House Calendar No. 119

105TH CONGRESS

1ST SESSION H. RES. 139

[Report No. 105–349]

RESOLUTION

Expressing the sense of the House of Representalars in our children’s classrooms. greater percentage of Federal education tax dol- and local education agencies should spend a tives that the Department of Education, States,

OCTOBER 28, 1997

Reported with an amendment, referred to the House

Calendar, and ordered to be printed
IV

House Calendar No. 119

105TH CONGRESS

1ST SESSION H. RES. 139

[Report No. 105–349]

Expressing the sense of the House of Representatives that the Department

of Education, States, and local education agencies should spend a greater

percentage of Federal education tax dollars in our children’s classrooms.

IN THE HOUSE OF REPRESENTATIVES

MAY 1, 1997

Mr. PITTS (for himself, Mr. GRAHAM, Mr. BLUNT, Mr. GOODLING, Mr.

HOEKSTRA, Mr. ISTOOK, Mr. RYUN, Mr. HULSHOF, Mr. NORWOOD, Mr.

SNOWBARGER, Mr. ENGLISH of Pennsylvania, Mr. SESSIONS, Mr.

CHABOT, Mr. SOLOMON, Mr. CHAMBLISS, Mr. KNOLLENBERG, Mr. SAM

JOHNSON of Texas, Mr. HERGER, and Mr. HAYWORTH) submitted the

following resolution; which was referred to the Committee on Education

and the Workforce

OCTOBER 28, 1997

Additional sponsors: Mr. SENSENBRENNER, Mr. COOKSEY, Mr. WATTS of

Oklahoma, Mr. NEUMANN, Mr. SHIMKUS, Mr. WELDON of Florida, Mr.

WELDON of Pennsylvania, Mr. SCARBOROUGH, Mr. HEFLEY, Mr.

BACHUS, Mr. DEAL of Georgia, Mr. FORBES, Mr. BAKER, Mr. BOEHNER,

Ms. DUNN, Mrs. MYRICK, Mr. BALLENGER, Mr. BURTON of Indiana, Mr.

SHADEGG, Mr. KLUG, Mr. HILL, Mr. MANZULLO, Mr. BOB SCHAFFER

of Colorado, Mr. DICKEY, Mrs. EMERSON, Mr. ROYCE, Mr. BASS, Mr.

FOX of Pennsylvania, Mr. BARTON of Texas, Mr. THUNE, Mr.

RADANOVICH, Mr. CUNNINGHAM, Mr. COOK, Mr. HOSTETTLER, Mr.

HASTERT, Mr. SMITH of Michigan, Mr. WHITFIELD, Mr. COLLINS, Mr.

SPENCE, Mr. KINGSTON, Mr. STENHOLM, Mrs. LINDA SMITH of Washington, Mr. REDMOND, Mr. TALENT, Mr. CANADY of Florida, Mr.

HUTCHINSON, Mr. STUMP, Mr. BRYANT, Mr. EWING, Mr. PICKERING,

Mr. GIBBONS, Mr. LARGENT, Mr. NUSSLE, Mr. BURR of North Carolina,

Mr. SALMON, Mr. ENSIGN, Mr. CONDIT, Mr. PETERSON of Minnesota,

Mr. ROGAN, Mr. GILLMOR, Mrs. CHENOWETH, Mr. KASICH, Mr. TIAHRT,

Mr. HILLEARY, Mr. WELLER, and Mr. PAPPAS
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OCTOBER 28, 1997

Reported with an amendment, referred to the House Calendar, and ordered

to be printed

[Strike the preamble and the resolve clause and insert the part printed in italic]

RESOLUTION

Expressing the sense of the House of Representatives that

the Department of Education, States, and local education

agencies should spend a greater percentage of Federal

education tax dollars in our children’s classrooms.

Whereas we know that effective teaching takes place when we

begin (1) helping children master basic academics, (2)

engaging and involving parents, (3) creating safe and orderly classrooms, and (4) getting dollars to the classroom;

Whereas our Nation’s children deserve an educational system

which will provide opportunities to excel;

Whereas States and localities must spend a significant

amount of Federal education tax dollars applying for and

administering Federal education dollars;

Whereas several States have reported that although they receive less than 10 percent of their education funding

from the Federal Government, more than 50 percent of

their paperwork is associated with those Federal dollars;

Whereas while it is unknown exactly what percentage of Federal education dollars reaches the classroom, a recent

audit of New York City public schools found that only 43

percent of their local education budget reaches the classroom. Further, it is thought that only 85 percent of

funds administered by the United States Department of
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•HRES 139 RH

Education for elementary and secondary education reach

the school district level. Even if 65 percent of Federal

education funds presently reach the classroom, it still

means that billions of dollars are not directly spent on

children in the classroom;

