************************************************************** Educational CyberPlayGround Community http://www.edu-cyberpg.com/ K12 Newsletters Mailing List - Subscribe - Unsubscribe - Set Preferences http://www.edu-cyberpg.com/Community/K12Newsletters.html Advertise on K12 Mailing List http://www.edu-cyberpg.com/Community/Subguidelines.html All Mailing Lists http://www.edu-cyberpg.com/Community/ ************************************************************** Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ******************************************************** PUBLIC SCHOOLS: DO THEY OUTPERFORM PRIVATE SCHOOLS? Beleaguered public schools have recently received a small, though noteworthy, boost. After accounting for students' socioeconomic background, a new study shows public school children outperforming their private school peers on a federal math exam. Overall, private school students tend to do markedly better on standardized tests, reports Teresa Mendez. But the reason, this study suggests, may be that they draw students from wealthier and more educated families, rather than because they're better at bolstering student achievement. One study is unlikely to settle a long-simmering debate over the merits of public versus private education. But its authors say they hope it will give pause to a current trend in education reform: privatization. http://www.csmonitor.com/2005/0510/p11s01-legn.html ******************************************************************** ADMINISTRATORS NEED TO KNOW WHAT IS LEGAL <http://www.edu-cyberpg.com/Teachers/admin2.html> Does you District Internet Use Policy have provisions addressing disclosure of student personal information on your school site? It should. Do you know the difference between free speech rights (including expressing viewpoints that administrators and teachers maynot like) and free speech wrongs (ex: defamation, harassment) and are able to teach your student? You should. ******************************************************************** NEW PRINCIPALS UNPREPARED FOR RIGORS OF SCHOOL MANAGEMENT America=92s principals, asked to do more than ever before, are not being taught the skills and knowledge essential to 21st-century school leadership. A new study published in the summer issue of Hoover Institution=92s "Education Next" finds little evidence that principal-preparation programs are introducing students to a broad range of management, organizational, or administrative theory and practice. "Education leadership lies at the intersection of two vibrant and powerful bodies of learning and thought -- education and management," American Enterprise Institute=92s Frederick M. Hess, one of the authors of the study, said. "Yet these programs are leaving some of the most important management thinkers off their reading lists." The lack of attention to serious thinking on management or to topics like research, accountability, or termination suggests an emphasis on preparing candidates for the traditional pinched world of leadership, Hess and study coauthor Andrew P. Kelly suggest -- and a failure to teach the array of skills needed to lead effective schools. Hess and Kelly analyzed what is being taught in a stratified national sample of 31 principal-preparation programs. Reviewing more than 200 course syllabi that covered almost 2,500 total course weeks, the researchers found a critical lack of emphasis on results-oriented management or accountability, a worrisome sign for districts expecting principals to lead improvement in the era of No Child Left Behind. They also found limited attention to effective practices in hiring, identifying, and rewarding or firing personnel. http://www.educationnext.org/20053/34.html ********************************************************************* HELP FOR THE NEW TEACHER <http://www.edu-cyberpg.com/Teachers/newteacher.html> Classroom management skills is the number one concern. Find practical advice, How-To's, Survival Kits, ice breakers, and online resources that integrate technology into the classroom. ********************************************************************* BLACK STUDENTS WITH EXOTIC NAMES FACE SCHOOL BARRIERS What's in a name? Quite a lot for black students with exotic names who do not make the grade in school and are often overlooked by gifted programs, a new University of Florida study finds. Da'Quan or Damarcus, for example, are more likely to score lower on reading and mathematics tests and are less likely to meet teacher expectations and be referred to gifted programs than their siblings with more common names such as Dwayne, said David Figlio, an economist who did the research. "This study suggests that the names parents give their children play an important role in explaining why African-American families on average do worse because African-American families are more inclined than whites or Hispanics to give their children names that are associated with low socio-economic status," Figlio said. Such boys and girls suffer in terms of the quality of attention and instruction they get in the classroom because teachers expect less from children with names that sound like they were given by parents with lower education levels, and these lower expectations become a self-fulfilling prophecy, he said. http://www.newswise.com/articles/view/511720/ ********************************************************************* School Uniforms and Dress Codes, Culture, Sexual and Social Politics - Fashion and Slumming it. http://www.edu-cyberpg.com/Teachers/dresscode.html Why have School Dress Codes? Low Class vs. High Class Why do the runways of Europe and the US take the low class street culture for Haute Couture? ********************************************************************* BEST WAYS TO HELP NON-NATIVE SPEAKERS LEARN ENGLISH Will the 5.5 million English-language learners now enrolled in the nation=92s schools have opportunities to learn English well? Or will their English remain rudimentary, increasing the chance that they'll languish at the bottom of their class and drop out? Not just learning English, but learning English well, makes all the difference. It=92s a distinction that= =92s increasingly important, thanks to the No Child Left Behind Act=92s requirement that schools show adequate yearly progress for their English-language learners, as well as their other students. But learning English well takes time, reports Susan Black. Many schools give English-language learners a scant one year to become proficient. English learners can master social English -- or basic interpersonal communication skills, often referred to as "playground English" -- in a year or two. But experts say it takes five to eight years to learn academic English, or cognitive academic language proficiency. And this is the English students need to read textbooks, pass tests, and otherwise excel in school. http://www.asbj.com/current/research.html ********************************************************************** WHY EBONICS IS A LANGUAGE Stigmatized and Standardized Varieties in the Classroom: Interference or Separation? What is among the most serious social problems that our country faces? The failure of inner-city schools to teach children to read. <http://www.edu-cyberpg.com/Linguistics/Home_Linguistics.html> ********************************************************************** TEACHER LOSES HIS BET -- AND HIS HAIR Rob Healy, the gym teacher at Beall Elementary School in Rockville, MD, made a bet with his students: If they could raise at least $6,000 during the school's annual "Jump Rope for Heart" fundraiser, he'd let them shave his head. "I was trying to think of something easy to do that would motivate the kids," Healy said. "It being my first year here, and the school had never raised $6,000 before, I thought that it would be a fun thing for everyone." The school had raised $5,200 last year, and Healy thought they could do better this year with the proper motivation. Anyone who has seen Healy sporting his new hairdo lately knows his loss was the American Heart Association's victory, as 161 of Rockville's student-citizens raised $6,817.79. On April 6, the big event was broadcast to the whole school via WBEL, the school's morning news telecast produced and directed by and featuring Beall's fifth grade students. The whole school watched as three lucky fifth-graders became barbers for a day, reports Katrina M. Longest. http://www.gazette.net/200518/montgomerycty/youth_press/272747-1.html ****************************************************************** LITERACY FROM HOME LANGUAGE TO THE STANDARD Why don't people vote? 50% of all Americans over 65 years old are functionally illiterate. 60% of the Urban School Children do not graduate High School of the 40% that do they are only reading at 4th grade level. Find out more about literacy and approaches to improving it. Learn how to successfully bridge from the Dialect Speakers' home language to the Standard. http://www.edu-cyberpg.com/Literacy/default.asp ****************************************************************** STATES OVERLOOKING THEIR RURAL SCHOOLS Nearly 8.8 million students attend rural schools in the U.S., according to "Why Rural Matters 2005," the third in a series of reports on rural education by the Rural School and Community Trust. But more than one-third of those rural students are in states in which they represent less than 20% of the student population. The report finds that in some states, rural schools are building upon their strengths, beating the odds and overcoming significant socio-economic challenges to produce high performing students, even while threatened by a changing policy environment. Conversely, other, more urban states are treating their rural schools and students as if their success does not matter much. Even though rural students in these states face comparatively fewer challenges than rural students in other states, they suffer surprisingly weak student performance and get relatively little attention. For the first time, "Why Rural Matters 2005" includes suggestions for policymakers based on the report=92s data. Among the recommendations: states should support small schools, provide more money for teaching students from poor families and those learning English, buffer schools against loss of revenue due to declining enrollment, emphasize distance learning, and help communities build multi-use facilities that can serve as schools, health clinics, social services agencies, and other purposes. http://www.ruraledu.org/whyruralmatters/ SCHOOL VOUCHERS SLOW TO SPREAD Despite a