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Good morning. Two years ago this month, I signed into law the No Child Left Behind Act, the most important reform of public education in a generation. In that landmark law, we made our expectations clear: every child in America will learn to read, write, add and subtract at grade level. Schools are now required to test children regularly to make sure students are learning and that schools are teaching well.
And when schools do not show progress toward high standards, we’re giving parents better options, including tutoring for their children, or a transfer to a better public school. Above all, the No Child Left Behind Act required a change in attitude from the educators and public officials responsible for our schools.
We will no longer write off some children as hopeless. We will no longer accept or excuse schools that do not effectively teach the basics. We will insist on high standards and accountability because we believe that every school should teach and every child can learn.
For the past 24 months, schools and state governments have been putting the new reforms into action. All 50 states, plus the District of Columbia and Puerto Rico, have drawn up plans to hold every public school accountable for student achievement. We’re measuring results. We’re giving teachers the information they need to improve instruction, and giving parents new options to help their children when schools do not measure up.
We have recently received test results that show America’s children are making progress. In 2003, math scores for fourth graders nationwide were nine points higher than in 2000. Math scores for eighth graders improved by five points. And a higher percentage of fourth graders tested at or above their grade level in reading.
To mark the anniversary of the No Child Left Behind Act, I will travel this coming week to schools in St. Louis, Missouri and Knoxville, Tennessee. Children at these schools once struggled, but in recent years, they have risen to meet our new standards. Their example shows that high expectations, a commitment to measuring achievement and a belief in every child can change lives and turn schools around.
Some critics have objected to these reforms because they believe our expectations are too high, or that it is unfair to hold all students to the same standards regardless of background, or that we’re punishing schools that are not making progress. But the time for excuses has passed. Our reforms insist on high standards because we know every child can learn. Our reforms call for testing because the worst discrimination is to ignore a school’s failure to teach every child. And our reforms identify underperforming schools because we need to direct our help to the schools that need it most.
In 2003, we provided $234 million to assist the lowest performing schools that need the most improvement. In 2004, we plan to more than double that amount. We have increased federal funding for elementary and high school education from about $25 billion in 2001, to more than $33 billion in 2003, an increase of about 36 percent, and the highest level ever.
We’ve committed $1.8 billion in grants to help train tens of thousands of teachers to use effective reading instruction methods and materials. We expect schools to do their job, and we’re helping them to do their job. So there’s no excuse for failure. When we set a high standard, we are showing our belief in the capacities of every child. And when we prepare them to meet a high standard, we’re giving them a better chance in life. High expectations set children on a path to success. I’m pleased to report that the No Child Left Behind Act is helping put more of America’s children on that path, so they succeed in school and in life.
Thank you for listening.
