The Education Trust has been a champion for disadvantaged children, tenacious advocates for closing the achievement gap, and strong supporters of No Child Left Behind. Passage of the bill initiated a process of reform, of revolution in our educational system. And you have been staunch, visionary partners in this process.

I have come here today to discuss our progress and to suggest further areas of partnership. I ask you to work with me in fully implementing No Child Left Behind.

We must not ignore the immense amount of work we have undertaken already. As you know, we are in our second year of change. We have accomplished much in those two years.

Even before his election, President Bush articulated the need for change. In my view, he deserves great credit for this, and for his quick follow-through once assuming office. The President began working with the Congress on the No Child Left Behind blueprint four days after his inauguration.

And we know that it quickly garnered bipartisan support. The President's articulation of the need for reform resonated throughout the country. The Congress understood this. The American school system had become a de facto two-tiered system—similar to apartheid—with a world-class education available for some students at some outstanding schools, and an inadequate education for many students at schools in need of reform. The division between these two types of educations was vast and growing. What we needed was an inclusive system that provided quality education to all students.

You agreed, too. So, together, we helped an idea take on a life of its own, to become more powerful than the opposition mounted against it, so powerful that it overcame the barriers of special interests, inflexible bureaucracies, organized defenders of the status quo, and those simply afraid of change.

Together, we watched as history was made—when No Child Left Behind became the law of the land. In pushing for its passage, we were able to convince millions of Americans that reform was needed; that this approach to reform was the vehicle for change. No Child Left Behind is a landmark accomplishment in American education, and I thank you again for your valuable support, wise counsel, and aggressive advocacy.

Passage began the process. Now, we find ourselves working together to help educators implement the law.

There are some school districts that have seamlessly carried out the bipartisan will of the people. These districts see the importance and contributions of No Child Left Behind. Millions of children benefit from the law right now because of the hard work, vision, and innovation of superintendents, administrators, and teachers in many of our nation's school systems.

Every day I hear of schools that are making the grade. Every day I read of schools that have fully embraced this law. Every day I am thankful for the strenuous efforts that translate educational opportunity into emancipation, freedom, and hope.

But, every day, I also hear of some school districts opposing change. Every day I read of schools blaming No Child Left Behind for cuts in funding, elimination of programs, staff reductions, overcrowded classrooms, and many other maladies. Every day I worry about the students in those districts, students who are left in the shadows, who face an uncertain, hopeless future.

Yes, there has been vocal and sustained resistance, rebellion, and anguish in many school districts. I have heard it. I understand it. So do you. We are sympathetic and empathetic. The scope of change was drastic, and some of the change involved a new way of looking at education, a paradigm shift in thinking. And we are cognizant of the forces still opposing this law. Many administrators and union leaders in Washington are entrenched in the old ways. They cannot see how this law could ever work.

I understand...but I don't agree that No Child Left Behind is the cause or reason for their difficulties. Rather, the law is the convenient scapegoat in a blame game that benefits no one.

Of course, some claim that we simply need to spend more money on the old system. That would be a tragic mistake. We've tried just pouring money into the system with no measurement of results. In fact, we've tried it for the last three decades. As a nation, we now spend over $470 billion dollars a year on elementary and secondary educationmore than on defense. If money were the solution, there would be no problem...literally. My question to the critics is this: what would they purchase with more money? More mediocrity? More programs that don't work? More administrators who don't manage efficiently?

Surely, we now know that it matters how we spend the money, and under what conditions. Otherwise, we only throw good money after bad. Put another way, hard earned and scarce tax dollars are often squandered when they could be better spent elsewhere.

Some claim that No Child Left Behind is a good idea, but the law itself is "under funded." In my view, we spend enough. This law is not under funded. How much would be enough? How do we determine the level of adequacy? We could provide double, triple...more... For some, it would never be enough.

The truth is that the law is funded at a level to make it work! This Administration has provided record spending—the highest investment per child ever. The President has secured higher levels of Federal funding—historic levels. President Bush and the Congress have provided a $3 billion increase for Title I spending in the first two years following passage of No Child Left Behind. That is a 33 percent increase. The President sought an additional $1 billion for Title I in Fiscal Year 2004. We believe that this level of funding is more than enough to carry out the changes called for in the new law. The Administration's FY 2004 budget includes $390 million to help states develop and implement annual reading and mathematics assessments in Grades 3 through 8. In addition, the FY 2004 budget proposed $4.5 billion for teacher-related programs and benefits, $2.85 billion in state formula grants for teacher quality, over $800 million in set asides for professional development in state grant programs, and an additional half billion dollars in loan forgiveness and tax benefits for teachers. What exactly is unfunded about that?

Testing, on average, is estimated to be less than $6 per student—a tiny fraction of the $8,200 (on average) spent each year per student. We more than compensate for the cost of the tests.

I am aware that some people are using No Child Left Behind as a convenient excuse for a host of other problems. By refusing to work with us, they hope to leverage more funding. That's all!

There are some who question some of the specific requirements, like teacher competency in subjects taught. Teachers themselves should embrace this requirement...it is good for them and for their students. The new law requires that teachers be qualified to teach. That's common sense...it is not unreasonable. Education is an act of trust. Parents expect educators to perform competently and proficiently. They trust that educators know their subject. No Child Left Behind provides a guarantee that we are doing everything possible to honor the trust placed in teachers, to maximize the learning experience for each student, to better match trained and experienced teachers with those most in need of their skills, and to provide the best possible future for each child.