U.S. Supreme Court ruling legalizing school vouchers three years ago, the controversial school-choice option has been slow to spread. Tuition vouchers will be in use within just six states and the District of Columbia. While Congress and the U.S. Supreme Court have given their approval to tuition vouchers, state courts and state lawmakers still are putting up roadblocks, reports Kavan Peterson. The result is some states are detouring from vouchers in favor of alternatives that still expand parents=92 educational choices, such as offering tuition tax credits for private and religious school tuition payments. http://www.stateline.org/live/ViewPage.action?siteNodeId=3D136&languageId=3D= 1&co ntentId=3D29789 CREATING A CULTURE OF TEACHER INQUIRY Why does teacher collaboration take root in some schools and not in others? Robert Garmston, co-author of the influential book on effective collaboration, "The Adaptive School," reflects on the factors that "differentiate schools that create a culture of inquiry" in this column from the Journal of Staff Development. Assuming that faculties have been well-trained in HOW to collaborate, Garmston finds that schools are most likely to work together productively if they have leaders who are public learners themselves and who locate and arrange time and space for teacher collaboration. A third key factor: The frequency and caliber of self-reflection that occurs after the professional development is done. "Any group that is too busy to reflect is too busy to improve," says Garmston, who offers several ideas about improving the process of self-examination. http://www.nsdc.org/library/publications/jsd/garmston262.cfm WHAT COUNTS: DEFINING & IMPROVING GRADUATION RATES A new report from the National Association of Secondary School Principals, takes an in-depth look at the complex issue of high school graduation rates and offers policy recommendations for improving graduation rate calculations and outcomes. As more substantial research brings attention to the lackluster data on high school graduation rates, what originally was thought to be a fairly simple concept has been revealed to be a far more complex issue depending on the purpose, point of view, or the method of calculation employed. The changing rules and confusing methodologies coupled with limited resources have created a climate in which principals are caught in the middle between the high-stakes world of improved academic success for all students and being responsible for results often influenced by factors beyond their control. http://www.principals.org/gradrates ****************************************************************** K12 TESTING, EVALUATION, ASSESSMENT, state standards, drop out rates, AND retention Find the compulsory age children must start school and at what age they may leave the system at the Education Commission of the States however each state may have it's own law governing the legal age limit. http://www.edu-cyberpg.com/Teachers/standards2.html ****************************************************************** SUMMER LEARNING OPPORTUNITIES IN HIGH-POVERTY SCHOOLS The Extended Learning Opportunities Project announces the release of a new publication on summer learning, "Summer Learning Opportunities in High Poverty Schools." The report profiles five summer learning programs that have contributed to improved student achievement in high-poverty schools. The profiles illustrate common elements of success or "best practices" in implementing high-quality summer learning programs. Examples of best practices include: (1) Summer program planning involves all stakeholders: district leaders, school administrators, teachers, parents, community members, and support staff; (2) The summer curriculum integrates the standards and goals of the school-year curriculum; (3) Multiple federal, state, and local funding sources are used; (4) Program design is based on analysis of student performance data and student outcomes are utilized to plan for continuous improvement; (5) Teachers are provided pre-program and ongoing professional development focused on the instructional goals of the summer curriculum; and (6) Summer programs coordinate with community groups to provide wraparound complements, so that children have a full-day option. This publication was made possible by a grant from the C.S. Mott Foundation to the Council of Chief State School Officers. http://www.ccsso.org/publications/details.cfm?PublicationID=3D264. WHAT IS AN INCLUSIVE SCHOOL? The growing diversity of the student population in U.S. schools is a topic of great debate and concern, writes Mary A. Falvey and Christine C. Givner. Differences among students may include language, culture, religion, gender, varied abilities, sexual preference, socioeconomic status, and geographic setting. The differences are often spoken about as a problem rather than an opportunity for learning what rich variety exists in others' lives and how we can be included, valued, respected, and welcomed for who we are in a naturally diverse world. Inclusion is the opposite of segregation and isolation. Segregated education creates a permanent underclass of students and conveys a strong message to those students that they do not measure up, fit in, or belong. Segregationist thinking assumes that