates everything we try to do. (Next
year Iowa will receive $12.8 million in class size reduction federal money.)
There is no precedent for the violence, drugs, broken homes, child abuse, and
crime in todays America. Public education didnt create these problems but deals
with them everyday. For millions of kids, the hug they get from a teacher is the
53
only hug they will get that day because America is living through the worst par-
enting in history.
A Michigan principal moved me to tears with the story of her attempt to rescue
a badly abused little boy who doted on a stuffed animal on her desk. The ribbon
on it said, I love you! He said hed never been told that at home.
The constant in todays society is two million unwanted, unloved, abused children
in public schools, the only institution that takes them all in. Let me share some sta-
tistics with you from the School Nurse Association:
31 percent of Iowas 6th11th grade students have experimented with tobacco
products
46 percent have experimented with alcohol
38 percent have experimented with other drugs such as marijuana, amphet-
amines, inhalants, cocaine, and steroids.
These are all reasons for why we need to double the current funding for after
school programs. Being an elementary teacher for over 30 years, I know what
happens to kids when they leave school. If no one is at home, they FIND things
to do not all are lawful or positive. One year I had 2 first graders go home and
start a shed on fire. That might be only the beginning for more serious behavior
activities!
Then there is the teacher shortage that Iowa and other states are facing. During
this decade we need to hire 2.2 million teachers in America just the replace the ones
who are currently teaching. That does nothing to address the needs of lowering class
sizes and increasing populations. In Iowa, we lose 17 percent of our first year teach-
ers, 28 percent leave after 3 years. Compound that with a 40 percent retirement
rate of current high quality veteran teachers and Houston, weve got a problem.
These happen to be K12 numbers but the Community college numbers are very
similar, I think.
Back in the old days, I only had 2 choices for a profession be a nurse or be a
teacher. Isnt it interesting that these are 2 shortage areas today and both are fe-
male dominated? Today, women have numerous professional choices. So schools are
competing not only with other schools and other states but with other professions.
The University of Northern Iowa recently completed a study of the shortage num-
bers. If everything stays the same as today, by 2006 we will be short at least 1200
teachers. Administrators ranks will be depleted by half.
Senator Harkins work on school modernization has been wonderful for schools
all across America. In Iowa alone, $28 million came to Iowa in the first 3 years.
That $28 million in Harkin Grants generated $311 million in construction and
renovation projects for 161 school districts to address fire code violations and
subsidize the cost of construction. This provides jobs which help our states
economy. Local school districts matched this federal money. Until this year,
there had never been any state money provided for infrastructure.
I have pretty much talked about K12 but I must mention the need to increase
Pell grants for our higher education students. Iowas community college stu-
dents are paying and will be paying some hefty increases in student tuition.
Our community colleges are the key to retraining our workers who have been
laid off in downsizing. If we dont retrain them and keep them in Iowa, they
too will join the brain drain from Iowa to anywhere else! More than 85 percent
of community college graduates stay in Iowa. We cannot afford to lose anyone!
I just want to close with a few meaningful quotes: Marian Wright Edelman,
founder of the childrens Defense Fund: If you dont like the way the world is, you
change it. You have an obligation to change it. You just do it one step at a time.
Lucinda Adams, President of the American Alliance of Physical Education, Recre-
ation and Dance said, Individually, we can make a difference while collectively we
can make changes. We have the knowledge, skills, professional talents, and passion
to make important changes in the lives of those we teach and serve.
Harriet Tubman: Within our reach lies every path we ever dream of taking, with-
in our power lies every step we ever dream of making. Every great dream begins
with a dream for the stars, to change the world! Senator Harkin, your Moonshot
for Education is that dream. We need to help make it a reality. Our students de-
serve no less than an all out effort to keep education a top priority and fund it like
it is the number 1 priority not just give it political rhetoric in a campaign season.
Everyone holds teachers and administrators accountable for student learning, but
where is the accountability for politicians who dont vote to fund what they SAY.
We have experienced enough of that!
Its the bottom of the ninth inning and the bases are loaded. We need our law-
makers (at all levels of government) to rally around children and public education.
Its about respect. Its about priorities. Its about time!
54
Senator HARKIN. Thank you very, very much. That was great. I
like that. Thank you very much, Jolene. That was great.
And now we will turn to Dr. Lawrence McNabb.
Dr. McNabb is the superintendent of schools of the Osage Com-
munity School District. He previously served as the superintendent
for the Gladbrook and Reinbeck Community School districts.
Prior to his 10 years as an Iowa school superintendent, Dr.
McNabb spent 8 years as a high school principal and 12 years as
a social studies teacher and athletic coach.
Dr. McNabb earned both his bachelors and masters degrees
from the University of Iowa.
Thank you very much for being here, Dr. McNabb.
STATEMENT OF DR. LAWRENCE J. McNABB, SUPERINTENDENT OF
SCHOOLS, OSAGE COMMUNITY SCHOOL DISTRICT, OSAGE, IA
Dr. MCNABB. Thank you.
First of all, Senator, Id like to thank you for the opportunity to
testify on behalf of Iowas public school children. I have long appre-
ciated your outstanding support of education throughout your ca-
reer.
I speak today on behalf of nearly 2,000 members of the School
Administrators of Iowaprincipals, central office administrators,
and superintendents.
We have a slogan here in North Iowa that we use to remind us
of our commitment. And it says very simply, Kids Matter Most.
That is what were about. And yet Iowas schools face serious dif-
ficulty. And only a major influx of new resources can save our chil-
dren.
Iowas schools are funded in the State level on a per pupil basis.
And most Iowa school districts are experiencing declining enroll-
ment.
Thirty percent of Iowas school districts last year received no in-
crease in funding at the State level. Yet despite limited resources,
the challenge has continued to multiply.
Numbers of children come to us each year unprepared for the for-
mal learning that takes place in schools. They have not had the ex-
periences or the support that they needed at home to enable them
to meet the challenges we provide.
The range of ability among entering students widens each year.
Expanding Head Start services is essential to leveling the playing
field for those students.
Poverty may be less visible in rural Iowa, but it is just as real
as it is in the cities. Our district is considered a fairly affluent one.
Yet one-fourth of my children would qualify for free and reduced-
priced lunches.
If not for what Meredith Wilson characterizes as Iowa stubborn-
nessI prefer to think of it as fierce independenceeven more of
my families could and would qualify for free and reduced lunch.
This past year our district received $17,000 from the Federal
Government for class size reduction. That is not enough to hire a
single teacher. But yet by putting that money together with monies
from other sources, we have been able to make our kindergarten
an all-day, everyday program. And we think that is essential for
our kids.
55
But finding money to continue that kind of commitment is going

