Clinton Budget Initiatives

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

In addition to a proposed $1 billion teacher-quality program, President Clinton last week previewed several other major proposed increases in his fiscal 2001 budget, which will be released Feb. 7:

  • Doubling funding for after-school programs, to $1 billion from $453 million. With that increase, "we can give every child in every failing school in America the chance to meet high standards," Mr. Clinton said.
  • Providing $50 million in bonuses to states that make exemplary progress in improving student performance and closing the achievement gap between high- and low-performing groups of students. States would be eligible for bonuses based on substantial overall improvements in student performance and significant narrowing of the achievement gap as indicated by performance on the National Assessment of Educational Progress.
  • Increasing funding for the Head Start preschool program by $1 billion, to $6.3 billion. The proposal also includes a $600 million Early Learning Fund to improve child-care quality and early-childhood education for children under 5.
  • Increasing the size of the president's Title I Accountability Fund, approved in last-minute budget negotiations last year, from $134 million to $250 million. The program provides rewards to states for turning around or closing schools that have consistently failed to meet standards.
  • Increasing the administration's $1.3 billion class-size-reduction program to $1.75 billion, to continue toward the goal of hiring 100,000 new teachers over seven years.
  • Adding an unspecified amount of funding to help increase the number of charter schools from 1,700 to 3,000 by next year.

—Joetta L. Sack

Vol. 19, Issue 21, Page 30

Published in Print: February 2, 2000, as Clinton Budget Initiatives
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented

Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >