H. Res. 139
In the House of Representatives, U.S.,
October 29, 1997.
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 or-
derly classrooms; and (4) getting dollars to the class-
room;
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 re-
ceive 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 Fed-
eral 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 class-
room. 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
•HRES 139 EH
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 edu-
cation 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 ele-
mentary and secondary education funds to the classroom
could provide substantial additional funding per class-
room 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 re-
moved 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.’’;
•HRES 139 EH
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 unneces-
sary overhead and bloated bureaucracy: Now, therefore,
be it
Resolved, That the House of Representatives urges the
Congress, the Department of Education, States, and local
educational agencies to—
(1) determine the extent to which Federal elemen-
tary and secondary education dollars are currently
reaching the classroom;
(2) work together to remove barriers that currently
prevent a greater percentage of funds from reaching the
classroom; and
(3) work toward the goal that at least 90 percent
of the Department of Education elementary and second-
ary education program funds will ultimately reach class-
rooms, when feasible and consistent with applicable law.
Attest:
Clerk.