Anytime someone defends the placement of unqualified teachers in a classroom, they do not have the best interests of the students or the teacher at heart. Something else is shaking ...

I know you have some concerns about teacher quality. Well, this is one place we can work closely together to improve compliance. I think it's fair to say that Kati doesn't think we're doing everything 100 percent right, especially when it comes to highly qualified teachers. But we appreciate the constructive criticism. Now, Kati...I mean that! Some of your recommendations have been very helpful. Now, we need to work together to make these provisions work.

There are some who think accountability won't work. They are wrong—of course it will. It is the lack of accountability that has gotten us into this mess. With accountability, schools have a powerful tool to monitor the progress of their students. Consider the alternative: spending without concern for results. That is no alternative.

Tests that evaluate a student's progress are the key to serving them. And, this year every state now has a plan in place to hold schools accountable and create an environment where teachers and students can thrive.

Not many people understand the significance of this. It is huge—a monumental achievement. Now, once we know what doesn't work, we will fix it. And we will continue to use what is working. It's just common sense.

There are some who worry we have placed the emphasis on tests, not teaching. I am surprised by the debate about the need for tests (and their costs). How else can we measure if students are learning?

Yes, instruction may center on "teaching to the test." But there is nothing wrong with "teaching to the test" if you are testing what the state has determined that students need to learn. Testing allows us to highlight the places that most need our help—so we can give them our help. Testing can be a great tool for identifying teaching weaknesses and correcting them. It can be a powerful tool for progress and improvement.

The results of these tests will determine whether schools have made the grade or "Adequate Yearly Progress."

By the way, I want to thank the Education Trust for your recent, excellent report on AYP. It has been a timely contribution to the field.

When a school is identified and placed on the "needs improvement" list, additional resources are targeted to get them back on track. And everyone springs into action. There is no hostile takeover or mass exodus. Rather, schools will have an entire community focused on improving achievement for all its students.

For example, Earl Hansen Elementary School in Rock Island, Illinois shows what can be done. More than 70 percent of the students come from low-income families. In fact, the number of students from low-income families rose from 58 percent in 2001 to 71 percent in 2003. Students from low income families face significant barriers to achievement. But during the same time, test scores rose. The school was chosen as a "Spotlight School" in Illinois, which reflects the fact that test scores were high and that the provisions of No Child Left Behind were met. One commentator has said that the success of this school is because "they expect every child to excel and they find ways to make that happen."

Today, Trisha Chogich is here with her daughter Elizabeth, and their friend, Steven. Elizabeth and Steven are special needs students in Alexandria, Virginia. Thanks for coming. Educational reform is about making sure Elizabeth and Steven are not left behind. No child can be left out. We can do this.

If there is the will to improve, then No Child Left Behind provides a legislative framework for reform and incentives to enhance the quality of education. We have now reached the point where the law is clear...implementation requires a willingness to act...an act of will. The title of the speech is my message: we can do this. We must do this. The future is literally at stake for millions of children.

We must create a climate of acceptance for this law. We must convince the timid to have courage. We must help the blind to see. For those who lack imagination, we have to show them new horizons of possibilities.

We also have to expose the blame game and double-talk as strategies for political opportunism or an attempt at a fiscal shakedown. I believe the greatest threat to this law, and by implication the greatest threat to millions of students, is the confusion surrounding implementation. As a former coach, I vividly remember the advice of Woody Hayes, the coaching legend at Ohio State. He thought that when you don't know what else to do, advance three yards and raise a cloud of dust.

Well, those who want to undermine this law, for whatever reasons, have already raised a thick cloud of dust. They have also become personal and attacked my record and me in an attempt to derail these reforms. But I will not let them stop me.

Let's bring clarity and honesty to this discussion. We must create the will to succeed. You are in a profound position to help. As a non-partisan organization with tremendous credibility and clout, your continued vocal support is needed now, more than ever!!! You can provide an assessment that can counter political attacks or misdirected accusations. You can answer the red herrings and argumentative blunders of those who oppose accountability and inclusion. You can freely fight for our children without accusations of hidden agendas. Your partnership is vital to continue progress.

I will work on my end to bring the full resources of the department to bear. You see, I realize that this law can still be subtly defeated, made hollow, or even completely undermined. Support can disappear, carried away by silent political undercurrents or pulled apart by the powerful tides of opposing opinions. The fundamental features could be chipped away, or whole portions carved off and cast aside. Yes, the danger remains. It may even be enhanced because of the upcoming political season. Now is the time to remain steadfast and true to our purpose.

We can do this!!! And if we do, in less than a generation we will see the results. But we will see a powerful idea that has transformed our schools. Student scores will rise. More students will score well. There will be fewer dropouts and more graduates. More of our low income and minority students will have the option to go on to college or to pursue graduate work. There will be more inclusion in our schools, more successful students with disabilities, and more student/parent satisfaction. Our students will rank much higher against students from other countries. They will more successfully compete for jobs, here and abroad. We will witness the bounty of a changing season. Success will be measured one student, one class, and one day at a time. And no child will be left behind.

Thank you.

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