My life

The biggest firestorm by far was generated by the teacher-testing program. The Arkansas Education Association (AEA) went ballistic, accusing me of degrading teachers and using them as scapegoats. For the first time in my life, I was charged with racism, on the assumption that a higher percentage of black teachers would fail the test. Cynics accused Hillary and me of grandstanding to increase our popularity among people who would otherwise oppose any tax increase. While it was true that the teacher test was a strong symbol of accountability to many people, the case for the test came out of the hearings the Standards Committee had held across the state. Many people complained about particular teachers who didn’t know the subjects they were teaching or who lacked basic literacy skills. One woman handed me a note the teacher had sent home with her child. Of the twenty-two words in it, three were misspelled. I had no doubt that most teachers were able and dedicated, and I knew that most of those with problems had probably had inferior educations themselves; they would have the chance to improve their skills and take the test again. But if we were going to raise taxes to increase teacher pay, and if the standards were going to work for the kids, the teachers had to be able to teach them. The legislature met for thirty-eight days to consider the fifty-two bills in my agenda and related items offered by the lawmakers themselves. Hillary made a brilliant presentation before the House and Senate, prompting Representative Lloyd George of Yell County to say, “It looks like we might have elected the wrong Clinton!” We had opposition from three quarters: the anti-tax crowd; rural school districts that feared they would be consolidated because they couldn’t meet the standards; and the AEA, which threatened to defeat every legislator who voted for teacher testing.

We countered the argument that the test was degrading to teachers with a statement from several teachers at Little Rock Central High, widely recognized as the best in the state. They said they were glad to take the test, in order to reinforce public confidence. To beat back the argument that the test was racist, I persuaded a group of prominent black ministers to support my position. They argued that black children were most in need of good teachers, and those who failed the test would be given other chances to pass. I also got invaluable support from Dr. Lloyd Hackley, the African-American chancellor of the University of Arkansas at Pine Bluff, a predominantly black institution. Hackley had done an amazing job at UAPB and was a member of Hillary’s Education Standards Committee. In 1980, when college graduates first had to take a test to be certified to teach, 42 percent of the UAPB students failed. By 1986, the pass rate had increased dramatically. Dr. Hackley’s nursing graduates improved the most in the same period. He argued that black students had been held back more by low standards and low expectations than by discrimination. The results he got proved him right. He believed in his students and got a lot out of them. All our children need educators like him.

Near the end of the legislative session, it looked as if the AEA might be able to beat the testing bill. I went back and forth to the Senate and House repeatedly to twist arms and make deals for votes. Finally, I had to threaten not to allow my own sales-tax bill to pass if the testing wasn’t passed along with it. It was a risky gambit: I could have lost both the tax and the testing law. Organized labor opposed the sales-tax raise, saying it was unfair to working families because I had failed to secure an income tax rebate as an offset for the sales tax on food. Labor’s opposition brought some liberal votes to the anti-tax side, but they couldn’t get a majority. There was a lot of support for the program from the outset, and by the time the tax vote came up, we had passed a new formula and the standards were approved. Without a sales-tax increase, many districts would lose state aid under the new formula, and most of them would have to enact large local property-tax increases to meet the standards. By the last day of the session, we had it all: the standards, the teacher-testing law, and an increase in the sales tax. I was elated, and totally exhausted, as I piled into the car to drive sixty miles north to appear at the annual governor’s night in Fairfield Bay, a retirement village full of middle-class folks who’d come to Arkansas from up north because it was warmer but still had four seasons and low taxes. Most of them, including the retired educators, supported the education program. One amateur carpenter made me a little red schoolhouse with a plaque on it commemorating my efforts.