to be difficult for us. Our transportation costs are up 20 percent
this year. Within the last 3 weeks the price of gasoline has gone
up 20 cents a gallon in my school district. Our energy costs for nat-
ural gas and electricity are up 63 percent over the previous year.
Choices are not easy. Our district is looking at 60 students enter-
ing our kindergarten program next fall. Do we provide three sec-
tions or four? That is a $35,000 question for us. The temptation to
choose larger sections and have the money for other purposes is
great.
I commend our school district for making the choice for kids.
Well have four sections next fall. Many districts wanting smaller
class sizes lack the space to house them. It is not merely a matter
of funding teachers, but it is an infrastructure issue as well.
Communities are already financially strapped. They would find
it difficult to pass bond issues or even find funds to maintain their
existing facilities.
Our district is not immune. Our fourth and fifth graders are edu-
cated in a facility that was built in 1916. We have spent a great
deal of money on that building to keep it a usable facility, including
making it handicapped accessible. But it is still an 85-year-old
building.
It is hard for people to understand that our high school lacks
adequate space. We educate one-third fewer students than we did
at our peak enrollment.
By taking classrooms for special education, for talented and gift-
ed programs, creating computer rooms, all of that has led to a
shortage of available space for our regular program.
We have had to turn a former storage area into a classroom. We
have been forced to locate a class on a daily basis in our ICN room.
In our aging community, the likelihood of being able to pass a
bond issue is slim. Many of our people are on fixed incomes. De-
spite positive feelings for students and for our school, they would
not and could not support a bond issue. Without help, our infra-
structure needs will go unmet.
Districts are facing more and more difficulty in finding qualified
teachers. In recent years we have had only one or two applicants
many times for teaching positions. Forty percent of the teachers in
my district are going to retire within the next 10 years. Class size
decisions will not matter much if I cannot find qualified staff to fill
those needs.
Six years ago, Federal dollars paid the entire cost of my Title I
program. Now those dollars fail to pay even the cost of the instruc-
tors. I cannot overemphasize the importance of that program.
Dr. Connie Juel, of the University of Virginia, says that 88 per-
cent of the students who cannot read on grade level by the end of
first grade will never catch up.
Many Iowa districts incur deficit spending in special education.
In the mid-1970s, the Federal Government made a commitment to
fund 40 percent of the excess costs of special education. At present,
theyre only funding about 15 or 16 percent.
Fully funding programs would ensure that students with special
needs would have the programming they require without taking re-
sources from other programs and other students.
56
Skills in the use of technology are important for life in the 21st
century. Developing those skills requires students to have access to
the latest technology. Right now the Federal Governments commit-
ment to technology in my district is $5 per student. That is not
enough to keep my kids in computer disks, certainly not anything
that would help with software or hardware needs.
Four out of every five Osage graduates goes on to some form of
continuing education. The cost of continuing that education in-
creases every year. It is essential that the Federal Government
strengthen its commitment to help those students.
Our working families struggle with that cost. Often young people
leave college with staggering debt loads. Something needs to be
done for them.
I strongly support your suggestions. I think a financial commit-
ment to the nations children by the Federal Government is badly
needed. Leave No Child Behind should become a rallying cry for all
the cared-about children in this country. And that commitment
should include the full $250 billion that you suggested.
PREPARED STATEMENT
A few years ago people were fond of saying that it takes a whole
village to raise a child. Perhaps in the 21st century we have gone
beyond that. It may take resources from an entire nation to provide
our children with the opportunities they need to solidify their fu-
ture and ours.
Thank you.
PREPARED STATEMENT OF LAWRENCE J. MCNABB
First of all, I would like to thank the Senator for the opportunity to come and
offer testimony on behalf of Iowas public school students. We appreciate the Sen-
ators outstanding record in support of education. I offer testimony today, not just
as the superintendent of the Osage Community School District, but also on behalf
of the nearly 2,000 members of the School Administrators of Iowa.
We have had a slogan that we have used here in North Iowa for the past few
years. It is on banners, coffee cups and shirts to remind us of our commitment to
the states youth. That slogan says simply, Kids matter most. It is what we are
about here in North Iowa and throughout the state. That sentiment is not much
different than Leave no child behind.
I am here today to speak specifically about the needs of the Osage Community
School District. I think that I can do that with some authority, after six years as
the superintendent in that district. But in a larger sense, I know that we are typical
of most of North Iowa and probably not much different than the rest of the districts
in the state. Leave no child behind is a very appropriate title for the hearing that
is being conducted today. The fact is that unless something is done, some children
will get left behind. Iowas school face serious difficulties and only a major influx
of new resources can save our children. The long-term result of children being left
behind is that they will become adults who get left behind. Senator Harkins amend-
ment would go far in providing those additional needed resources.
Numbers of children come to our school each year unprepared for formal learning.
They have not had the experiences and the support that would have enabled them
to meet the challenges that school provides. The range of abilities among entering
students seems to widen each year. Head Start certainly helps to ameliorate that
situation. Expanding the scope of that program can only increase student perform-
ance and help level the playing field.
Poverty is a very real problem in Iowas school districts. Unfortunately, the more
rural our districts, the less visible the problem becomes. Rural poverty is not con-
centrated in neighborhoods or located along well-traveled roads. Our district is a
fairly affluent rural district and yet over one-fourth of our students qualify for free
57
or reduced lunch prices. If not for what Meredith Willson characterizes as Iowa
stubbornness, really fierce independence, many more families would qualify.
Federal class size reduction funding has been an important factor in allowing our
school board to make a commitment to smaller classes. This past year our district
received $17,000 from the federal government. That is not enough to hire an addi-
tional teacher, but combined with other monies from state and local sources, it has
allowed us to make our kindergarten an all day/everyday program.
Finding enough money to continue that commitment will be difficult. Iowa schools
are funded on a per pupil basis and most Iowa districts are experiencing declining
enrollment. Last year 115 of Iowas school districts, over thirty percent, lost enroll-
ment to the extent that they received no increase in funding for this school year.
The Osage district, like many others, must work hard to keep our budget balanced.
When confronted with a budget that does not grow, and faced with increasing
costs, districts are in a real dilemma. Often, we must approach situations, not from
a what is best for students perspective, but from a what can we afford viewpoint.
While we know that smaller class sizes improve student learning, staff cuts may be
the only way to balance our budgets.
Transportation costs have escalated. Those costs are completely beyond our con-
trol. We must get students to school to provide them with an education. Our trans-
portation costs are already 20 percent over budget for the year and we still have
one quarter of the school year to complete. Gasoline prices in our community have
gone up by .20 per gallon in the past three weeks.
The combination of a severe winter and rising fuel prices has run our costs for
natural gas and electricity far beyond what anyone could have imagined a year ago.
Through March our districts energy costs are up 63 percent over the previous year.
That difference would more than pay for a teachers services in a classroom for a
year. However, those are costs that districts cannot avoid. Students must be trans-
ported and buildings must have light and heat.
The choices are not easy. Our district anticipates sixty students entering our kin-
dergarten next fall. Do we have four sections of fifteen or three sections of 20? That
is a $35,000 decision. With only a small increase in funding for next year, it is even
more difficult. The temptation to choose larger sections and have the money avail-
able for other cost increases is great. I commend the Osage school board for choosing
four sections of kindergarten for next fall.
For some districts, the choice is not that simple. Many lack the space to house
additional class sections. It is not merely a matter of funding teachers, but an infra-
structure issue as well. Communities that are already financially strapped find it
difficult to pass bond issues to construct facilities or even to find funds to maintain
current facilities.
Our district is not immune from these problems. Our fourth and fifth graders are
educated in a facility that was built in 1916. We certainly educate children dif-
ferently today than we did in 1916. We have spent a great deal of money on the
building to keep it a useable facility by todays standards, including making it
handicapped accessible. However, it is still an 85-year-old building.
It is hard for people to understand that our high school lacks adequate space for
our current program. We educate one third fewer students than we did at our peak
enrollment. Taking classrooms for special education, talented and gifted programs
and computer rooms has drastically cut the space available for other classes.
We have had to turn a former storage area into a classroom so that we have a
place to teach our Principles of Technology courses. We have also had to locate a
special education class in our ICN room when it is available. There were no other
spaces available in our building for those classes to meet.
In our community, and many others in Iowa, the likelihood of passing a bond
issue to deal with the problem is slim. Ours is an aging community. Many are on
fixed incomes and despite having positive feelings for our students and the school,
they would not or could not support a bond issue. Without help, our infrastructure
needs will go unmet.
It is not just a matter of class size and building needs. Our districts are facing
more and more difficulty in finding qualified teachers. Often in my six years at
Osage, we have had only one or two qualified applicants for teaching positions. For-
tunately, we have always had at least one quality candidate. The day will come
when there will be none.
Unless we can raise teaching salaries appreciably, there will be fewer and fewer
young people entering the profession. That spells disaster. Forty percent of the
teachers in my district will retire during the next ten years. Class size wont matter
if quality teachers are unavailable to staff those classrooms.
The dollars that have been available for Title One have failed to keep pace with
the needs in our district. A program that was once supported in total with federal
58
dollars, now fails to pay even the cost of the instructors. Our district has chosen
to subsidize the program with funds from other sources rather than cut services to
students. That is becoming more and more difficult to do. I cannot overemphasize
the importance of that program. Dr. Connie Juel, of the University of Virginia, says
that 88 percent of the students who cannot read at grade level by the end of the
first grade, never will read at grade level.
The situation in special education is not much different. While our district has
been able to operate in the black the past few years, many districts find themselves
operating at a deficit in special education annually. In the mid-seventies, when Pub-
lic Law 94142 was passed, the federal government made a commitment to fund 40
percent of the excess costs for special education. That commitment has never been
met. At present, only about 15 or 16 percent of those costs are being funded from
the federal level. Fully funding programs would ensure that students with special
needs could have the programming they require without taking resources from other
programs.
Skill in the use of technology is as important for life in the twenty-first century
as reading and math skills were in the last century. Developing those skills in stu-
dents requires that districts keep pace with changes in hardware and software.
Thats nearly impossible for districts to do. Right now the federal governments con-
tribution to technology in my district is $5 per student. That is barely enough to
keep students in computer disks, let alone help with software or hardware.
Gordon Moore, one of the co-founders of Intel, formulated a law back in 1965 that
has basically held true ever since. Moores Law says that computers will double in
speed and halve in price each 18 months. We can currently replace our computers
only every five or six years. That makes it difficult for us to send students off to
college or the work place with the technology skills they need.
Right now, about four out of every five Osage students go on to some sort of con-
tinuing education. The cost of continuing their education is increasing every year.
It is essential that the federal government strengthen its commitment to assist
those students. Too often, I see young teachers come to us with huge debt loads
from completing their degrees. Something needs to be done to assist them.
I strongly support the Harkin Amendment. A financial commitment to the na-
tions children by the federal government is badly needed. Leave no child behind
should become a rallying cry for all who care about children in our Nation.
A few years ago people were fond of saying that it takes a whole village to raise
a child. Perhaps in the twenty-first century we have gone beyond that. It may take
resources from the entire country to provide our children with the opportunities
they need to solidify their future and ours.
Senator HARKIN. Thank you very much. That was wonderful.
Thank you very much.
And now we will turn to Sherry Brown.
Sherry has been an active member of the PTA for 13 years, both
in Alaska and here in Iowa. She is currently vice president for leg-
islation of the Iowa PTA. Sherry is also active in both the Boy and
Girl Scouts in Cedar Falls.
Sherry Brown, thank you very much for being with us today.
STATEMENT OF SHERRY BROWN, VICE PRESIDENT FOR LEGISLATION,
IOWA PTA
Ms. BROWN. Thank you.
I think the idea to double our Federal investment in education
is exciting. I think it is something that we desperately need.
As you know, Iowans have always been proud of their schools,
but certainly we have areas of concern.
We have urban schools and we have rural schools. We have high-
income areas and we have low-income areas. We have times when
State revenues are up and we have times when State revenues are
down. And those differences leave us with issues involving equity
and consistency in education that I think the Federal Government
could help us with.
59
As you mentioned yourself, Head Start is underfunded. And it is