the right to belong is an earned rather than an unconditional human right. The right to belong is every person's birthright. Given the increasing numbers of at-risk students in U.S. schools and the centrality of the need to belong, schools must provide a way to reclaim youth labeled at risk, disabled, homeless, gay or lesbian, and so forth. Experience tells us that as communities and schools embrace the true meaning of inclusion, they become better able to change a segregated special education system into an inclusive service delivery system and to change a society and world intolerant and fearful of difference into one that embraces and celebrates natural diversity with meaningful, student-centered earning. http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c2 08cdeb3ffdb62108a0c/?chapterMgmtId=3D5dcf4ef8e1212010VgnVCM1000003d01a8c0RCR= D PUBLIC SCHOOLS NEED A LIFT While American universities have long been acknowledged as the best in the world, our public schools have not. Endowments amounting to billions of dollars at the high end support faculty whose work garners Nobel Prizes and changes the quality of life. Meanwhile, parents of children attending urban public schools in New York and other states have had to sue to secure adequate funding of K=AD12 education. Elite institutions of higher education selectively recruit top students not only from U.S. high schools but also from secondary schools around the globe. Public schools under standards-based reform strive to educate every child to high levels of achievement. The contradiction between high-performing universities and struggling public schools cannot be allowed to continue, writes Linda Wing. Now is the time to bring our universities and schools together so that our entire system of education is the best in the world. It is not enough to leave no child behind. Today=92s imperative is college for all, with college preparation starting in kindergarten and with well-defined, university-level opportunities to continue professional and personal learning over the course of a lifetime. http://www.scholastic.com/administrator/may05/articles.asp?article=3Dopinion WILL DISADVANTAGED STUDENTS BENEFIT FROM A FREE MARKET IN TUTORING SERVICES? The implementation of No Child Left Behind (NCLB) has created a thriving private market for supplemental education services, commonly referred to as SES programs. There are two reasons for the sudden emergence of non-profit and for-profit SES providers. First, NCLB requires schools that fail to make adequate-yearly-progress (AYP) for three consecutive years to provide additional education services including tutoring, mentoring and extended instructional time. These services must be paid for with the Title I funds of local districts. Second, districts that fail to meet AYP standards must contract with outside providers to offer SES programs. A new policy brief by the NCSPE at Teachers College, Columbia University examines the impact of private tutoring companies on public education. The brief outlines who is eligible to receive tutoring services and whether students have meaningful choices. In addition, the role and potential impact of private tutoring companies is summarized. The authors conclude that it is too early to determine the overall effect of SES providers, but that two pressing concerns are regulating the quality of tutoring services provided and identifying effective measures to evaluate student progress. The market for SES services is expected to grow as parents become more aware of their entitlements under NCLB. http://www.ncspe.org/publications_files/PB14.pdf TEACH UNICEF A new online resource has been created to help teachers engage students as active global citizens in learning about UNICEF's efforts worldwide. Students in the U.S. are an essential part of UNICEF's efforts to advance the rights of their global peers through health, education, equality and protection. TeachUNICEF.org provides opportunities for students to learn about UNICEF and contribute positively to the world. TeachUNICEF.org currently focuses on UNICEF's ongoing emergency relief efforts on behalf of children and families affected by the South Asian tsunami. Educators, parents and advocates are encouraged to use this site to: (1) Educate others about the many ways UNICEF works to provide health, education, equality and protection to the world's children in South Asia; (2) Learn about the day-to-day challenges UNICEF staff must overcome in order to carry out their mission, and discover how students and teachers can play an active role in supporting them; and (3) Celebrate the ways in which youth in the United States and UNICEF staff are making a difference in the lives of children around the world. http://teachunicef.org/ REMAKING CAREER AND TECHNICAL EDUCATION FOR THE 21ST CENTURY Basic questions about career and technical education are on the table as part of the policy debate on how to reform K-12 education, particularly high schools. This report summarizes what we know (and don't know) about the value of high school career-focused education -- and it proposes a reform agenda for high school career and technical education. This report was prepared by Richard Kazis, with commentary by Gene Bottoms, Betsy Brand, Katherine L. Hughes, Elliott