Homeowner Flood Insurance Affordability Act of 2014—Motion to Proceed—Continued
by Senator Lamar AlexanderPosted on 2014-01-28
ALEXANDER. Madam President, this morning the Senator from South
Carolina, Mr. Scott, and I went to the American Enterprise Institute
and outlined two bills that together represent the most ambitious
proposals ever to enable States to use Federal dollars to allow parents
to find a better school for their child.
I would like to take a few minutes to talk about my proposal, which
is called the Scholarships for Kids Act, and the context in which we
find ourselves today as we look forward to the President's State of the
Union address. I would also like to briefly mention the
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proposal of Senator Scott from South Carolina. He has already
introduced his bill. He will be on the floor at another time to talk
about it. But these are big ideas. Together they represent redirecting
about 35 billion Federal dollars that are now being spent through a
series of programs and instead spend them in a way that better fits the
age in which we find ourselves, an age in which the best Federal
investments can be made in things that enable Americans to do things
for ourselves to make our lives better and happier and safer and
longer.
Let me talk first about Scholarships for Kids. I ask unanimous
consent that an article describing the bill be printed following my
remarks.
The legislation that I am introducing today would allow approximately
11 million new Federal scholarships to follow low-income children to
any school their parents choose as long as it is accredited. It is not
a Federal mandate. It would enable States to create those choice
options. But it would mean about a $2,100 scholarship of Federal
dollars on top of the money that States already spend on elementary and
secondary education for each child.
The State of Tennessee, for example, spends nearly $8,000 per child
on public elementary and secondary education. This would be providing a
$2,100 scholarship to the one-fifth of students who are low income and
allowing that money to follow them to the school they attend.
Our country is united, not by race, but by a set of principles upon
which we agree. One of the most important of these is the principle of
equal opportunity. For me, equal opportunity means creating an
environment where the largest number of people can begin at the same
starting line. I believe this is a real answer to the inequality in
America that we hear so much about, giving children more opportunity to
attend a better school.
The Scholarships for Kids Act will cost $24 billion a year. It will
be paid for by redirecting about 41 percent of all the dollars we now
directly spend on Federal elementary and secondary education programs.
About 90 percent of all of the spending on our elementary and secondary
schools is State and local spending, and about 10 percent is Federal
spending. This is 41 percent of that 10 percent.
It includes all of the money the Federal Government spends on
elementary and secondary education except money for children with
disabilities--and Senator Scott's legislation addresses that. It does
not touch the Student School Lunch Program. It does not affect Federal
research in education, and it does not affect Impact Aid.
The whole purpose of Federal aid to elementary and secondary
education is to help low-income students. But unfortunately, often the
Federal dollars are diverted to schools with wealthier students. The
left and the right both have noticed this and would like to change it.
Scholarships for Kids would benefit only children that fit the
Federal definition of ``poverty'' which is about one-fifth of all
school children. That is because it would pin the $2,100 scholarship to
the blouse or the shirt of the child, and it would follow that child to
the school the child attends.
Allowing Federal dollars to follow students to a school has been a
successful strategy in American education for more than 70 years. Last
year, $33 billion in Federal Pell Grants and $106 billion in Federal
loans followed students to the public and private colleges of their
choice. Since the GI bill began in 1944, these vouchers--that is what
they are--have helped to create a marketplace of about 6,000 autonomous
institutions and a higher education system that is regarded by almost
everyone as the best in the world.
Our elementary and secondary education system is not the best in the
world. U.S. 15-year-olds rank 28th in science and 36th in math. I
believe one reason for this is that more than 93 percent of the dollars
that we spend through the Federal Government for higher education
follows students to the colleges of their choice, but Federal dollars
do not automatically follow students to the elementary or secondary
school of their choice.
Instead, with our elementary schools and our middle schools and our
high schools, money is sent directly to the schools. Local government
monopolies run most of those schools. They tell most students exactly
which school to attend. There is little choice and no K-through-12
marketplace as there is in higher education. Again, in higher
education, you have 6,000 autonomous institutions. You have generous
amounts of Federal dollars. They can follow you to the college or
university of your choice, whether it is public or private or nonprofit
or for-profit, as long as it is accredited. So students may go to
Harvard, Yeshiva or Notre Dame, or to Nashville's Auto Diesel College
or to the University of Tennessee or to the community college nearby.
The former Librarian of Congress, Daniel Boorstin, often wrote that
American creativity has flourished during ``fertile verges,'' times
when Americans became more self-aware and creative.
In his book, ``Breakout,'' Newt Gingrich argues that society is on
the edge of such an era, the Internet age, an age where everything will
change, like everything changed at the time of the new internal
combustion engine.