a very successful program. But success is limited when there is not
enough funding to reach every child who would benefit from it.
One of the things that we like about Head Start is that it has
a parent involvement component. And that brings families into
their kids education right from preschool.
And there are also programs that bridge the transition into the
public schools that I think are necessary because they also help to
bring the parents along and make them a part of their childs edu-
cation. Those parent involvement components I think are very im-
portant in the Federal programs.
When the kids get into the elementary school, then the small
class sizes become very important. And I think that the studies are
real clear that they have a tremendous impact on academic
achievement if we have small class sizes.
Also, if there are small class sizes and there are fewer students,
then there are fewer parents for the teacher to interact with, which
means they can get to each of the parents more often.
So I think that small class sizes also lead very much to improved
parent communication and parent involvement. Many schools in
Iowa have K through three classes significantly larger than the 18
or less that wed like to have.
Title I is extremely important. We have an issue now relating to
immigration. We have students who need to learn English and get
up to speed as quickly as possible so they do not fall behind on
their other classes. And I think the Title I and bilingual programs,
all of those are really important there as well.
Safe and modern schools are very important. I think that Ms.
Franken and Mr. McNabb have already mentioned how much we
need. We need better facilities and technology.
Also, we have, in Iowa, as you know, an extremely large number
of families with both parents working. That gives us a critical need
for before and after-school programs becauseand the problem
with those nationally, I think, is that before and after-school pro-
grams tend to be scarce in rural areas and rare for middle school
children. And we need them in rural areas. We need them all the
way through the middle schools. They need to be of high quality,
affordable, and based in the public schools.
PREPARED STATEMENT
I think that renewed and enhanced Federal programs working

with the State to fulfill its education priorities will result in equity
and consistency in public education and allow us to reach every
child.
Thank you.
PREPARED STATEMENT OF SHERRY BROWN
The national education budget has a significant impact on Iowa children and
schools, and adequate funding for federal programs is critical to providing every
child a quality education leading to a bright future. Since we concur that full fund-
ing for public education should be a national priority, the Iowa PTA strongly sup-
ports doubling the investment in federal education programs.
Effective initiatives such as Head Start are now seriously under-funded. Commu-
nities in Iowa have created early childhood education centers to provide Head Start
60
along with other government and community services. Unfortunately, success is lim-
ited when funding is not adequate to serve all of the children who would benefit
from the programs. There must also be full funding for programs that bridge the
transition from Head Start to the public schools. A positive transition is essential
for student success and, as important, for continued parent involvement. The em-
phasis on parent communication that is a part of Head Start must be promoted as
children enter the public schools. Given the proven, positive effect of parent involve-
ment on student success, lets make sure that we leave no parent behind.
The advantages of small class-sizes in the early grades on overall academic
achievement are well documented, but the advantages also include improved parent
involvement. When teachers have fewer students, they have fewer parents with
which to communicate and are able to confer with them more frequently. Many
schools in Iowa have K3 class sizes significantly larger than the eighteen or less
that is considered desirable.
In addition to needed funding to reduce class sizes, there must be increased re-
sources for Title I to support disadvantaged and low-achieving students. Iowa is not
immune from issues related to immigration. While immigrant families establish
themselves in the community and struggle to learn English, the children require a
great deal of assistance with reading and language skills.
Iowas need for safe and modern public schools for all students, including barrier-
free access for individuals with disabilities, continues to grow. Increased funding for
education technology is necessary to ensure equity of access to academic tools by
both rural and urban schools and by students from both high-income and low-in-
come families.
In order to provide students with the best education possible, we must continually
develop and adapt programs to meet the changing needs of Iowas families. For ex-
ample, Iowa now has a critical need for before- and after-school programs because
we have so many families with both parents working. These programs provide
learning opportunities in safe and drug-free environments. They can also provide a
more comfortable, non-threatening atmosphere for parents to visit the school.
Before- and after-school programs tend to be scarce in rural areas and rare for mid-
dle school children. Some programs are also prohibitively expensive for many fami-
lies. Before- and after-school programs must be of high quality, affordable, and
based in the public schools.
A good education begins with parents as the first teachers and continues with
early childhood programs and quality public schools. There should also be funding
for programs that provide job training and encourage higher education, leading to
responsible citizens who continue to be life-long learners. Iowa is facing revenue
shortfalls and state funding for education programs is in jeopardy. On the other
hand, the federal government has a tax surplus. Funding for national programs will
have a tremendous impact on the quality of education we are able to provide for
the children of Iowa. Renewed and enhanced federal programs, working to help the
state fulfill its education priorities, will result in equity and consistency in public
education, and will allow us to reach every child and leave none behind.
Senator HARKIN. Thank you very much, Sherry, for giving your
testimony and being here today.
Now we turn to the most important participant, a student.
Derrick Palmer is a senior at Mason City High School. Derrick
was enrolled in the special education early childhood program at
the age of three and has benefited from special education through-
out his school years.
Derrick will soon graduate from Mason City. And I want to ask
him what he plans to do.
Derrick is joined by a number of classmates today here. I will in-
troduce them.
Jeremy Beavers, where are you? Well, I thought he was here. I
cannot see in the back.
Is Eric Eichenbaugh here? Well, I had these names here.
Is Trenton Anderson here?
SPEAKER. Yeah. Trentons here.
Senator HARKIN. Somebody is back there.
AUDIENCE MEMBER. Yeah. Trenton is back in the back there.
61
Senator HARKIN. Oh. That is because the lights are off. I cannot
see anybody there.
Derrick said he did not have any prepared testimony.
Derrick, if you do not mind, I will just ask you some questions.
Tell me about your schooling and how special education might
have helped you in school.
Tell us how it might have helped.
STATEMENT OF DERRICK PALMER, STUDENT
Mr. PALMER. Well, thank you, Senator.
The way I see education helped me, is if it wasnt for special edu-
cation, I wouldnt have gotten this far through a senior in high
school.
Senator HARKIN. Great. And you are going to graduate soon?
Mr. PALMER. Right.
Senator HARKIN. What, next month, maybe?
Mr. PALMER. Next month. May the 26, I believe.
Senator HARKIN. He knows the day, the hour, the minute. I re-
member it that way.
Tell me what youwhat are you planningwhat are you looking
ahead at, Derrick?
Mr. PALMER. Working at NIVC after high school
Senator HARKIN. Yeah.
Mr. PALMER [continuing]. And building pallets for businesses.
Senator HARKIN. Working at where?
Mr. PALMER. North Iowa Vocational Center.
Senator HARKIN. Oh. Is that right?
Mr. PALMER. Uh-huh.
Senator HARKIN. Good for you. Good for you, Derrick.
And do my notes tell me, do you have a part-time job right now?
Mr. PALMER. Yes. I work at Kraft General Food on Monday
through Friday, 2 to 4, making pudding.
Senator HARKIN. Really?
Mr. PALMER. Yes.
Senator HARKIN. I probably had some of your pudding.
Mr. PALMER. It is good stuff. The best that money can buy.
Senator HARKIN. I suppose the best stuff I ate was what you
made. I understand. Yeah.
Tell me, Derrick, are yourare your folks here?
Mr. PALMER. My mom is.
Senator HARKIN. Your mom is here.
Hi, mom.
Is that your mom?
As you have probably heard from these other people sitting here,
that we are looking at trying to get more funding for special edu-
cation all through the years.
But I would say you are a great example of what investment in
special education can mean. Now, you have obviously done well in
school. You are going to graduate and go on and be a great produc-
tive member of our society and a good citizen.
How old are you now, Derrick?
Mr. PALMER. 19.
Senator HARKIN. All right. Registered to vote?
Mr. PALMER. Right.
62
Senator HARKIN. Okay. Not that I am trying to influence you.

You are going to work.
Are you going to take a little time off this summer?
Mr. PALMER. To go to Camp Sunnyside, yeah, basically.
Senator HARKIN. Well, good for you. Great.
Well, anything else, Derrick, you can think that we ought to
know about your education, about school?
Let me ask you this. Here is a good question, maybe. I hope it
is, anyway.
If you could have seen anything, you know, maybe something to
be done differently in school, something you thought you might
have missed or you wished you would have had in school, is there
anything that comes to mind that may be something you might
have wanted differently in school.
Mr. PALMER. Well, supposedly there was going to be a school
shooting, but the way I see it is, they need tighter security. And
lots of people threatening people, like younger classmen and special
ed kids, because the way I see it, some people do not take it seri-
ously. And they think it is a hoax. And when it turns out to be like
Columbine Schooland they just think it is a hoax. And when the
person comes to school the next day with a gun, then they wonder
why.
Senator HARKIN. Well, I think that is one of the things that we
all should be cognizant of.
And I think thatI know that our teachers, Jolene, and our PTA
people and our superintendents are all quite aware of instilling in
our classroom supervisorsour teachers, teaching assistants and
othersto be on the lookout for kids who may be picking on young-
er classmen and special ed students and stuff like that.
So I hope we are becoming more aware of that and more sen-
sitized to that. Because I think what you just said is very true, that
a lot of times people may pick on someone, if they are not stopped
and if they are not made aware of what they are doing, it could
lead to tragic circumstances later on. So I think that is a point
well-taken. Point well-taken.
Well, thank you very much, Derrick.
Mr. PALMER. Thank you, Senator.
Senator HARKIN. Thank you for being here and testifying today.
Let meI just had some notes here that I took. I want to go
back.
And, Derrick, just stay right there. I want to ask you a couple
questions. I may have some things I might want to ask you about
more here.
And, Dr. Buettner, tell me a little bit about this. There are no
tech prep demo sites at the community colleges in the new budget.
Tell me what the effect of that is going to be or how that affects
us.
Dr. BUETTNER. Well, our college, NIACC, has really been the
leader in Iowa and in the nation, frankly, in implementing tech
prep programs, and we have done so through hook and crook. I
mean, we have really taken dollars from nooks and crannies, from
the Perkins legislation and the tech prep legislation, and we have
made remarkable progress here.
63
There has been a lot of discussion about formal tech prep dem-
onstration sites, formal funding through the Federal Government
to literally fund sites like ours, I would hope, where we really have
a successful demonstration underway so that other schools, not just
in Iowa but throughout the country, could see a successful tech
prep program implementation.
It is a very complicated business. I know Larry, one of our super-
intendents in the area, and a lot of these superintendents and col-
lege people working on it said that they wouldnt work.
And it seems to me that these programs would have such prom-
ise. And the need is so great that a well-conceived network of dem-
onstration projects across the country could pay enormous divi-
dends.
I envision a dayI am not sure I could predict when and if this
will happenwhere tech prep programs are commonplace and a
part of the fabric of the secondary and 12-, 13-, 14-year public edu-
cation across the whole United States.
Senator HARKIN. So you really urge us to take a look at that
demonstration program.
Dr. BUETTNER. I really do. As your staff knows, I am not exactly
the most objective person when it comes to tech prep. But I hon-
estly believe that it is a very, very important program. It is a very
effective program that young people need desperately.
It really promises to be the key to a successful, comfortable
standard of living for many, many, many young people. Not every-
one is going to go away to a 4-year college, graduate and earn a
comfortable, professional living. That is just not going to happen
for everyone.
Senator HARKIN. Right.
Dr. BUETTNER. And the tech prep program shows a clear path for
many, many other people to earn similar incomes. The datas there.
The results are there. What we have to do now is get behind it and
take it to scale. We have to take it out and deploy it across the
country.
Senator HARKIN. Well, I will do what I can to help on that.
Dr. BUETTNER. May I just add one thing, Senator?
Dr. BUETTNER. I appreciated Derricks concern and comments
about safety.
Senator HARKIN. Right.
Dr. BUETTNER. I started life as a high school vocational education
teacher. And one of the contributions that I felt vocational edu-
cation was making in the schools at that time, decades ago, it was
enlisting young people who could very easily be disenfranchised
from the school system.
And occasionally I had the opportunity to really get ahold of a
youngster and really turn them on and keep them turned on. And
some of those youngsters went on to very successful careers. And
I believe that that is the promise of the tech prep program.
Senator HARKIN. Yes. Exactly. Exactly. Very good.
Sherry, one of the most perplexing issues for me as a public pol-
icymaker in looking at education concerns parental involvement.
We know from studies that the more parents are involved, the bet-
ter the kids do. That is irrefutable. We know that.
64
The question is, is getting parents involved. As you point out,

parents are working. Sometimes both parents are working two,
three jobs at a time trying to make ends meet.
I just wonder if you have any examples of any programs that
youve seen that are successful at drawing parents into the chil-
drens schools.
And, if there are, do you have any ideas or suggestions to try to
get parents more involved?
I am looking for answers here.
Ms. BROWN. I think there is. And I think that the answer is get-
ting them involved at a very early age. And I do not think that nec-
essarily bringing them into the schools is the answer. I think that
might be whats holding us back.
I think maybe the schools reaching out to them is where the an-
swer is going to have to lie, and showing their parents how they
can be involved and make a difference from home, and still getting
them into the schools whenever possible.
But that it is everyday, day-to-day in their childs life where they
really need to be involved. And that is the level of involvement that
is going to make the difference.
The number of times that they come in the school to help in the
classroom or in the library is, I do not think, going to make the dif-
ference between success and failure. It is that day-to-day involve-
ment at home.
And I think e-mail is changing things tremendously, and having
phones in every classroom, so that teachers can easily contact the
parents that they need to contact. That has helped in our school.
It used to be, you know, there was one telephone in every wing,
or something. And now they have them in every classroom. And
that does help.
But constant contact with parents when things are good as well
as when there are problems is just as important. The frequency of
contact is much more important than the amount of time, I think,
that you spend. So I do not know.
I wish I had the magic answer, Senator.
Senator HARKIN. I know there is no magic silver bullet. We are
just looking for different types of suggestions and thoughts.
Jolene, you had something?
Ms. FRANKEN. Just a couple things. One, there are some States
that are doing some things with combining government agencies
efforts instead of fighting each other, by getting into peoples homes
much earlier when the children are very, very small, and working
with them on developmental activities that they should be doing
with the students before they ever get to school.
That is one of the things that we see.
Another thing that would be very helpful is trying to get some
kind of a way to allow jobs to release their workers for a half an
hour, even for a parent/teacher conference of 15, 20 minutes would
be helpful.
Some school districts are having parent nights in the elementary
school where the parents come in and they sit at the students desk
and they go through some of the activities that the students are
doing so that they have a better idea of what the student is actu-
ally doing in school. Building that relationship is essential.
65
You know, 50 percent of the jobs in Iowa pay less than $10 an
hour. That is what were looking at here.
Senator HARKIN. That is not a very big income.
Ms. FRANKEN. No. And Dr. McNabb and I were both sitting here
saying, telephones in a classroom, whats that? A lot of us do not
even have a telephone in the wing, let alone in our classroom.
Senator HARKIN. Wow.
Ms. FRANKEN. And that is getting to be a very difficult situation,
also, with the safety factor.
Senator HARKIN. So what percentage of classrooms, do you think,
in IowaI am talking in elementary and secondarywould have
phones where a teacher would have actual services?
Less than half?
Dr. MCNABB. Maybe 25 percent, maybe.
Senator HARKIN. 25?
Dr. MCNABB. Probably.
One out of four, maybe?
Ms. FRANKEN. That could be high. I do not know.
Senator HARKIN. Yeah. But it is your experience that it is not
very high.
Dr. MCNABB. No.
Ms. FRANKEN. I do not think so. Theres some teachers out there
that can maybe answer that question.
Senator HARKIN. Yeah. Well, I am going to turn to the audience
in a little bit.
Dr. McNabb, you said that in the Osage school district you had
60 new kindergarten students coming in this year. I do not know
if you meant next year or this last year.
Dr. MCNABB. It is been about the same for the last 2 years, Sen-
ator, so either one.
Senator HARKIN. But they chose four sections of 15 rather than
the
Dr. MCNABB. Three sections of 20.
Dr. MCNABB. We think that is an important decision.
Senator HARKIN. Give them my congratulations. That is good for
them. That is good.
Dr. MCNABB. Thank you.
Senator HARKIN. You mentioned that Title I has not kept up.
And I was just asking my staff about that. But I thought we kept
the Title I hold harmless for Iowa, and worked very hard on that
now.
So tell me more about this.
Dr. MCNABB. You have, Senator. Youve held the funding exactly
where it has been. But times have changed and salaries have gone
up and materials cost more.
And so what used to be a self-sufficient program, now doesnt pay
the salaries of my staff anymore.
Senator HARKIN. I see what you are saying.
Dr. MCNABB. And we have chosen to subsidize that from other
funds rather than to cut services for kids. But it is getting tougher.
Senator HARKIN. Thank you. I just wanted a clarification on that.
66
Derrick, did you ever think about this tech prep? Did you ever
get into any of that tech prep stuff in school at all when you were
in high school?
Mr. PALMER. Can you be more specific, please?
Senator HARKIN. Well, I was wondering if you might have par-
ticipated in the tech prep program.
Dr. BUETTNER. Actually, Derrick will very likely encounter some
of the NIACC tech prep partnership at NIVC. When you begin
there, you will undergo some training and youll be helped to learn
some of the procedures.
And NIACC has a partnership with employers all across North
Iowa that help new employees do certain things. So you actually
will encounter us from that point.
Senator HARKIN. Oh. So when he goes, he will get some training
through tech prep.
Dr. BUETTNER. Very likely.
Senator HARKIN. Folded in with some of the other training.
Dr. BUETTNER. I am not suggesting we do all the training with
NIVC. We do not.
Dr. BUETTNER. But we do some there.
Senator HARKIN. Uh-huh.
Dr. BUETTNER. And it is possible that we are actually going to
be involved with Derrick when he arrives.
Senator HARKIN. Well, it is something that his mother and Der-
rick ought to be aware of.
Mom. Derrick.
Because it seems to me that this would be a perfect match here
for this. I do not knowDerrick, I do not know what your interests
are, I am not trying to push you one way or the other, but
Mr. PALMER. Well, of course not. Do not worry about it.
Senator HARKIN. But you look like you might be interested in a
lot of different things. And this would be a good way to find out
what skills or different things you might want to do. So I encour-
age you to take a look at that.
Any other things from the panel before I open up the mike, at
all?
Jolene, do you have anything else at all?
Oh. By the way, you did say one thing I did want to point out.
And this really hit home. And that concerns accountability. Every-
one wants the school to be accountable.
But you said, Wheres the accountability for politicians who do
not vote to fund what they say. On my way here I was reading
the morning paper and saw an interesting statement.
The chairman of the House Budget Committee said that it is
time we fully fund IDEA. We should fully fund the Individuals
with Disabilities Education Act. Nice story in the paper.
My response to that he is chairman of the Budget Committee, if
he wants it, he can put it in there. All he has to do is put it in
the budget.
Ms. FRANKEN. That is right.
Senator HARKIN. That means you are going to take some money
out of the tax cut.
Ms. FRANKEN. That is right.
67
Senator HARKIN. But that is the choice we have to make. So

