************************************************************** K12NewsLetters - From Educational CyberPlayGround http://www.edu-cyberpg.com/ ************************************************************** From: "Public Education Network" <PEN@xxxxxxxxxxxxxxxxxxx> To: PEN Weekly NewsBlast <newsblast@xxxxxxxxxxxxxxxxxxxxxxxxx> Sent: Thu, 3 Apr 2003 20:46:31 -0800 Subject: PEN Weekly NewsBlast for April 4, 2003 Public Education Network Weekly NewsBlast "Public Involvement. Public Education. Public Benefit." ******************************************************** BUFFALO SCHOOLS CHART "REVOLUTIONARY" COURSE Educators differ about the pros and cons, but one thing is certain: Buffalo is the only school district in the state, and maybe the country, to consider such a revolutionary change in how it educates its 44,000 students. The city's Board of Education surprised almost everyone last week by voting to study the idea of district-sponsored charter schools. And not just one school, but a network of independent charter schools scattered throughout the city. "This is a phenomenally bold and positive stroke," said Donald Jacobs, associate dean of the Graduate School of Education at the University at Buffalo. "This should be viewed by all parties as a proactive effort to protect education in Buffalo." Of course, not everyone shares that view. Some educators fear for the future of traditional public schools and worry that the students left behind will suffer because of dwindling resources, increased class sizes and fewer remedial programs. Charter schools are public schools that operate independently of the local school district but receive tax money from the state. "I'm concerned," said Arnold Gardner, a Buffalo lawyer who serves on the state Board of Regents. "The system under which charter schools are funded imposes a substantial negative impact on the public school system the students come from. I've voted against some charter schools for that reason." About the only thing both sides agree on is that the School Board's action was both bold and unexpected. http://www.buffalonews.com/editorial/20030330/1010946.asp APRIL FOOLISHNESS The historic report, "A Nation at Risk," famously declared a crisis in American education. Even today, 20 years after the report's release, we cling to its message, which Gerald Bracey shows to be as flawed as it was compelling. When the report first appeared, universities and education associations fell over themselves lauding it. The education associations said that they welcomed the attention after a decade of neglect. "We are pleased education is back on the American agenda," wrote Paul Salmon, executive director of the American Association of School Administrators. They also said, later, that they didn't want to appear defensive by challenging the report. They also said, much later and in private, that they were certain that, with all these problems in education, money would surely follow. They were wrong. As for the universities, well, a crisis in our schools always presents a great opportunity for educational researchers seeking to liberate money from foundations and governments. According to Bracey, "A Nation at Risk" was to the research universities as September 11 was to the arms and security industries. The National Commission on Excellence in Education commissioned more than 40 papers that laid out the crisis. Virtually all of them were written by academics. Alas, nothing else is new and, indeed, we must recognize that good news about public schools serves no one's reform agenda -- even if it does make teachers, students, parents, and administrators feel a little better. Conservatives want vouchers and tuition tax credits; liberals want more resources for schools; free marketers want to privatize the schools and make money; fundamentalists want to teach religion and not worry about the First Amendment; Catholic schools want to stanch their student hemorrhage; home schooling advocates want just that; and various groups no doubt just want to be with "their own kind." All groups believe that they will improve their chances of getting what they want if they pummel the publics. Today, the laments are old and tired -- and still false. Today various special interest groups in education have another treatise to rally round. It's called No Child Left Behind. Bracey says it is a weapon of mass destruction, and the target is the public school system. Today, our public schools are truly at risk. http://www.pdkintl.org/kappan/k0304bra.htm PULLING OUT ALL STOPS TO GET VOTERS TO APPROVE SCHOOL BUDGETS A year after nearly half of the proposed school budgets in the region failed at the polls, many administrators have taken a crash course in what it takes to get a better grade from voters. The assignment has been daunting. New Jersey school officials face steady increases in fixed costs, such as teacher salaries and benefits, transportation, and programs for special-needs students. They also must deal with slim increases -- if any -- in state aid and dwindling surplus accounts. This means that many districts must ask voters to again pay higher property taxes, a test they have been through before. On April 15, the officials will find out if they pass or flunk. The study plans employed in trying to win budget approval are varied. In some districts, it is as simple as better communication with voters by opening up the budget process. Some are trying to get students turning 18 registered to vote, figuring they would support the budgets. And some have reached out to senior citizens, who are not the type of voters schools usually count on for support. Other school officials have launched an aggressive campaign to get out the vote. They have presented programs on the local cable station, held budget briefings for parents at every school in the 6,200-student district, and even placed messages about the budget on brown paper bags distributed to shoppers at a supermarket. As the election nears, they plan to conduct a telephone chain and erect lawn signs. http://www.philly.com/mld/inquirer/living/education/5529722.htm CUTBACKS IMPERIL SCHOOL GAINS The three new Boston public schools opening this fall are supposed to be the "education mayor's" crown jewels, helping to fulfill a critical pledge to bring back neighborhood schools. But before Mayor Thomas M. Menino and school officials cut the opening