Introduction
Foundations for Learning: Statement of Grover J. (Russ) Whitehurst, Assistant Secretary for Educational Research and Improvement, Before the House Subcommittee on Labor/HHS/Education Appropriations
FOR RELEASE: April 17, 2002
Speaker frequently deviates from prepared text
Contact: Dan Langan (202) 401-1576
Mr. Chairman and Members of the Committee:
I am pleased to appear before you to discuss the programs and activities administered in the Office of Educational Research and Improvement that focus on the foundations of learning. Before coming to the Department of Education last year, I studied early cognitive development as a researcher for 31 years, so this is a topic in which I have a particular interest.
In the most recent National Assessment of Educational Progress in Reading, 40 percent of white 4th graders read at a proficient level, compared with only 12 percent of African-American students. In some urban school districts that serve predominantly disadvantaged children, 70 percent of 4th graders cannot read at the basic level. Nothing has changed in the last decade in these statistics, and the overall gap between the highest and lowest performing students has actually increased in some subjects. This divergence begins long before students enter school. If we wait until 4th grade or even 1st grade to address this problem, we lose valuable opportunities to expand their access to opportunities and resources that stimulate learning and development.
If we are committed to the goal of the No Child Left Behind Act that scientifically based research should underlie reform of our most important Federal education programs, then we must address not only gaps in student achievement but also gaps in scientific knowledge. Consider some of the areas in which Congress instructed that funding decisions and practice should adhere to scientifically based research: reading, math, science, school-wide reform models, early literacy programs in preschools, professional development of teachers, to name but a few. We have a substantial and persuasive research base in only one of these topics, learning how to read.
About six weeks ago, I appeared before the House Subcommittee on Education Reform and discussed the upcoming reauthorization of the Educational Research, Development, Dissemination, and Improvement Act. The return on our investments in this area depends on the success of our attempts to revitalize and reform the Department's research through reauthorization. At that hearing, I said that my marching orders when I was appointed were to fund research that is scientifically strong, that is relevant to pressing problems in education, and that will be utilized by educators and decision makers.
The President's commitment to raising the quality and relevance of education research is reflected in the $175 million requested for Research and Dissemination and $95 million for Statistics. The request includes a 44 percent increase for research over the funds available in fiscal year 2002 and an 11 percent increase for statistics. Today I will describe our major research accomplishments and upcoming initiatives in the areas of early childhood education and the fundamental components of learning.