I rise today in support of initiatives that provide flexibility and accountability in the administration of federal education programs. However, as we consider legislation such as the Education Flexibility Partnership Act of 1999, we must proceed cautiously, looking beyond the symbolism to the substance. It is vital to ensure that we don't throw the baby out with the bath water. Current restrictions and guidance on the use of instructional resources, as well as the requirements to target students and schools with the greatest incidence of poverty, are intended to focus limited federal resources on those with the greatest need, compensatory in policy and direction. It is critical that such students' needs are not forgotten and left behind. In giving schools the flexibility and freedom to direct funds to the areas they see fit, we must ensure that the children who most need federal dollars continue to receive the programs and services they need. A fact that should not be ignored is that most of the waivers granted thus far under ED-FLEX have been for Title I school wide program eligibility requirements, or to postpone deadlines for adoption and implementation of curriculum standards. This disturbing trend must be addressed--and before expanding H.R. 800 to all fifty states, we ought to be certain as to the operation and impact in the pilot states.
Bruce F. Vento: “I rise today in support of initiatives that provide flexibility and accountability in the administration of federal…”
Editor's note · Context
Discussing the Education Flexibility Partnership Act of 1999 and its implications for federal education programs.
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