A. Medrich, Katharine M. Oliver, Governor Mark Warner, and Ross Wiener. http://www.jff.org/jff/kc/library/0252 PUTTING THE MEMORIAL BACK INTO MEMORIAL DAY In the early 1800=92s, England began attacking American ships at sea and capturing sailors. Responding to the aggression, Congress declared war on England in June of 1812. In 1814, England burned much of Washington, DC including the White House. The following month, the English navy was on the river near Baltimore, MD. Francis Scott Key, a young lawyer, was sent out to the British ships by President James Madison to seek the release of a prisoner, Dr. William Beanes. Key succeeded, but was required to spend the night as the British assault on Baltimore=92s Ft. McHenry began. The English fleet shelled the fort all day and night on September 13th and the Americans in the harbor were afraid the fort would fall. The next morning, however, a large American flag was seen above the fort. Key thought that the battle was lost. The sight of the flag inspired him to write a poem, originally called "The Defense of Ft. McHenry," which is now known as "The Star-Spangled Banner." In 1931, those immortal words officially became the national anthem. The American flag still flies over Ft. McHenry and throughout the land. We should all be thankful for the sacrifices made that day in 1812 and all those who have died throughout our history for freedom. Wherever you are at 3 p.m., local time, on Memorial Day, pause and unite with fellow Americans in remembrance for America=92s fallen and to make a commitment to give something back in their memory. http://www.remember.gov/ |---------------GRANT AND FUNDING INFORMATION--------------| "Surdna Foundation Arts Teachers Fellowship Program" The Surdna Foundation Arts Teachers Fellowship Program supports the artistic revitalization of outstanding arts teachers in specialized, public arts high schools. Maximum Award: $5000. Eligibility: Permanently assigned full- and part-time arts faculty in specialized, public arts high schools. Deadline: November 18, 2005 http://www.surdna.org/programs/artsteachersfellowships.html "Grants for Addressing Childhood Language Disorders" The Bamford-Lahey Children=92s Foundation Program for Childhood Language Disorders funds projects that have broad implications for the learning and use of spoken language in children with developmental language disorders. Maximum Award: $20,000. Eligibility: hospitals, universities, or public schools. Deadline: variable. http://www.bamford-lahey.org/ "State Farm Companies Foundation K-12 Public Education Grants Program" State Farm Companies Foundation K-12 Public Education Grants Program for programs that improve teacher quality; Service-Learning programs that integrate core classroom curriculum with service to the community, and programs that incorporate the Baldrige criteria into education systems to improve overall effectiveness. Maximum Award: Varies. Eligibility: K-12 public schools. Deadline: June 15, 2005. http://www.statefarm.com/foundati/foundati.htm "The Melody Program of the Mr. Holland=92s Opus Foundation" The Melody program is designed to provide musical instruments and instrument repairs to existing K-12 school music programs that have no other source of financing to purchase additional musical instruments and materials. Eligibility: schools that meet the requirements outlined on the website. Maximum Award: $500-$5,000. Deadline: N/A. http://www.mhopus.org/apply.htm "Prudential Foundation Ready to Learn Program" Prudential Foundation Ready to Learn Program for education reform efforts that strengthen public education at the elementary school level: systemic school reform; improving the quality of teachers, principals and other school leaders, and arts education; early childhood care and education initiatives, and strategies to improve literacy that address professional development for teachers, family literacy programs or literacy in the early years. Maximum Award: $25,000-$1 million. Eligibility: Public education at the elementary school level. Deadline: N/A. http://www.prudential.com/productsAndServices/0,1474,intPageID%253D1444%2526 blnPrinterFriendly%253D0,00.html "Labels for Education" Campbells, Inc. Labels for Education Program gives schools free educational equipment in exchange for labels From Campbell products. Maximum Award: N/A. Eligibility: Schools or parents coordinate label drives to raise resources for schools. Deadline: N/A. http://www.labelsforeducation.com/about_lfe.asp "Broad Superintendents Academy" The Broad Superintendents Academy is a rigorous, ten-month executive management program designed to prepare the next generation of public school chief executives. They are seeking: (1) Outstanding senior executives from business, government, the military, higher education and nonprofit organizations who have successfully managed large, complex organizations; (2) Educators with a proven track record of success: superintendents from non-urban communities; deputy, associate and area superintendents from medium and large-sized urban districts; and executives from private school and charter school systems; and (3) Dynamic entrepreneurs and risk takers who challenge the status quo. Do you know of leaders who fit this profile? Public education needs them. Applications