Whereas American students are not performing up to their

full academic potential, despite the more than 760 Federal education programs, which span 39 Federal agencies

at the price of nearly $100,000,000,000 annually;

Whereas, according to the Digest of Education Statistics, in

1993 only $141,598,786,000 out of $265,285,370,000

spent on elementary and secondary education was spent

on ‘‘instruction’’;

Whereas, according to the National Center for Education

Statistics, in 1994 only 52 percent of staff employed in

public elementary and secondary school systems were

teachers;

Whereas too much of our Federal education funding is spent

on bureaucracy, and too little is spent on our Nation’s

youth;

Whereas getting 90 percent of Department of Education elementary and secondary education funds to the classroom

could provide approximately $1,800 additional funding

per classroom across the United States;

Whereas more education funding should be put in the hands

of someone in a child’s classroom who knows the child’s

name;

Whereas President Clinton has stated: ‘‘We cannot ask the

American people to spend more on education until we do

a better job with the money we’ve got now.’’;
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Whereas President Clinton and Vice President Gore agree

that the reinventing of public education will not begin in

Washington but in communities across America and that

we must ask fundamental questions about how our public

school systems’ dollars are spent; and

Whereas President Clinton and Vice President Gore agree

that in an age of tight budgets, we should be spending

public funds on teachers and children, not on unnecessary overhead and bloated bureaucracy: Now, therefore,

be it

1 Resolved, That the House of Representatives urges the

2 Department of Education, States, and local education agen3 cies to work together to ensure that not less than 90 percent

4 of all funds appropriated for the purpose of carrying out

5 elementary and secondary education programs adminis6 tered by the Department of Education is spent for our chil7 dren in their classrooms.

Whereas we know that effective teaching takes place when

we begin (1) helping children master basic academics,

(2) engaging and involving parents, (3) creating safe

and orderly classrooms, and (4) getting dollars to the

classroom;

Whereas our Nation’s children deserve an educational system which will provide opportunities to excel;

Whereas States and localities must spend a significant

amount of Federal education tax dollars applying for

and administering Federal education dollars;

Whereas several States have reported that although they receive less than 10 percent of their education funding

from the Federal Government, more than 50 percent of
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•HRES 139 RH

their paperwork is associated with those Federal dollars;

Whereas while it is unknown exactly what percentage of

Federal education dollars reaches the classroom, a recent audit of New York City public schools found that

only 43 percent of their local education budget reaches

the classroom. Further, it is thought that only 85 percent of funds administered by the United States Department of Education for elementary and secondary

education reach the school district level. Even if 65

percent of Federal education funds presently reach the

classroom, it still means that billions of dollars are not

directly spent on children in the classroom;

Whereas American students are not performing up to their

full academic potential, despite significant Federal

education initiatives, which span multiple Federal

agencies;

Whereas, according to the Digest of Education Statistics,

in 1993 only $141,598,786,000 out of

$265,285,370,000 spent on elementary and secondary

education was spent on ‘‘instruction’’;

Whereas, according to the National Center for Education

Statistics, in 1994 only 52 percent of staff employed

in public elementary and secondary school systems

were teachers;

Whereas too much of our Federal education funding is

spent on bureaucracy, and too little is spent on our

Nation’s youth;

Whereas getting 90 percent of Department of Education elementary and secondary education funds to the class-
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•HRES 139 RH

room could provide substantial additional funding per

classroom across the United States;

Whereas more education funding should be put in the

hands of someone in a child’s classroom who knows the

child’s name;

Whereas burdensome regulations and mandates should be

removed so that school districts can devote more resources to children in classrooms;

Whereas President Clinton has stated: ‘‘We cannot ask the

American people to spend more on education until we

do a better job with the money we’ve got now.’’;

Whereas President Clinton and Vice President Gore agree

that the reinventing of public education will not begin

in Washington but in communities across America

and that we must ask fundamental questions about

how our public school systems’ dollars are spent; and

Whereas President Clinton and Vice President Gore agree

that in an age of tight budgets, we should be spending

public funds on teachers and children, not on unnecessary overhead and bloated bureaucracy: Now, therefore, be it

1 Resolved, That the House of Representatives urges the

2 Congress, the Department of Education, States, and local

3 educational agencies to—

4 (1) determine the extent to which Federal ele5 mentary and secondary education dollars are cur6 rently reaching the classroom;
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1 (2) work together to remove barriers that cur2 rently prevent a greater percentage of funds from

3 reaching the classroom; and

4 (3) work toward the goal that at least 90 percent

5 of the United States Department of Education ele6 mentary and secondary education program funds will

7 ultimately reach classrooms, when feasible and con8 sistent with applicable law.