again, I am not chairman of the Budget Committee. I offered my
amendment on the Senate floor to the budget.
Fortunately we won because we had some bipartisan support for
it. But the budget chairman did not put it in there. And the House
side, they did not put it in the House budget either. And they have
already passed the House budget.
The funding for IDEA, you know, to fully fund it was not in that
budget.
It was not in there. And here is the House budget chairman say-
ing we ought to fully fund it.
And I had to ask, why am I reading this when someone that has
the power to put it in could have done that.
Well, anyway. So I took that to heart when you said that.
Ms. FRANKEN. Thank you.
Senator HARKIN. Now, with that, if there is nothing else from the
panel, I am going to open it up for comments from the audience.
There may be some questions for the panel.
Senator HARKIN. Oh, Derrick. Please proceed.
Mr. PALMER. Well, I thank you for your optimism about the
school education, Senator.
Senator HARKIN. About what, Derrick?
Mr. PALMER. On your education plan and stuff, I think that is
a good discussion, ought to be said to the representatives. I think
that is a good idea.
Senator HARKIN. All right. Thank you very much. I am glad that
you said that.
Let me open up the mike for the audience. Sonya has the mike.
And all I ask, again, is you just state your name and spell it, per-
haps, for the recorder.
STATEMENT OF LYNNE ECKHART
Ms. ECKHART. Okay. My name is
Senator HARKIN. You have to turn it on. Sonya. Oh.
Ms. ECKHART. Low tech.
My name is Lynne Eckhart, E-c-k-h-a-r-t.
Senator HARKIN. I have heard that name before.
Ms. ECKHART. You have indeed. And we appreciate that.
I am a professional educator, again, at the high school level in
Mason City community schools. I am a leader in the Mason City
Education Association.
I have a daughter who is at UNI right now. Shes an early child-
hood development major. Her first 3 years of college were at the
community college level. And I am also an adjunct teacher at
NIACC here in Mason City.
You might guess I have education issues that are just all over
the place. But right today what strikes me is something that I do
get to interact with at the high school level.
And that is the kid who comes in the class and says, Yeah, I
do not know why I am here. I am not going to be anything. Ill
never get anything. And that kid, if you talk to them, you find out
all of a sudden that they can untangle my computer faster than I
can even mess it up. Or they can do PlayStation or other computer
things that require mind-boggling coordination.
68
I have kids that I can mention something about my car, and they
know how to fix it before I get the sentence finished. Or can bring
me a bowl or a box that they have made in industrial technology
that is unbelievable.
When those kids say theres nothing I can do, the partnership be-
tween Mason City High School and NIACC is something that I can
say, that there is something you can do.
If you let me help you learn how to communicatelanguage arts
is my fieldthen I know NIACC has a program that you can be
in. In a year or a year and a half you will be trained to do a career.
You can have a job that pays, with benefits.
The other thing I want to say is I teach ninth grade. Lots of kids
who come into ninth grade are already so defeated in the school
system that theres no way that they see any hope.
When I can say to them, if you hang in here, next year, or at
the very latest your third year of high school, you can start a tech-
nical program. You do not have to sit here for 4 years in high
school.
And, you know, truthfully, most of them are not going to stay.
I mean, as soon as theyre 16, theyre going to be gone. But if you
can say, you can start that tech program, you can have one whole
year of college paid for by the high school even before you grad-
uate, that is a bonanza for those kids.
My favorite phrase is, they all have to work. My social security
depends on them working. And we cannot just leave them behind.
We have to make it possible.
So I guess, again, my support is for that coordination between
the high schools and the community colleges.
Senator HARKIN. Why do you think these students have such low
self-esteem?
Ms. ECKHART. Defeat. I think the comment about if a kid doesnt
learn to read by first grade is most of it. I mean, language arts,
you meet a huge number of kids who cannot read at a high school
or an adult level when they come into high school.
I just think the system wears them out. Just wears them out.
And so by the time theyre 14, they know 2 more years and theyre
out of there.
It is a hard thing. I mean, just think if you cannot read what
you cannot do.
Senator HARKIN. Do we have to do more in early childhood edu-
cation?
Ms. ECKHART. Well, I think so. But I think I am growing a nice
early childhood educator too. But absolutely. I mean, they need to
comejust like we have said, they need to come to school ready to
learn. And they need to know what they need to know. And that
will make all the difference in high school. You cannot turn around
9 years of education in 1 school year.
Senator HARKIN. Exactly. Exactly.
I believe the data, Lynne, is there. We have done the studies, but
we just ignore it. And that is that we know that children have the
most rapid learning process from ages of about 1 through 3, 4, 5,
in that range.
And a lot of times if they have not learned to read and if they
have not had rich learning experiences in their first years they are
69
not ready to learn by the time they enter school. They are behind.
They just do not catch up. And I think that adds to their low self-
esteem also.
So again, as much as I support education in all of its facets, I
still must say the most important thing we can do is improve early
childhood education. We have got to get to those kids early and in
a better way than we have ever done in the past.
Ms. ECKHART. I would add one thing to that. I think what we
need is more Senators like you who are willing to come out with
these amendments and fight for education. And so I appreciate this
opportunity.
Senator HARKIN. Well, thank you.
STATEMENT OF STEVE LOVIK, VICE PRESIDENT OF ADMISSIONS AND
FINANCIAL AID, WALDORF COLLEGE
Mr. LOVIK. Hi. My name is Steve Lovik. That is L-o-v-i-k. And
I am vice president of admissions and financial aid at Waldorf Col-
lege up in Forest City.
When I started at Waldorf 24 years ago as an admissions coun-
selor, our cost for room, board, tuition fees was approximately
$3,000.
Senator HARKIN. Wait a minute. How many years ago?
Mr. LOVIK. 24.
Senator HARKIN. 24 years ago everything
Mr. LOVIK. Was about $3,000.
Mr. LOVIK. And now for this coming fall, our costs for tuition
fees, room and board will be $19,500. With the rising costs of tech-
nology, faculty salaries, building and maintaining campus facilities
it costs a lot more. Thirty percent of our students receive a Federal
Pell Grant. So that is a very important part of how they can afford
their education. But they are willing to do their part. Seventy-five
percent borrow money through the Federal student loan programs.
But they are also responsible borrowers. Last year our student
default rate was 1.8 percent.
Senator HARKIN. That is good.
Mr. LOVIK. So our kids are doing a good job. Seventeen percent
of our parents borrow money through the Federal parents plus
loan.
So our kids and their parents want post-secondary education.
They want a degree.
They are willing to do their share in paying for it. But they do
need the assistance that the Pell Grant provides.
So I thank you, like everyone else has, for coming out and listen-
ing, and hope for your support with that increase.
Senator HARKIN. Well, thank you.
We have got to get that Pell Grant up. And again, I think the
other thing we have got to doand that is what I have heard here
and I heard it earlier in Cedar Rapids, Des Moines, and now
hereis that so many people in rural Iowa are just above the cut-
off for Pell Grants, maybe even $100 or something like that, and
then you are just out.
Mr. LOVIK. And so many of our Pell Grant recipients are first-
time college attenders out of their families.
70
And so theyre seeking a post-secondary education degree for the