are accepted on a rolling basis and are reviewed each month. The final application deadline is September 15, 2005. To submit a nomination or find more information about the application process, contact Mollie Mitchell, Director of Recruitment at 310-954-5082 or mm@xxxxxxxxxxxxxxx or visit: http://www.broadacademy.org/ "ADAF Foundation Issues Request for Proposals" The American Dental Association Foundation (ADAF) has issued a request for proposals, helping to improve children's oral health under its Samuel Harris Fund for Children's Dental Health. The RFP is for 2006 projects. The ADAF, charitable arm of the American Dental Association, established the Harris Fund as a permanent endowment dedicated to the prevention of childhood tooth decay. It awards competitive grants of up to $5,000 to applicants, whose oral health promotion programs seek to improve and maintain children's oral health through community education programs. Proposals considered will request up to $5,000 and are from community-based, nonprofit organizations in the United States or its territories. In addition, the postmark date must be on or before July 8, 2005. http://www.ada.org/ada/prod/adaf/prog_access_harris.asp "Scientific and Religious Perspectives on the Love of Neighbor" The Institute for Research on Altruism, Compassion, and Service has announced the "Unto Others: Scientific and Religious Perspectives on the Love of Neighbor" course competition for secondary school faculty. The competition encourages academically rigorous secondary school courses that focus on unselfish love of neighbor as a spiritual and practical ideal. The winning courses must combine the study of unselfish love as understood within (a) spiritual traditions and (b) scientific frameworks, such as physics, cosmology, evolution, biology, political science, the social sciences, and health. Maximum Award: $5,000. Eligibility: Secondary School Teachers. Deadline: July 15, 2005. http://www.unlimitedloveinstitute.org/competition.html "National Association for Gifted Children" The National Association for Gifted Children has announced the NAGC-Nicholas Green Distinguished Student Award Program for students who have distinguished themselves in academic achievement, leadership, or the visual or performing arts. Maximum Award: $500. Eligibility: one student in every state from the third, fourth, fifth, or sixth grade. Deadline: Various. http://www.nagc.org/Awards/green/greenawd.html#intro "Captain Planet Foundation" The Captain Planet Foundation funds hands-on environmental projects to encourage youth around the world to work individually and collectively to solve environmental problems in their neighborhoods and communities. Maximum Award: $2500. Eligibility: Schools and non-profits. Deadlines: June 30, September 30, and December 31. http://www.captainplanetfdn.org/aboutUs.html#policies_grant_guidelines "Presidential Freedom Scholarships" The Presidential Freedom Scholarships are designed to promote student service and civic engagement and honor outstanding service to the community. Maximum Award: $1000. Eligibility: High School Students. Deadline: July 1, 2005. http://www.nationalservice.gov/scholarships/ "Humane and Environmental Education" The National Association for Humane and Environmental Education KIND Award recognizes an outstanding teacher who consistently incorporates humane and environmental education into his or her curriculum. Maximum Award: various. Eligibility: Teachers K-6. Deadline: February 15, 2006. http://www.nahee.org/awards/default.asp "Toshiba America Foundation" Toshiba America Foundation makes grants for projects in math and science designed by classroom teachers to improve instruction for students in grades K-12. Maximum Award: $5,000. Eligibility: Grades K-12. Deadline: Decisions about grants under $5,000 are made on a rolling basis and applications are accepted throughout the year. http://www.taf.toshiba.com "Allen Foundation" The Allen Foundation supports educational nutrition programs, with priority given to training programs for children and young adults to improve their health and development. Maximum Award: Past grants have ranged from $2,000 to $1 million. Eligibility: Schools and school districts should partner with local nonprofits to form nutrition education programs. Deadline: Ongoing. http://www.allenfoundation.org/ "Intel Model School" The Intel Model School Program provides equipment for a school or district to enhance their technology by using advanced technology. The Intel Model School Program identifies schools that desire equipment or have a unique project to complete by using Intel products, and can show the improvement in the quality of the education experience for both the teacher and the student by using high-end technology. Award: Seeding of Intel equipment. Eligibility: K-12 schools or school districts. Deadline: Ongoing. http://www.intel.com/modelschool "NEA Foundation Grants" The NEA Foundation provides grants for the purpose of engaging in high-quality professional development or implementing project-based learning and break-the-mold innovations that raise student achievement. Maximum Award: $5,000. Eligibility: public school teachers, public school education support professionals, and faculty and staff in public higher