早上好,在两年前的这个月,我签署了影响一代人公共教育的最重要的改革方案不让一个孩子落后法案｡在那个里程碑式的法案中,我们理清了我们的期望:让美国每一个孩子都学会阅读､写作､达到一定级别水平的加法和减法｡要求学校定期对学生进行测试,以确保学生是在学习以及学校教学效果很好｡
当学校在高标准的教学方面没有进步时,我们会给家长提供更好的选择,包括为他们的孩子进行辅导,或者转入另一所更优秀的学校｡最重要的是,不让一个孩子落后法案要求对学校负直接责任的教育者和公务员们转变他们的态度｡
我们将不再以学生毫无希望为借口而开除他们,我们不再接受或原谅不能有效教授基础课的学校｡我们坚持高标准和责任感,因为我们相信每个学校都应该传授知识而每个学生都能学到知识｡
在过去的24个月里,各个学校以及州政府已开始实施这一改革方案｡全国50个州,加上哥伦比亚特区和波多黎各,已制定计划以使每个公立学校对学生学有所成负责｡我们现在正在检验成果,我们会为教师们提供一些所需的信息,帮助他们提高教学方法,也会在学校未能达到标准时给予家长新的选择以帮助他们的孩子｡
最近我们收到了一些测验结果,显示美国的孩子们正在进步中｡在2003年,全国四年级学生的数学成绩比2000年提高了9分,八年级学生的数学成绩则提高了5分,并且有一大部分的四年级学生的阅读测验结果等于或高于他们的级别水平｡
在纪念不让一个孩子落后法案通过周年之际,我会在未来的一星期造访密苏里州圣路易斯和田纳西州诺克斯维尔的学校,这些学校的学生曾一度艰难奋斗,但最近几年,他们已取得进步并达到了我们的新标准｡他们的例子表明,高标准､对衡量成绩的许诺､信任每一个孩子这几点能改变学生的生活,扭转学校的命运｡
一些评论家反对这些改革,因为他们认为我们所期许的标准太高,或者认为不顾各人的背景为所有的学生订立相同的标准,并惩罚那些没有进步的学校有失公允｡但是现在不是寻找托词的时候,我们的改革坚持要求高标准是因为我们知道每个孩子都能学习｡我们的改革提倡测评是因为最严重的歧视就是漠视学校无力教育好每个学生｡我们的改革要找出那些表现不好的学校,因为我们正要把我们的援助留给那些最有需要帮助的学校｡
在2003年,我们提供了两亿三千四百万美元帮助表现最差､最需要提高的学校｡2004年,计划投入两倍以上的金额｡我们已经把小学和中学的联邦基金由2001年的250亿美元增加到2003年330多亿美元,增幅达36%,这是历年来最高的｡
我们也承诺投入十八亿美元用于培训上万名教师使之能使用有效阅读指导方法和教材｡我们希望学校来承担这一任务,并从中给予协助｡所以不要为失败找借口｡当我们制定一个高标准时,显示出我们对孩子们的能力有信心;当我们帮助他们达到高标准时,我们就在使他们一生中享有更好的机会｡高标准让孩子们走上成功之路｡我很高兴地向你们报告不让一个孩子落后法案正在帮助越来越多的美国孩子们走向成功之路,他们在学校和人生中都会成功｡
谢谢您收听!
And when schools do not show progress toward high standards, we’re giving parents better options, including tutoring for their children, or a transfer to a better public school. Above all, the No Child Left Behind Act required a change in attitude from the educators and public officials responsible for our schools.
We will no longer write off some children as hopeless. We will no longer accept or excuse schools that do not effectively teach the basics. We will insist on high standards and accountability because we believe that every school should teach and every child can learn.
For the past 24 months, schools and state governments have been putting the new reforms into action. All 50 states, plus the District of Columbia and Puerto Rico, have drawn up plans to hold every public school accountable for student achievement. We’re measuring results. We’re giving teachers the information they need to improve instruction, and giving parents new options to help their children when schools do not measure up.
We have recently received test results that show America’s children are making progress. In 2003, math scores for fourth graders nationwide were nine points higher than in 2000. Math scores for eighth graders improved by five points. And a higher percentage of fourth graders tested at or above their grade level in reading.
To mark the anniversary of the No Child Left Behind Act, I will travel this coming week to schools in St. Louis, Missouri and Knoxville, Tennessee. Children at these schools once struggled, but in recent years, they have risen to meet our new standards. Their example shows that high expectations, a commitment to measuring achievement and a belief in every child can change lives and turn schools around.
Some critics have objected to these reforms because they believe our expectations are too high, or that it is unfair to hold all students to the same standards regardless of background, or that we’re punishing schools that are not making progress. But the time for excuses has passed. Our reforms insist on high standards because we know every child can learn. Our reforms call for testing because the worst discrimination is to ignore a school’s failure to teach every child. And our reforms identify underperforming schools because we need to direct our help to the schools that need it most.
In 2003, we provided $234 million to assist the lowest performing schools that need the most improvement. In 2004, we plan to more than double that amount. We have increased federal funding for elementary and high school education from about $25 billion in 2001, to more than $33 billion in 2003, an increase of about 36 percent, and the highest level ever.
We’ve committed $1.8 billion in grants to help train tens of thousands of teachers to use effective reading instruction methods and materials. We expect schools to do their job, and we’re helping them to do their job. So there’s no excuse for failure. When we set a high standard, we are showing our belief in the capacities of every child. And when we prepare them to meet a high standard, we’re giving them a better chance in life. High expectations set children on a path to success. I’m pleased to report that the No Child Left Behind Act is helping put more of America’s children on that path, so they succeed in school and in life.
Thank you for listening.
早上好,在两年前的这个月,我签署了影响一代人公共教育的最重要的改革方案不让一个孩子落后法案｡在那个里程碑式的法案中,我们理清了我们的期望:让美国每一个孩子都学会阅读､写作､达到一定级别水平的加法和减法｡要求学校定期对学生进行测试,以确保学生是在学习以及学校教学效果很好｡
当学校在高标准的教学方面没有进步时,我们会给家长提供更好的选择,包括为他们的孩子进行辅导,或者转入另一所更优秀的学校｡最重要的是,不让一个孩子落后法案要求对学校负直接责任的教育者和公务员们转变他们的态度｡
我们将不再以学生毫无希望为借口而开除他们,我们不再接受或原谅不能有效教授基础课的学校｡我们坚持高标准和责任感,因为我们相信每个学校都应该传授知识而每个学生都能学到知识｡
在过去的24个月里,各个学校以及州政府已开始实施这一改革方案｡全国50个州,加上哥伦比亚特区和波多黎各,已制定计划以使每个公立学校对学生学有所成负责｡我们现在正在检验成果,我们会为教师们提供一些所需的信息,帮助他们提高教学方法,也会在学校未能达到标准时给予家长新的选择以帮助他们的孩子｡
最近我们收到了一些测验结果,显示美国的孩子们正在进步中｡在2003年,全国四年级学生的数学成绩比2000年提高了9分,八年级学生的数学成绩则提高了5分,并且有一大部分的四年级学生的阅读测验结果等于或高于他们的级别水平｡
在纪念不让一个孩子落后法案通过周年之际,我会在未来的一星期造访密苏里州圣路易斯和田纳西州诺克斯维尔的学校,这些学校的学生曾一度艰难奋斗,但最近几年,他们已取得进步并达到了我们的新标准｡他们的例子表明,高标准､对衡量成绩的许诺､信任每一个孩子这几点能改变学生的生活,扭转学校的命运｡
一些评论家反对这些改革,因为他们认为我们所期许的标准太高,或者认为不顾各人的背景为所有的学生订立相同的标准,并惩罚那些没有进步的学校有失公允｡但是现在不是寻找托词的时候,我们的改革坚持要求高标准是因为我们知道每个孩子都能学习｡我们的改革提倡测评是因为最严重的歧视就是漠视学校无力教育好每个学生｡我们的改革要找出那些表现不好的学校,因为我们正要把我们的援助留给那些最有需要帮助的学校｡
在2003年,我们提供了两亿三千四百万美元帮助表现最差､最需要提高的学校｡2004年,计划投入两倍以上的金额｡我们已经把小学和中学的联邦基金由2001年的250亿美元增加到2003年330多亿美元,增幅达36%,这是历年来最高的｡
我们也承诺投入十八亿美元用于培训上万名教师使之能使用有效阅读指导方法和教材｡我们希望学校来承担这一任务,并从中给予协助｡所以不要为失败找借口｡当我们制定一个高标准时,显示出我们对孩子们的能力有信心;当我们帮助他们达到高标准时,我们就在使他们一生中享有更好的机会｡高标准让孩子们走上成功之路｡我很高兴地向你们报告不让一个孩子落后法案正在帮助越来越多的美国孩子们走向成功之路,他们在学校和人生中都会成功｡
谢谢您收听!