first time in their family. And they may not have that many re-
sources available to them.
Senator HARKIN. I think we are going to have to take a hard look
at raising the level for Pell. Not only rising the Pell Grant level for
Pell Grants but raising the eligibility level.
Mr. LOVIK. Right.
Senator HARKIN. Thank you.
Dr. BUETTNER. Senator, may I comment?
Senator HARKIN. Oh, sure. Yeah. Hop in. Pitch in any time.
Dr. BUETTNER. Just one additional thought. During the course of
the campaign there was a proposal to front-load the Pell Grant a
considerable amount. And it may not be entirely apparent or read-
ily apparent to a lot of people about why that is so wise. But I want
to put the plug in for that, even though I feel it is slipping away.
If a person is going to make a success in their college experience,
if theyre going to persist and if theyre going to graduate and go
on to achieve the kind of employment that they had in mind when
they began, the Pell Grant and the loan programs are all excellent
investments. They all are excellent investments.
I have little fear for a student leaving college with a significant
loan balance if they have achieved their objectives while in school
and if they have, in fact, a career in mind and in their grasp that
can enable them to repay those loans.
And we usually know whether that is all going to work or not
very quickly. Sometime during that first year or so in a students
college experience Id be willing to put pretty good odds on which
students are going to make it and which ones are not.
And by front-loading the Pell Grant, we have enabled more peo-
ple to find out whether they can really prevail or not, whether they
can persist and achievewhether or not the investment is really
a good one, in what they learn.
And if we can take that small number of people, 10, 20 percent
of all students entering higher education in the United States, and
we help those that are not going to succeed discover that without
saddling them with a significant loan debt, we have done them a
favor and we have done ourselves a favor.
Senator HARKIN. Now, when you sayby front-loading, do you
mean letting a person have what they might qualify for the next
year or something put into the front year?
Dr. BUETTNER. The proposalthere were several. But the pri-
mary proposal was to simply raise the maximum amount of the
Pell Grant for a fully qualified person during their first year.
Senator HARKIN. During their first year.
Dr. BUETTNER. Actually the first 2 years. But early in their col-
lege experience. And the reason was that if they stop there, they
would probably find themselves employment that paid less well
than if they persisted.
And the problem is that we had people coming to proprietary
schools, community colleges, some students beginning anywhere,
including private colleges and regents schools, that do not go on
and do not succeed in college.
71
And if they quit after that first year or so and theyre already
saddled with $5,000, $8,000, or $10,000 of loan debt, that is a con-
siderable burden on them.
It is a considerable burden on us.
Not justI do not mean NIACC, but all of us. Because somebody
has to repay that loan. And the front-loading idea, I think, was an
excellent economic refinement to the student Pell Grant program.
Senator HARKIN. I will take a look at that. I am not all that fa-
miliar with it.
STATEMENT OF SALLY FRUDDEN, MEMBER, IOWA STATE BOARD OF
EDUCATION
Ms. FRUDDEN. I am Sally Frudden, F-r-u-d-d-e-n. I sit on the
Iowa State Board of Education.
But I also sit on a private nonprofit organization called TLC, The
Learning Center.
And TLC, The Learning Center, is a communitya child care
center that were organizing in our small town.
And I want to revisit early childhood. I am picking up that you
know the brain research and you know that the 1990s was the dec-
ade of brain.
And we know that the first 3 years are the years where the brain
grows 80 percent and all these wonderful things happen.
However, what is happening in Iowa is that there is no system
in place to take care of 0 to 3, other than in private hands. And
when I complained about this to the Governor, he just simply said,
Sally, there is no system.
So it is up to the communities, the will of the people to take care
of those prime years when the brain is developing whos doing it.
Well, the Governor put together a task force on early childhood.
And what they found was rather astonishing. Early childhood in
Iowa is pretty much unregulated. And 59 percent of the youngsters
in child care are in unregulated child care.
They brought in a consultant from the Childrens Defense Fund.
And she said, I know youre proud of your Iowa education, but,
she said, however, you have the seventh worst child care in the
country.
Now, I find that deplorable. And it is embarrassing. And it is
simply the fact that we lack the political will and we lack the will
of communities to step forward and say we will take care of these
youngest of our population and do the things that would really pre-
vent instead of have to remediate.
And I would urge you to look at what we could do for that 0 to
3 population. In what I have read, Head Start is wonderful. But
it starts too late.
Senator HARKIN. Last year we started this early learning oppor-
tunities program, which is 0 to 3. And we just got it off the ground
last year with $20 million.
Zeroed out of the Presidents budget this year.
Ms. FRUDDEN. Boy.
Senator HARKIN. We just got it started. After working on it and
getting it developed the President eliminates the money. So, again,
we are going to fight that battle again this year to try to keep it
going and get some more resources into that 0 to 3 program.
72
Ms. FRUDDEN. Well, what were doing is were fund-raising, were

begging, were scraping. Were doing all we can.
And seated to my right is the woman that is going to be our di-
rector. Shes been interviewing people to be teachers. And the kind
of salaries that we can offer for a 12-month position, for a center
that will be open from 5:30 in the morning until 6:30 at night.
What were asking people to doand at the price that were pay-
ing, were not honoring our children. And were not honoring our
pledge to what you have up there as your No. 1 item, all children
will start school ready to learn.
Were not doing it.
Senator HARKIN. In 1989, former President Bush and a number
of Governors, including our Governor, Branstad at that time, met
in Charlottesville, Virginia. And they all hammered out six goals
for education. And it had strong bipartisan support. Everyone sup-
ported it.
The first goal was that by the year 2000 every child will be ready
and able to learn by the time that child enters school. That was
the year 2000. That was last year.
Ms. FRUDDEN. That was Goals 2000.
Senator HARKIN. That is right. Goals 2000. And that was last
year. And we are not even close to it. And again, I do not think
we ought to give up on it. We have just got to redouble our efforts
and remind ourselves that this is something that time and again
we have recognized. Our Governors recognized it. Former President
Bush recognized it. Congress recognized it. Yet here we are 11
years later and we are making some headway. But not even re-
motely close to meeting that first goal. Not even remotely close.
Ms. FRUDDEN. Well, we will just keep kicking the tires.
And we appreciate your effort.
Senator HARKIN. And we are going to keep pushing.
Yes, sir.
STATEMENT OF CHRIS PETERSEN, VICE PRESIDENT, IOWA FARMERS
UNION
Mr. PETERSEN. Hi, Senator Harkin. I am Chris Petersen, vice
president of Iowa Farmers Union.
Senator HARKIN. Hi, Chris.
Mr. PETERSEN. And welcome to my hometown. And thank you for
fighting for family farmers in rural America. It is greatly appre-
ciated.
And I basically want to say that rural America is being depopu-
lated because of Federal farm policy and a lack of enforcement of
environmental and antitrust laws to spend the concentration of ag-
riculture in the corporate control.
And this affects all society, especially education. The less people
we have, the less kids we have, the less money that can be gen-
erated for education in rural areas.
Cut taxes. And combine this with the political agenda going on
right now to cut budgets and give the money to the wealthy. We
have major problems.
And this has kind of cooled off a little bit right now, but Id like
to talk about vouchers for a minute. And I am not for them.
73
In a public school system all the Federal money, all the State
money comes into the system and is spent. And it is decided by a
school board who is voted on by every single person in the commu-
nity. This is democracy at its best.
With a voucher system it is not true, you know. Theyre taking
Federal money and educating our kids. And basically you end up
with a two-tiered education system.
One funded by the public for the wealthy and one less funded for
the rest of us.
This is not right. This is America. This is equality for all.
And I hope you go back to D.C. and you say that time and time
and time again.
Senator HARKIN. All right. I can assure you that I mirror your
feelings on vouchers. If people want to have that kind of choice, do
what we do in Iowa.
If they want to, parents can send their child to another school
district in Iowa; right?
Mr. PETERSEN. Open enrollment.
Senator HARKIN. Yeah. Fine. I do not mind that if they want to
do that. But the vouchers90 percentcorrect me if I am wrong.
Ninty percent of our kids go to public school.
Ninty two percent in Iowa. So it seems to me that, you know,
that is where we have to focus our attention.
Anyway, thank you.
Mr. PETERSEN. And one more thing. I wear all kinds of hats. I
am a family farmer. I work on family farm issues.
Senator HARKIN. I know.
Mr. PETERSEN. I have two and three and four jobs trying to make
my budget work. And one of them is being a bus driver for this dis-
trict right here.
And I can tell you how transportation costs have gone up and
how we are trying to find tax money to buy school buses. We re-
tired two of them last week. I think one was a 1985 model, 167,000
miles on it. And these buses were getting so they barely passed in-
spection without major work every time they showed up.
So I thank you for coming.
Senator HARKIN. Well, thank you, Chris. Thank you.
Now, you know, Dr. McNabb, you mentioned that your transpor-
tation costs have gone up 20 percent?
Dr. MCNABB. Yes.
Senator HARKIN. And your energy costs have gone up 63 percent,
is that what you said?
Dr. MCNABB. That is correct.
Senator HARKIN. That is daunting.
Dr. MCNABB. Yes. That is probably the cost of two teachers that
I could put in classrooms. Just the increase.
Ms. FRANKEN. Senator
Senator HARKIN. And again, I had a couple meetings earlier on
this year in various parts of Iowa on the high energy costs, about
the impact on Iowans, especially elderly people because of the heat-
ing costs. But I got to thinking now, how about schools. I mean,
schools must have been hit pretty hard with that too.
Ms. FRANKEN. I know. It is been awful.
74
Referring to Chris talking about rural schools. You know, there

are a lot of people that think that all of our problems would be
solved by consolidating rural schools.
We need to just get rid of the small schools. Well make them big-
ger. The complication to that is the transportation problem.
And all you need to do is go up to western Dubuque or Bloom-
field, go down to Davis County where they have one school in the
county, and ask them how their transportation costs have gone up
this year.
It is phenomenal. So when you do something that appears to be
a simple solution to the problem, it tweaks something over here
that you forgot to think about.
And until we do something about changing that funding mecha-
nism for transportation, it will continue to hurt.
Senator HARKIN. Not to mention the fact that a kid in, well, high
school, riding 2 hours a day, 1 hour to and from school, is not right.
It is just not right.
Ms. FRANKEN. Absolutely not.
Senator HARKIN. Okay. Anything else?
STATEMENT OF TAMMY POPPE
Ms. POPPE. My names Tammy Poppe. That is P-o-p-p-e. And I
am very proud to say that my husband is one of Dr. Buettners tech
prep teachers. He teaches the NIACC automotive technology pro-
gram here at Clear Lake.
And as his proud wife, I am going to tell you the comments that
we hear from the parents of these children. And I have been fortu-
nate enough to hear quite a few of them.
Parents tell my husband that they are so grateful for his pro-
gram for two reasons. It allows their child to make sure that this
is what he or she wants to go into without expending hard-earned
family dollars in their first year of post-secondary education.
A lot of kids that he has had, their parents were afraid that they
were going to be falling through the cracks because they did not
fit the traditional 4-year college education. They were the hands-
on type of student.
And with Marks program and others like it offered by NIACC,
that it has offered their children a chance to succeed where they
were afraid that they would fail.
So besides having personal interests in having these programs
cut, I also think it would be very poor for the State.
We moved here from Wisconsin, where my husband could have
earned substantially more as a teacher, because of the types of
technical education programs that the State was looking into offer-
ing.
It is more important to him to teach these programs because he
was one of those children in his schools that did not fit in any-
where because of his hands-onhis gearhead mentality. And we
have $30,000 in student loans that were paying off now to be here
in this State.
I also have a background as an early childhood elementary teach-
er from Wisconsin. It is considered birth through third grade. And
my suggestion on involving parents in their childrens schooling is
to promote literacy.
75
And literacy doesnt necessarily mean having to take 15 minutes