Newt Gingrich in his book cites computer handbook writer Tim O'Reilly
for his suggestion about how the Internet could transform government.
Here is how Tim O'Reilly says we ought to do our job as we try to help
use the government to help Americans during this period of time:
The best way for government to operate is to figure out
what kinds of things are enablers of society and make
investments in those things. The same way that Apple figured
out, ``If we turn the IPhone into a platform, outside
developers will bring hundreds of thousands of
applications to the table.''
Already 16 States have begun a variety of innovative programs
supporting private school choice. Private organizations in many parts
of our country supplement these efforts. Scholarships For Kids,
allowing $2,100 Federal scholarships to follow 11 million children,
would enable other school choice innovations in the same way that
developers rushed to provide applications for the iPhone platform.
Senator Tim Scott has proposed what he calls the CHOICE Act. It would
allow 11 billion other Federal dollars that the Federal Government now
spends through programs for children with disabilities to follow these
6 million children to the schools their parents believe provide the
best services.
So there might be a child in Tennessee or Wisconsin or South Carolina
who is eligible for both--the Scholarship For Kids, because he or she
comes from a family that fits the Federal poverty definition. So there
is $2,100. Then, if that child is also disabled, the child might be
eligible for a scholarship under the CHOICE Act of several thousand
dollars. That would then be in addition to the amount of money that
South Carolina, let's say, spends on education per child, which is in
the neighborhood of $9,000.
So to take the case of Tennessee again, $8,000 or so for the State,
$2,100 more Federal dollars through Scholarship For Kids, a few more
thousand dollars, depending upon circumstances, for the scholarship
under Senator Scott's proposal, and you have a significant amount of
money that a parent could use to follow a child to the school that
helps that child succeed.
Especially in the case of children with disabilities, that seems to
make so much good sense to me. Senator Scott tells a poignant story of
a young girl in South Carolina who was in a kindergarten. She has Down
syndrome. She was in a kindergarten that helped her succeed. But then
her parents moved. They had to fight for a year to get her new school
to treat her in a mainstream way. Then they realized that the school
they had been fighting for a year was the one they were counting on.
Why not let that family take the $13,000, $14,000, $15,000 or $16,000
for that child with Down syndrome, pick a school that treasures that
child, and let the money follow the child to the school the child
attends.
So a student with a disability and from a low-income family would
benefit under both programs. As I said when I began my remarks, taken
together with Senator Scott's proposal, Scholarship For Kids
constitutes the most ambitious proposal ever to use existing Federal
dollars to enable States to expand school choice.
Importantly, this is not a Federal mandate. Washington is full of
politicians who fly an hour or an hour and a half from their home town,
and they
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get here and think they have suddenly gotten smarter. They have a good
idea and they say: Oh, let's apply that in Wisconsin and in Tennessee
and in South Carolina. I try not to do that. I am a very strong
believer, for example, in teacher evaluations. I led the fight for
teacher evaluations as Governor of Tennessee 30 years ago. We were the
first State to do it. When I came to Washington people said: Well then,
you will want to make everybody do that? My answer was no, I will not.
States have the opportunity to be right, and they have the opportunity
to be wrong.
The last thing Tennessee needs is the Federal Government peering over
the shoulders of communities and school districts and legislators and
governors and school boards who are trying to work out the very
difficult problem of teacher evaluations. It is the holy grail of
education reform as far as I am concerned, but it should not be
mandated from Washington. I very much believe in school choice, but it
should not be mandated from Washington. So under Scholarships For Kids,
States still would govern pupil assignments, deciding, for example,
whether parents could choose private schools.
When I was Secretary of Education years ago, Milwaukee was in the
midst of a major program to try to give low-income parents more choice
of schools, including private schools. So along with President George
H. W. Bush, we proposed what we called a GI bill for kids to allow
Milwaukee and Wisconsin to do it if it wished to do it. But it did not
impose what we thought was a good idea from Washington. Under
Scholarship For Kids, schools that parents chose for their child with
their $2,100 scholarship would have to be accredited. Federal civil
rights rules would apply. My proposal does not affect school lunches.
There also is an independent evaluation after 5 years so that Congress
can assess the effectiveness of the new tool for innovation.
In remarks that Senator Scott and I made this morning, the issue of
private schools came up, which always does when we talk about expanding
school choice. But in this case, we are not necessarily talking about
private schools. Most schools are public schools. I would assume that
most of these $2,100 scholarships would follow students to the school
they attend, which would be a public school.
So if a State chose to create a program whereby its low-income
citizens could choose a private school, as long as it was accredited,
that would be appropriate under the law. Why shouldn't a low-income
family have the same opportunities for a better school for its child
that a wealthier family, who may move to a different part of town or
may be able to afford a private school, does?
