DEPARTMENT OF LABOR, HEALTH AND HUMAN SERVICES, EDUCATION AND RELATED AGENCIES APPROPRIATIONS FOR 1989 TESTIMONY OF MEMBERS OF CONGRESS AND OTHER INTERESTED INDIVIDUALS AND ORGANIZATIONS WEDNESDAY, MAY 4, 1988 IMPACT AID FUNDING WITNESS HON. NORMAN D. DICKS, A MEMBER OF CONGRESS FROM THE STATE OF WASHINGTON Mr. NATCHER. Our first witness this morning is our friend and colleague from the State of Washington, Mr. Dicks. Mr. Dicks is also one of the able member of our full Committee on Appropriations. We will be glad to hear from you. Mr. DICKS. Mr. Chairman, I am going to make this very brief. I know that would be appreciated by the committee because I know you have a lot of witnesses. I would like to thank you and the members of the subcommittee for once again providing me the opportunity to speak before you on the importance of impact aid funding. The Administration has repeatedly proposed cuts in impact aid, and this year is no exception. The elimination of payments for the so-called "B" students has once again been recommended and again, I am here to express my strong opposition to this proposal. To continuously ask for the elimination of payments for "B" students is, in my view, irresponsible when the need is so clearly visible. The President's fiscal year 1989 budget proposal asks for a total of $592 million for impact aid, which is $116.5 million less than the current fiscal year 1988 appropriation. The impact aid program has already borne its share of the burden of budget cuts in the Reagan Administration. Mr. Chairman, I want to say how much I appreciate the leadership you and Mr. Conte and this subcommittee have provided on a whole host of important issues to our country. I think that you have established appropriate priorities in education, health care, and in jobs programs. As you know, I feel very strongly about this bill, and I have always been a supporter when this bill comes to (1) the full committee and to the floor. I just want to thank both of you for your great leadership. I think the country owes a debt of gratitude to this kind of responsible leadership. The only other thing, Mr. Chairman, is if I could have my full statement put in the record. You have been a real friend of those of us whose districts are impacted with large federal employment. We want to say thank you for your continued leadership on these important issue. Mr. NATCHER. Your entire statement will be placed in the record. Mr. Dicks, you have made an excellent statement. We appreciate your appearance. Mr. DICKS. Thank you very much, Mr. Chairman. [The information follows:] Statement of Congressman Norm Dicks to the House Appropriations Subcommittee on Labor-Health & Human Services-Education May 4, 1988 Mr. Chairman, I would like to thank you and members of the subcommittee for once again providing me the opportunity to speak before you on the importance of Impact Aid funding. The Administration has repeatedly proposed cuts in Impact Aid, and this year is no exception. The elimination of payments for the so-called "B" students has once again been recommended and, again, I am here to express my strong opposition to this proposal. To continually ask for the elimination of payments for "B" students is, in my view, irresponsible when the need is so clearly visible. The President's FY 1989 budget proposal asks for a total of $592 million for Impact Aid, which is $116.5 million less than the current FY 1988 appropriation. The Impact Aid program has already borne its share of the burden of budget cuts in the Reagan Administration. Further reductions, particularly of this magnitude, will merely remove opportunities from children whose Rep. Norm Dicks/Impact Aid/Page 2 parents are serving in the armed forces or working at federal installations. Children whose parents live and/or work on military installations should not be faced with the prospect of obtaining an education that is inferior to the education of other students in the community. Superintendents, teachers, parents and Members of Congress are the ones who speak in support of Impact Aid, but we are also speaking on behalf of young students who deserve the same opportunity for a quality education as other children not connected to military installations. Mr. Chairman, you and members of the Subcommittee know the reasons why Congress enacted the Impact Aid laws 81-874 and 81815. Those reasons are just as relevant today, making a compelling case for continued adequate funding for both laws. Impact Aid funds compensate local school districts for the diminished tax revenues resulting from locating large federal installations within their jurisdictions. The obligation to educate children from families living and/or working on federal installations, clearly imposes a severe financial burden to many of these school districts. Impact Aid payments flow to 2,700 school districts in 49 states. Recipient districts serve more than 2 million federallyconnected children. In Washington State, the elimination of the category "B" funding would result in a $4 million loss to the state, affecting about 49,000 students. In my Congressional Rep. Norm Dicks/Impact Aid/Page 3 District, more than one-third of the districts depend on Impact Aid. The Clover Park School District in Tacoma, for example, has maintained exceptional educational services with the assistance of Impact Aid funds. Clover Park School District is the largest recipient of Impact Aid funds in the state of Washington. The school district provides quality educational services to the school aged children and adults from McChord Air Force Base, Fort Lewis, and Madigan Army Medical Center. Clover Park serves more than 12,000 students in grades K through 12. Out of the total K12 enrollment of 12,000 students, 7,000 students have parents connected with military installations. In responding to the educational needs of military dependents, Clover Park provides programs geared to children who must be assessed, provided remedial instruction, or given advanced teaching as their abilities dictate. This must be done quickly and efficiently because the turnover rate of these students ranges from 70 to 100 percent in Clover Park's seven "on base" schools. Clover Park provides an educational curriculum that includes Early Prevention of School Failure programs, a district wide Early Childhood Assistance Program for preschoolers, Special Education for a full range of handicapping students, as well as Advanced Placement and gifted programs. Clover Park's exemplary services for students can be matched against any non-military district. Yet its ability to provide |