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                     Office of the Press Secretary
                           (Davenport, Iowa)
For Immediate Release                                        May 3, 2000



By the authority vested in me as President by the Constitution and the laws of the United States of America, including the Elementary and Secondary Education Act of 1965 (ESEA), the Department of Education Appropriations Act, 2000 (as contained in Public Law 106-113), and in order to take actions to improve low-performing schools, it is hereby ordered as follows:

Section 1. Policy. Since 1993, this Administration has sought to raise standards for students and to increase accountability in public education while investing more resources in elementary and secondary schools. While much has been accomplished -- there has been progress in math and reading achievement, particularly for low-achieving students and students in our highest poverty schools -- much more can be done, especially for low-performing schools.

Sec. 2. Technical Assistance and Capacity Building. (a) The Secretary of Education ("Secretary") shall work with State and local educational agencies ("LEAs") to develop and implement a comprehensive strategy for providing technical assistance and other assistance to States and LEAs to strengthen their capacity to improve the performance of schools identified as low performing. This comprehensive strategy shall include a number of steps, such as:

     (1) providing States, school districts, and schools receiving funds
     from the school improvement fund established by Public Law 106-113,
     as well as other districts and schools identified for school
     improvement or corrective action under Title I of the ESEA, with
     access to the latest research and information on best practices,
     including research on instruction and educator professional
     development, and with the opportunity to learn from exemplary
     schools and exemplary State and local intervention strategies and
     from each other, in order to improve achievement for all students
     in the low-performing schools;

     (2) determining effective ways of providing low-performing schools
     with access to resources from other Department of Education
     programs, such as funds from the Comprehensive School Reform
     Demonstration Program, the Reading Excellence Act, the Eisenhower
     Professional Development Program, the Class Size Reduction Program,
     and the 21st Century Community Learning Centers Program, and to
     make effective use of these funds and Title I funds;

     (3) providing States and LEAs with information on effective
     strategies to improve the quality of the teaching force, including
     strategies for recruiting and retaining highly qualified teachers
     in high-poverty schools, and implementing research-based
     professional development programs aligned with challenging

     (4) helping States and school districts build partnerships with
     technical assistance providers, including, but not limited to,
     federally funded laboratories and centers, foundations, businesses,
     community-based organizations, institutions of higher education,
     reform model providers, and other organizations that can help local
     schools improve;

     (5) identifying previously low-performing schools that have made
     significant achievement gains, and States and school districts that
     have been effective in improving the achievement of all students in
     low-performing schools, which can serve as models and resources;

     (6) providing assistance and information on how to effectively
     involve parents in the school-improvement process, including
     effectively involving and informing parents at the beginning of the
     school year about improvement goals for their school as well as the
     goals for their own children, and reporting on progress made in
     achieving these goals;

     (7) providing States and LEAs with information on effective
     approaches to school accountability, including the effec-tiveness
     of such strategies as school reconstitution, peer review teams, and
     financial rewards and incentives;

     (8) providing LEAs with information and assistance on the design
     and implementation of approaches to choice among public schools
     that create incentives for improvement throughout the local
     educational agency, especially in the lowest-performing schools,
     and that maximize the opportunity of students in low-performing
     schools to attend a higher-performing public school;

     (9) exploring the use of well-trained tutors to raise student
     achievement through initiatives such as "America Reads," "America
     Counts," and other work-study opportunities to help low-performing

     (10) using a full range of strategies for disseminating information
     about effective practices, including interactive electronic

     (11) working with the Department of Interior, Bureau of Indian
     Affairs (BIA), to provide technical assistance to BIA-funded
     low-performing schools; and

     (12) taking other steps that can help improve the quality of
     teaching and instruction in low-performing schools.

     (b) The Secretary shall, to the extent permitted by law, take

whatever steps the Secretary finds necessary and appropriate to redirect the resources and technical assistance capability of the Department of Education ("Department") to assist States and localities in improving low-performing schools, and to ensure that the dissemination of research to help turn around low-performing schools is a priority of the Department.

Sec. 3. School Improvement Report. To monitor the progress of LEAs and schools in turning around failing schools, including those receiving grants from the School Improvement Fund, the Secretary shall prepare an annual School Improvement Report, to be published in September of each year, beginning in 2000. The report shall:

(a) describe trends in the numbers of LEAs and schools identified as needing improvement and subsequent changes in the academic performance of their students; 3

(b) identify best practices and significant research findings that can be used to help turn around low-performing LEAs and schools; and

(c) document ongoing efforts as a result of this order and other Federal efforts to assist States and local school districts in intervening in low-performing schools, including improving teacher quality. This report shall be publicly accessible.

Sec. 4. Compliance Monitoring System. Consistent with the implementation of the School Improvement Fund, the Secretary shall strengthen the Department's monitoring of ESEA requirements for identifying and turning around low-performing schools, as well as any new requirements established for the School Improvement Fund by Public Law 106-113. The Secretary shall give priority to provisions that have the greatest bearing on identifying and turning around low-performing schools, including sections 1116 and 1117 of the ESEA, and to developing an ongoing, focused, and systematic process for monitoring these provisions. This improved compliance monitoring shall be designed to:

(a) ensure that States and LEAs comply with ESEA requirements;

(b) assist States and LEAs in implementing effective procedures and strategies that reflect the best research available, as well as the experience of successful schools, school districts, and States as they address similar objectives and challenges; and

(c) assist States, LEAs, and schools in making the most effective use of available Federal resources.

Sec. 5. Consultation. The Secretary shall, where appropriate, consult with executive agencies, State and local education officials, educators, community-based groups, and others in carrying out this Executive order.

Sec. 6. Judicial Review. This order is intended only to improve the internal management of the executive branch and is not intended to, and does not create any right or benefit, substantive or procedural, enforceable at law or equity by a party against the United States, its agencies or instrumentali-ties, its officers or employees, or any other person.


                                   THE WHITE HOUSE,
                                   May 3, 2000.

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