The idea of allowing dollars to follow students to the school of
their choice has not exclusively been an idea of the left or of the
right in our country. In the late 1960s, the most conspicuous proposal
for school choice was from Ted Sizer, then Harvard University's
education dean. He suggested a $5,000 scholarship in his poor
children's bill of rights. That $5,000 scholarship would be worth two
or three times as much today.
In 1992, when I was the U.S. Secretary of Education, President George
H. W. Bush proposed a GI bill for kids, a $\1/2\ billion Federal pilot
program for States creating school choice opportunities. Yet despite
its success in higher education, and despite the fact that it has had
powerful advocates on both the left and the right, the word ``voucher''
remains a bad word among most of the kindergarten-through-12th-grade
education establishment, and the idea has not spread widely. Equal
opportunity in America should mean that everyone, as much as possible,
has the same starting line.
During this week celebrating school choice, there would be no better
way to help children move up from the back of the line than by allowing
States to use Federal dollars to create 11 million opportunities to
choose a better school.
State of the Nation
If I may conclude with a word about the context in which we find
ourselves today, Senator Scott and I made our remarks today at American
Enterprise Institute. I am speaking on the floor of the Senate on a
very important day in our country's history. It is not only National
School Choice Week, but it is the day the President of the United
States makes his annual state of the Union address. Every President has
done that except two--as the Senate historian told us today--and those
two died before it was time to make the address, so it is a tradition
that goes back to the beginning of the country. We will all go over to
the House of Representatives, listen carefully, and the country will
watch to listen to what the President has to say.
We are told the issue the President will address is the one of income
inequality. If that is what he does, that is certainly an appropriate
issue for any American President. Because if equal opportunity is
central to the American character, so is the idea of the American
dream, the idea that anything is possible, that anyone can go from the
back to the front of the line with hard work; and equal opportunity,
therefore, helps to create a starting line from which we move.
If the President makes that proposal, I think we know the kind of
agenda we are likely to hear. It will have to do with a higher minimum
wage that would actually cost jobs. It will have to do with more
compensation for perpetual unemployment. It will have to do with
canceling more health insurance policies, which is what ObamaCare will
be doing in 2014--much more so than it did in 2013.
There is another agenda, another picture, another vision of how we
can help the largest number of Americans realize the American dream;
that is, more jobs, more job training, and more choices for low-income
parents of better schools for their children so they can get a better
job.
Instead of a higher minimum wage, which actually reduces the number
of jobs, we would liberate the free enterprise system of the wet
blanket of ObamaCare, other Obama rules and regulations, and create
many more jobs with good wages. Instead of more compensation for long-
term unemployment, we would say let's have more job training so they
can take one of these good new jobs we propose to create.
Then, instead of directing the money to a model that hasn't worked as
well over the last 70 years, let us take the Federal dollars we are now
spending on elementary and secondary education and let them follow low-
income children and disabled children to the schools of their parents'
choice, So they have an opportunity to go to a better school, just as
children who aren't disabled and with parents who have more money do.
We will be arguing that a better agenda for income equality to
realize the American dream, to help Americans move from the back to the
front of the line, is more jobs, more job opportunities, and more
choices of better schools for low-income children. That agenda is
especially right for the age we are in.
I mentioned the discussion Daniel Boorstin had about America's
fertile verges, Newt Gingrich's new book, and the suggestion by the
computer programmer that the best way for government to operate is not
with Washington mandates or Washington programs but to spend money on
things that enable each of us as Americans to do things for ourselves--
to live a happier life, to live a better life, to live a wealthier
life, to live a safer life.
I hope in the remarks I have made today that I have done that,
because we have 70 years of experience with such programs in education.
I would argue there may be no more successful social program in
American history than the GI bill for veterans. It began 70 years ago
in 1944. It did not send money to the University of Chicago, Tennessee,
Michigan, and Harvard. It followed the soldier, the airman, and the
Navy veteran to the college of his or her choice. We began that
practice in 1944. We continue it with the Pell grants today. We
continue it with the student loans today. Why should we not follow it
with the Federal dollars we spend for elementary and secondary
education?
If Federal dollars following students to the colleges of their choice
helped to produce the finest higher education system in the world, why
should we not allow States to try to create the best schools in the
world for our children--especially our low-income children?
I hope my colleagues on both sides of the aisle will recognize this
isn't the proposal of the left or the right. I don't know many
Democrats who want to get
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rid of Pell grants or student loans. They are vouchers, pure and
simple, that have lasted for 70 years and may be the most successful
social program we have. Why not allow States in this Internet age to
take the Federal dollars we are already spending for low-income
children and make sure the money gets directly to them--and for
disabled children, and make sure it goes to directly to them--and give
their parents an opportunity to exercise the same kinds of decisions
wealthier parents do? They would say: What school would be the best
school for my child.