education institutions. Deadline: June 1, 2005. http://www.nfie.org/grants.htm "Show Me the Money: Tips & Resources for Successful Grant Writing" Many educators have found that outside funding, in the form of grants, allows them to provide their students with educational experiences and materials their own districts can't afford. Learn how they get those grants -- and how you can get one too. Included: Practical tips to help first-time grant writers get the grants they need. http://www.educationworld.com/a_curr/profdev/profdev039.shtml "Department of Education Forecast of Funding" This document lists virtually all programs and competitions under which the Department of Education has invited or expects to invite applications for new awards for FY 2005 and provides actual or estimated deadline dates for the transmittal of applications under these programs. The lists are in the form of charts -- organized according to the Department's principal program offices -- and includes previously announced programs and competitions, as well as those planned for announcement at a later date. Note: This document is advisory only and is not an official application notice of the Department of Education. They expect to provide regular updates to this document. http://www.ed.gov/fund/grant/find/edlite-forecast.html "Information on Grants for School Health Programs & Services" http://www.cdc.gov/healthyyouth/funding/index.htm "Grantionary" The Grantionary is a list of grant-related terms and their definitions. http://www.eduplace.com/grants/help/grantionary.html "GrantsAlert" GrantsAlert is a website that helps nonprofits, especially those involved in education, secure the funds they need to continue their important work. http://www.grantsalert.com/ "Grant Writing Tips" SchoolGrants has compiled an excellent set of grant writing tips for those that need help in developing grant proposals. http://www.schoolgrants.org/tips.htm "FastWEB" FastWEB is the largest online scholarship search available, with 600,000 scholarships representing over one billion in scholarship dollars. It provides students with accurate, regularly updated information on scholarships, grants, and fellowships suited to their goals and qualifications, all at no cost to the student. Students should be advised that FastWEB collects and sells student information (such as name, address, e-mail address, date of birth, gender, and country of citizenship) collected through their site. http://www.fastweb.com/ "Federal Resources for Educational Excellence (FREE)" More than 30 Federal agencies formed a working group in 1997 to make hundreds of federally supported teaching and learning resources easier to find. The result of that work is the FREE website. http://www.ed.gov/free/ "Philanthropy News Digest" Philanthropy News Digest, a weekly news service of the Foundation Center, is a compendium, in digest form, of philanthropy-related articles and features culled from print and electronic media outlets nationwide. http://fdncenter.org/pnd/ "School Grants" A collection of resources and tips to help K-12 educators apply for and obtain special grants for a variety of projects. http://www.schoolgrants.org QUOTE OF THE WEEK "The responsibility for K-12 education in the United States is spread across multiple levels of government and administrative units. Forty-seven million students attend 93,000 public schools located in nearly 15,000 school districts, in 50 states and the District of Columbia. Another 5.2 million students are enrolled in 27,000 private schools that are subject, to varying degrees, to state and federal laws and regulations. Nearly 700,000 students are enrolled in charter schools and at least another 850,000 are homeschooled. This complex and fragmented system is a legacy of the deep-seated fear of centralized authority that shaped the nation=92s founders=92 views of government, the content of the U.S. Constitution, and the design and evolution of the federal system." -Thomas Corcoran & Margaret Goertz, from "The Governance of Education," a chapter in the book, "The Public School," edited by Susan Fuhrman and Marvin Lazerson http://www.oup.com/us/catalog/general/subject/Politics/AmericanPolitics/Hist oryPolitics/?view=3Dusa&ci=3D019517030X =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3DPEN NewsBlast=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D Howie Schaffer Public Outreach Manager Public Education Network 601 Thirteenth Street, NW #710S Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<> EDUCATIONAL CYBERPLAYGROUND http://www.edu-cyberpg.com Net Happenings, K12 Newsletters, Network Newsletters http://www.edu-cyberpg.com/Community/index.html Copyright statements to be included when reproducing annotations from K12 Newsletter The single phrase below is the copyright notice to be used when reproducing any portion of this report, in any format. > From K12 Newsletter copyright > Educational CyberPlayGround. http://www.edu-cyberpg.com/Community/K12Newsletters.html Net Happenings, K12 Newsletters, Network Newsletters http://www.edu-cyberpg.com/Community/ FREE EDUCATION VENDOR DIRECTORY LISTING http://www.edu-cyberpg.com/Directory/ HOT LIST REGISTRY OF K12 SCHOOLS ONLINE http://www.edu-cyberpg.com/Schools/ <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>