to sit down and read, although that would be ideal. But I know a
lot of parents that simply do not have the time to sit down and
read.
But literacy can be as simple as singing songs to your children
while youre driving down the road. It can be as simple as doing
a finger play or pointing out signs.
You know, children learn to read by reading symbols. When your
2-year-old notices that that is the McDonalds sign and that is the
Target sign, that is learning. That is learning at its finest. And
those are teachable opportunities for parents.
We do not have to have our parents come into the schools to help
promote literacy. But we have to let them know that what theyre
doing, by singing Mary Had A Little Lamb and things like that,
can help their children just as much.
So thank you for your time.
Senator HARKIN. Well, thank you very much. Excellent state-
ment.
Over here. And then back there.
STATEMENT OF JESSICA PUTNAM
Ms. PUTNAM. Well, Senator, thank you for being here.
My name is Jessica Putnam, P-u-t-n-a-m. And I live in North
Iowa. And I am employed at North Iowa Area Community College
through one of the student support services grants from the Fed-
eral Government, one of the TRIO programs.
And to kind of mirror one of the comments from Dr. McNabb,
TRIO services students nationwide, but sometimes it is thought of
as an urban program.
But we have 80 percent of the students that attend NIACC that
are eligible by way of either being low income, first generation, or
having a disability that could be certified in this program.
So it exists here also. And we appreciate that it is here. The
servicesThe intensity of the services that were allowed to pro-
vide, I am convinced, really make a difference for the students that
we serve. That the tutoring, the one-on-one counseling, study skills,
opportunities to learn how to negotiate their educational travel
through the systems and on to transfer once they discover they
have the potential to do that, I think are remarkable and are some-
thing wed like to be able to expand beyond the 6 percent that are
served by these programs at this time in the Nation.
And I appreciate that youve included them in the Leave No Chil-
dren Behind legislation.
And that through my experience, it is my feeling that a lot of
these people would not find their way without this type of support.
Thank you.
Senator HARKIN. TRIO programs are very important.
Ms. PUTNAM. I believe so.
Senator HARKIN. Very important programs. Talent Search, Up-
ward Bound. Student Support Services and so on.
Support services.
Ms. PUTNAM. It started out as three, thus the TRIO. But it is be-
yond three programs at this time.
76
Senator HARKIN. You know, I do not know how many students

we serve in Iowa with the TRIO program, but it is substantial. I
do not know.
Dr. BUETTNER. At our college we have a program that allows us
to serve 200 students.
The data on those students is phenomenal. Theyre in the pro-
gram becausethey meet certain criteria that suggests they might
be at risk to not persist.
And the completion data is just astounding.
The ability to go in there and pay special attention to those peo-
ple and give them support, absolutely works.
Senator HARKIN. Yeah. Fantastic.
In the back here.
STATEMENT OF LES PERSON
Mr. PERSON. Senator, my name is Les Person. And just spell it
the way it sounds.
Senator HARKIN. All right, Les.
Mr. PERSON. I do not see very many people here that lived in the
last depression. I am one of them. I am 80 years old. I remember
that my dad had trouble on the farm.
In 5 years I went to five different schools. So you can see what
was happening to him. He was losing out. So far you do not hear
that going on now, because farms are bigger. So there are not those
small farms there anymore.
But, I think that the main thing is just lack of money. Are we
in a depression? The way I remember it back then, we were having
all kinds of troubles then with money. And I think this is what
were going into now.
They are talking about this big money, but I dont think you can
look that far ahead.
I think that the first thing that the President has to look at and
has to forget is all of this money hes going to give away to a rel-
atively few people. I think this is where that money should go, is
into education.
I am sorry I am not standing up, but I have diabetes, so
Senator HARKIN. That is all right.
Mr. PERSON. But I can remember going, as I said, to five dif-
ferent schools, high schools. And it was just rough back in those
days.
Senator HARKIN. Well, I think your point is well-taken, heard on
a couple of things.
First of all, regarding whether or not all that money is going to
be there or not. In 1995, the Congressional Budget Office, with all
of their computers and all their whizbang economists and all the
resources they had handed to them estimated that in 2000 and
in the year 2000 we would have had a $236 billion deficit. That is
what they were projected.
Last year we had an almost $280 billion surplus. So in 5 years
they were only off a half a trillion dollars. I mean, think about this.
You see now, based on that, we are going to be looking at 10
years. And so we are going to have all this money. And so we are
going to give all this tax cut right now.
77
And the problem is I think we all know too wellsomeone re-

ferred to it here in Iowayou cut that and cut that and then when
you hit the rough spot in the road, what happens?
That is why I feel that we have to be very cautious about this
tax cut. And that if we have surpluses, which we do, we had sur-
pluses last year, we are going to have surpluses this year, and
more than likely we will have some surpluses next year.
It seems to me that the two things that we should do is, as you
say, begin to invest and to really do what we said 11 years ago,
make sure that all children start school ready to learn. We have
said that before, but now we actually have the resources in which
to start making that happen.
And second, it seems to me that if you want to give people a tax
cut, it seems to me maybe we ought to give our kids a tax cut.
Right now every child born in America todaya kid born today
will pay $750 every year of his or her life until they pass away 85
years from now if they live that long. That is the interest on the
national debt.
In other words, were paying this year a little over $220 billion
on interest on the national debt. Now, if we got rid of the national
debt, that is $220 billion we could use for education and a lot of
other things.
So I am just saying that since we have the surplus, it seems to
me we ought to invest in education and pay off the debt.
Mr. STECKMAN. Didnt that debt occur during the last tax cut?
Senator HARKIN. Say it again now.
Mr. STECKMAN. Didnt that debt occur during the last tax cut?
Didnt that debt occur during the last tax cut?
Senator HARKIN. Oh. That is when the debt went upin the
1980s.
Mr. STECKMAN. Yeah.
Senator HARKIN. That is when the debt ballooned, in the 1980s.
Mr. STECKMAN. Yeah. Yeah. That were all suffering on.
Senator HARKIN. It all quadrupled.
And that is what happened.
Mr. STECKMAN. So
Senator HARKIN. Your point is well-taken about whether or not
there is actually going to be that money there. We do not know.
We know we have it this year. we had it last year. So I think we
ought to make very cautious choices right now.
Mr. PERSON. Here in the Midwest theres an old saying that as
the farmer goes, so goes the rest of the State of Iowa and the Mid-
west. My dad got 10 cents a bushel for corn.
Do you know what, it is much better off here today now. But
even then, theyre complaining. Theyre complaining about they do
not have the money. Consequently, Des Moines is not getting the
money.
Senator HARKIN. I will take one more comment. I saw a hand
there. It is so dark back there, I can hardly see. Go ahead. This
will be it.
78
STATEMENT OF LORNA DiMARCO
Ms. DIMARCO. My name is Lorna DiMarco. D-i, capital, M-a-r-c-
o. My husband Nick is a teacher here in Clear Lake. I am a teacher
in Mason City.
Were both educators. We both returned to college. He was a fu-
neral director and I was in home health care before we went to
school.
We went to the University of Northern Iowa and left with about
$30,000 of debt as well. And we have two young boys who are in
school in Clear Lake.
I am a nationally certified teacher.
And my husbands one of those people that have about four jobs
so that we can continue the lifestyle that we chose to go back to
school for.
This morning he raked someones yard. And today hes running
lights and sound for you. You know, moneys a very important
thing to keep things operational. Sound business requires that we
look at budgets.
When I went into teaching it was to help people learn, to really
ensure a fine understanding of being a good citizen, the importance
of understanding a democracy.
And I teach fifth grade. My husband teaches middle school. And
I think those things can be instilled at a young age regardless of
my personal benefit or gain or my schools budget.
But when I look at accountability and I talk about me being ac-
countable to my students, my parents that I serve, the community
that I represent, I need to think about accountability in testing as
well.
And when were looking at what President Bush is proposing and
the success that his State hastheres some incredible statistics
out there about how poorly his State is academically doing in
Texas. And the reading teacher has a very fine article, a very excel-
lent summary as far as his qualifications for accountability in test-
ing.
And I have seen curriculums change now. And the focus of learn-
ing has stepped aside to the focus of test scores. And neatly tucked
away in the Des Moines Register, this week in the Metro Iowa sec-
tion was an article, a very small article stating that Iowa received
this top ranking in the nation out of 100 categories.
What were doing is phenomenal in this State. And we should en-
courage other States to recognize that. And to see curriculum in
Iowa bow down to test scores and bow down to standardized test-
ing. And forget about the voc-tech students. And forget about the
people that are not able to perform academically in a testing situa-
tion like an ACT or an SAT test.
We forget that were here to educate citizens. We forget that
were here to educate people to run a democracy. And then the
budget becomes secondary, in my opinion, and integrity is really
what comes into play.
So I please encourage you. Yeah, we need the money. Yeah, I
wish my husband did not have to work extra jobs. You know, be-
coming a nationally certified teacher was a labor-intensive experi-
ence for me. All of those things, to me, are part of a lifestyle that
I have chosen.
79
But we really are not serving our communities, our people, our
students and our children if we forget about why were here and
what learning really is all about.
That is all I have to say.
And thank you very much.
Senator HARKIN. Thank you. Thank you for that statement.
Anything else from the panel?
Any other comments?
Ms. FRANKEN. I would just like to echo the same thoughts as Ms.
DiMarco. I have an article here about test obsession which I am
going to share with you after the session today.
But it is not even just the testing. It is the obsession with it. And
then it is the punishments that Mr. Bush is following up with after
those test results. Who is to say that his test is the best test or
what the score should be. There are so many questions regarding
testing.
Testing does not measure student learning. It should not be used
as a sledgehammer which gets at kids attitudes about school. It
should be used as a diagnostic stethoscope to help us know what
students can and cannot do so that we can adjust the curriculum
to meet their needs.
It is not a sledgehammer.
Mr. PALMER. Well, the way I see it is it is like teaching a kid
that, hey, testings okay when they have got to study that night
and then get ready for it the next morning. That is what Ms.
Frankens trying to say.
Senator HARKIN. You just study for the test.
Mr. PALMER. Right.
Ms. FRANKEN. And when do you need to teach real curriculum?
And when do you need to teach creative thinking and problem
solving and teamwork, the things that Iowas education is based
on? If youre continually teaching to whats on the testbecause
that is what will happenwe will lose our curriculum. Our testing
will be running the curriculum instead of the curriculum running
the testing.
Senator HARKIN. Well said. With that, I am going toI am
goingyes.
Ms. STECKMAN. I have one sentence to add to what Jolene said.
I heard this from the Department of Education.
Sharon Steckman, educator, also in Mason City. To add to this.
It is kind of an analogy. You cannot fatten the cow by weighing it
all the time.
You cannot make a smarter kid by test, test, test, test, test. You
need to teach. You need to feed the cow and teach the kid.
Ms. ECKHART. It is a bumper sticker.
Ms. STECKMAN. It is a bumper sticker.
Senator HARKIN. That is good. I like that. I could use that.
Well, listen, this has been very productive and very informative.
And it has been a good exchange. I just appreciate all of your in-
volvement in education.
I encourage you to continue to be involved and to let your State
legislators and your national legislators know how you feel.
Make us accountable. If we say we are for something, make us
accountable. Do not just buy it, just because I say I do it. Look at
80
me and see what we do. And judge us not by what we say but by
what we do.
And I think I might say just one last thing here. As a fourth-gen-
eration Iowan, I went to schools here in Iowa, and graduated from
Iowa State. I am concerned about the state of education in my
State of Iowa. I am concerned because we have always prided our-
selves in Iowa on education.
We have the best education system. But I think if we really
looked in the mirror and we are honest about it, we are not the
best anymore. We can fool ourselves. But what I am thinking is we
are fooling ourselves.
And by fooling ourselves, we are in danger of accepting an ever
lower and lower standard of what is the best. I call it the dumbing
down process. And that is what really concerns me.
Well, okay. So maybe we are not there. But we are fine where
we are. Well, then the next year or two, well, then we go down.
Well, we are fine there too. And pretty soon, little bit by little bit
we find that we have really come down a long way in education in
the State of Iowa. And I sure do not want to see that happen.
I think that both the Statebut I also think the Federal Govern-
ment has an obligation. And I think 2 cents on the dollar is not
the right priority for the Federal Government to be involved in
education.
We have had a geniusI think the genius of American education
has been that it is been diversified, that it has local control, local
input all over this great expansive Nation. That is, in innovation,
experimentation, some competition.
It has meant new learning kinds of things that have come up all
over. And we have not had this top down you have-got-to-do-it-this-
way type of thing.
I have been in many countries in the world in looking at edu-
cation. And, to me, that has been the real genius of the American
educational system.
The failure of the American educational system, I think, is that
we have not seen that the funding of education should also be na-
tional in scope and that our country has an obligation. In other
words, a child who is ill-educated in one State will not just be a
burden in that State. That child can move around and be a burden
in another State. So it is a national responsibility.
So I think that we have to reassess our national commitment to
the underpinings of education in terms of helping with resources.
You might say that money is not everything. But it takes money
to fix a leaky roof. It takes money to pay for those transportation
costs.
And if we are going to make teaching a good career where teach-
ers can look ahead to career development and higher salaries, it
takes money to do that. And so I think that we have got to under-
stand that we want to keep the genius of the American system of
education. But we have to fix what I think is the worst aspect of
it. And that is the way it has been funded.
I challenge anyone to show me where it says in the Constitution
of the United States that elementary and secondary education is to
be funded by property taxes. You will look in vain and you will not
find it.
81
Now, how did that happen? Well, it happened because in our