Would that not be a way to help a young American get a leg up on
moving to the same starting line that children from wealthier families
have--and maybe even a chance to move to the head of the line?
I hope my colleagues and American people will take a good look at the
Scholarships for Kids Act, and Senator Scott's CHOICE Act. Together
they constitute the most ambitious proposal ever to use existing
Federal dollars to enable States, and to allow parents--especially low-
income parents--to choose a better school for their child. There is no
better way to create opportunity in America.
There being no objection, the material was ordered to be printed in
the Record, as follows:
11 Million $2,100 ``Scholarships for Kids": A Real Answer to Inequality
Today I am introducing legislation that would allow $2,100
federal scholarships to follow 11 million low-income children
to any public or private accredited school of their parents'
choice.
This is a real answer to inequality in America: giving more
children more opportunity to attend a better school.
The ``Scholarships for Kids Act'' will cost $24 billion a
year--paid for by redirecting 41 percent of the dollars now
directly spent on federal K-12 education programs. Often
these dollars are diverted to wealthier schools.
``Scholarships for Kids'' would benefit only children of
families that fit the federal definition of poverty, which is
about one-fifth of all school children.
Allowing federal dollars to follow students has been a
successful strategy in American education for 70 years. Last
year, $33 billion in federal Pell grants and $106 billion in
loans followed students to public and private colleges. Since
the GI Bill began in 1944, these vouchers have helped create
a marketplace of 6,000 autonomous higher education
institutions--the best in the world.
Our elementary and secondary education system is not the
best in the world. U.S. 15-year olds rank 28th in science and
36th in math. I believe one reason for this is that while
more than 93 percent of federal dollars spent for higher
education follow students to colleges of their choice,
federal dollars do not automatically follow K-12 students to
schools of their choice.
Instead, money is sent directly to schools. Local
government monopolies run most schools and tell most students
which school to attend. There is little choice and no K-12
marketplace as there is in higher education.
Former Librarian of Congress Daniel Boorstin often wrote
that American creativity has flourished during ``fertile
verges,'' times when citizens became more self-aware and
creative. In his book Breakout, Newt Gingrich argues that
society is on the edge of such an era and cites computer
handbook writer Tim O'Reilly's suggestion for how the
Internet could transform government.
``The best way for government to operate,'' O'Reilly says,
``is to figure out what kinds of things are enablers of
society and make investments in those things. The same way
that Apple figured out, `If we turn the iPhone into a
platform, outside developers will bring hundreds of thousands
of applications to the table.' ''
Already 16 states have begun a variety of innovative
programs supporting private school choice. Private
organizations supplement these efforts. Allowing $2,100
federal scholarships to follow 11 million children would
enable other school choice innovations, in the same way that
developers rushed to provide applications for the iPhone
platform.
Sen. Tim Scott (R-S.C.) has proposed the CHOICE Act,
allowing 11 billion other dollars the federal government now
spends through the program for children with disabilities to
follow those 6 million children to the schools their parents
believe provide the best services.
A student who is both low income and has a disability would
benefit under both programs. Especially when taken together
with Sen. Scott's proposal, ``Scholarships for Kids''
constitutes the most ambitious proposal ever to use existing
federal dollars to enable states to expand school choice.
Under ``Scholarships for Kids,'' states still would govern
pupil assignment, deciding, for example, whether parents
could choose private schools. Schools chosen would have to be
accredited. Federal civil rights rules would apply. The
proposal does not affect school lunches. So that Congress can
assess the effectiveness of this new tool for innovation,
there is an independent evaluation after five years.
In the late 1960s, Ted Sizer, then Harvard University's
education dean, suggested a $5,000 scholarship in his ``Poor
Children's Bill of Rights.'' In 1992, when I was U.S.
education secretary, President George H.W. Bush proposed a
``GI Bill for Kids,'' a half-billion-federal-dollar pilot
program for states creating school choice opportunities. Yet,
despite its success in higher education, voucher remains a
bad word among most of the K-12 educational establishment and
the idea has not spread widely.
Equal opportunity in America should mean that everyone has
the same starting line. During this week celebrating school
choice, there would be no better way to help children move up
from the back of the line than by allowing states to use
federal dollars to create 11 million new opportunities to
choose a better school.
Mr. ALEXANDER. I yield the floor.
Health Care Reform
Mr. MURPHY. Madam President, it has been 1,406 days since the
President signed into law the Affordable Care Act. Since that time,
about 10 million Americans who have not had access to affordable
insurance have gotten it and patients have been reempowered, along with
their doctors, to take control of their own health care, taking power
away from the insurance company which had run our medical lives for too
long.