early years when we decided to have a free public education for all
citizensactually, it was all white males in the beginningbut for
all citizens, we did not have income taxes or anything else. All we
had were tariffs and property taxes. So that is sort of the way it
built up.
The first involvement of the Federal Government in education
was in 1862, the Morrill Act, to set up the land grant colleges.
And for 100 years thereafter the only involvement of the Federal
Government in education was in higher education: The land grant
colleges, research, some medical school. Nothing down below that
until 1965 with the passage of the Elementary and Secondary Edu-
cation Act. And then we began to do things like Title I.
So we have a very short history of the Federal involvement in
funding of education. And that is why I think that we need to real-
ly take a hard look at it and get that 2 cents up.
The Committee on Education Funding, which is a consortium of
different education groups, has a button that they have been pass-
ing around Washington. It says, Five cents makes sense. In other
words, they are trying to get the Federal share up at least 5 cents
on the dollar.
The amendment I offered will not even get it up to 4 cents. And
they thought that was too much. So, I think we have got a long
way to go.
But I just wanted to kind of close on that note, to say that we
really have to help some of our States out. Because you cannot base
it on property taxes alone.
Someone said here earlierone of the panel said we have an
aging population in Iowa. We have a lot of elderly people. You can-
not put the burden just on them because they have a house and
property.
And we have to understand that we are all in this pool together.
And that those who have benefitted the most from our society,
maybe those are the ones that we ought to ask to give back a little
bit more for the funding of education.
So withone last little thing. I do not know why I just thought
of this. Someone at the earlier meeting said, well, you know, it is
not all that necessary for higher education. After all, Bill Gates did
not finish college. I said, yeah, he may not have finished college,
but look who he hires.
The people that make him the richest man in the world today
are all the brightest students in computer engineering and com-
puter science and everything else.
So he follows the old adage that one of my mentors gave me
when I was young and starting out my career. He said, The secret
to success is never be afraid to hire people smarter than yourself.
And I have always thought those are good words to live by.
CONCLUSION OF HEARINGS
Thank you all very much for being here, that concludes our hear-
ing. The subcommittee will stand in recess subject to the call of the
Chair.
82
[Whereupon, at 6 p.m., Saturday, April 21, the hearings were

concluded, and the subcommittee was recessed, to reconvene sub-
ject to the call of the Chair.]

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IMPACT OF THE NATIONAL EDUCATION BUDGET

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SUBCOMMITTEE ON DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERVICES, AND

CEDAR RAPIDS, IOWA

CLEAR LAKE, IOWA

SATURDAY, APRIL 21, 2001

Senator HARKIN. The Senate Subcommittee on Labor, Health,

in the future. So today we will be holding two hearings to examine

Federal Government and the support we need from the Federal

funding, and we are working on that in Iowa, to bring in the best

tests and because it would require more administration of that test

1990 the Department of Labor estimated that the United States

Recognize also that access to college and completion of college is

If I have time, I would like to point out just a couple of things

country was founded on the assumption that we ought to have pub-

increasingly difficult to provide that access. It doesnt seem like a

ceptable. The campus-based programs which consist of Supple-

We must continue to provide funding to make sure students like

I want to express my thanks to Senator Harkin for allowing me

with limited English-speaking ability, homeless students and stu-

matched the rhetoric. We need to make funding public education

As a board member I tell people that we may not be perfect, but

programs we pass along the high standards of Head Start. Through

In summary, we request: A fiscal year 2002 appropriation of $7.2

Senator HARKIN. Okay. And do you have a presence in all 99

in the course. So we have to start when parents bring that child

cational Opportunities Program, McNear Programs, and so our pro-

Personally, I grew up maybe 5 miles from here and attended

1, we have not adequately invested in the quality of early care and

of the benefits that I have had through funding at Kirkwood. I get

a freshman in school at Kirkwood, and he was injured and is quad-

SATURDAY, APRIL 21, 2001

Senator HARKIN. The hearing of the Appropriations Committee

I am told we haveI cannot see too well. I am told we have one

that would go to the top 1 percent of the richest Americans. Only

I think it was $44 shortly thereafter. So it was a terrible increase

Again, I really appreciate the opportunity to comment, Senator.

And, Senator, your proposal, as I understand it, would bring an

A Michigan principal moved me to tears with the story of her at-

the No. 1 priority, not just give it political rhetoric in a campaign

But finding money to continue that kind of commitment is going

As you mentioned yourself, Head Start is underfunded. And it is

I think that renewed and enhanced Federal programs working

Senator HARKIN. Okay. Not that I am trying to influence you.

The question is, is getting parents involved. As you point out,

Senator HARKIN. But that is the choice we have to make. So

And so theyre seeking a post-secondary education degree for the

Ms. FRUDDEN. Well, what were doing is were fund-raising, were

Referring to Chris talking about rural schools. You know, there

And literacy doesnt necessarily mean having to take 15 minutes

Senator HARKIN. You know, I do not know how many students

And the problem is I think we all know too wellsomeone re-

Now, how did that happen? Well, it happened because in our

[Whereupon, at 6 p.m., Saturday, April 21, the hearings were