ribbons, the school system must weather a budget crisis that threatens to undo -- or stop dead in its tracks -- years of education improvements. Officials are expected to announce the names of five schools to be closed to help save money. Then the School Department is scheduled to send out more than 1,000 notices alerting school staff that they may be reassigned to another school or laid off -- a vivid contrast to the district's ambitious push to hire more teachers during the past decade. And initiatives that were heralded by the mayor, applauded by parents, and hailed nationwide, such as expanding pilot schools and early education centers, breaking down large high schools into smaller ones, and new efforts to better prepare students academically before promoting them, all remain on the chopping block. "It's very frustrating to me to see all the ground we made over the years slowly slipping away," said Menino, who has made rebuilding the public schools for the city's mostly low-income youth the cornerstone of his administration since he was elected in 1993. The mayor already has agreed to use city reserves and trim other department budgets to help ease the school shortfall. Critics say the mayor and school officials should have been more cautious in spending. http://www.boston.com/dailyglobe2/090/metro/Cutbacks_imperil_gains_in_schools+.shtml DALLAS SCHOOLS TO GET ARMED POLICE FORCE The Dallas school board has voted to spend $1.5 million to create an armed police force to patrol the district's 218 schools. School trustees recently voted 7-2 to begin the six-year transition this year. The school district now uses Dallas Police Department officers. Creation of its own police force will terminate a roughly $900,000 annual contract with the Dallas Police Department. Superintendent Mike Moses said the new force will improve the department's professionalism, while making commissioned officers accountable to the Dallas Independent School District. The school district's current security force costs about $7 million. The transition will cost about $1.5 million over five years and includes money for patrol cars and salaries for extra officers. Manny Vasquez, security chief for the school district, said turning his security force into a commissioned force will make schools safer. Officers will be able to write tickets, make arrests and carry guns, unlike security officers. http://www.chron.com/cs/CDA/ssistory.mpl/metropolitan/1840874 RARE BIRDS? MALE ELEMENTARY SCHOOL TEACHERS It's morning in kindergarten. Twenty pairs of wide eyes look straight ahead, chins tilt up the way they do when children are listening, legs are crossed a few feet from the teacher. Well over 6 feet tall and dressed in blue jeans, a T-shirt and a black jacket, Brian Innes begins strumming his acoustic guitar, jump-starting the day for his class at Frances S. DeMasi Elementary School. The children sway to a ditty about the days of the week, happily unaware that their teacher is a rare bird: a man teaching young children. Innes, 36, rarely gives it a thought, and neither do his pupils: They "are honest, happy to see you when they come in, and glad to tell you so," he says. Their parents can be another story. In elementary schools, male teachers bring diversity -- but face obstacles. http://www.philly.com/mld/inquirer/living/education/5520930.htm TAKE OUR DAUGHTERS & SONS TO WORK The Take Our Daughters And Sons To Work program focuses on expanding future opportunities for all our nation's daughters and sons in both their work and family lives. Join the parents, organizers, and workplaces across the country that have already registered online. The Ms. Foundation encourages workplaces and individuals to ensure all our nation's daughters and sons participate in the program by inviting children from housing authorities and shelters, nieces and nephews, neighbors and friends, and more, to join them for Take Our Daughters And Sons To Work Day. Through this program, adults can show girls and boys opportunities they would have otherwise never known existed. Will you or your workplace be participating on April 24? This is your opportunity to become a part of a national network. http://www.daughtersandsonstowork.org/wmspage.cfm?parm1=293 NO CHILD LEFT BEHIND: FEDERALISM OR FEDERAL CONTROL? Education is a long-standing and protected state right. It is a triumph of federalism and local control, but the new federal education law, No Child Left Behind (NCLB), may change that. NCLB critics believe that the law is too intrusive. It is an enlarged federal role that is an unnecessary offense to the Tenth Amendment which reserves powers to the states that are not delegated to the federal government. On the other hand, NCLB only outlines broad goals of academic progress and accountability. How most of the law's provisions are defined and implemented is, largely, left to the states and districts. Most provisions of the law only apply if the states and districts take the federal money, and that is not required. As such, this respects the Tenth Amendment and local control of education. The truth lies, uncomfortably, somewhere between the two positions. According to Denis Doyle, the recent publication of the non-regulatory guidance for charter schools under NCLB highlights and contributes to this discomfort http://www.thedoylereport.com/spotlight/feature#3663 NO "FREAKING" AT SCHOOLS ALLOWED What some California school officials want to see at the junior prom is students decked out in their gowns and tuxedos. What they don't want to see is students freak dancing. Over the past few years, the sexually provocative style of dancing, long a staple of nightclubs and music videos, has moved into high schools and even some middle schools. On dance floors around the country, students are bumping and grinding against one another to the beat of hip-hop and rap tunes. They're straddling each other, sandwiching each other, even gyrating over partners lying on the floor. Now, after two years of trying to control it, one high school has had enough. Two months ago, officials began requiring students attending school dances to sign a contract agreeing not to dance inappropriately or mimic sex acts, otherwise known as freaking. If they do, the music could come to a screeching halt. http://www.sacbee.com/content/news/education/story/6354624p-7307601c.html LAWMAKERS WANT OUT OF NO CHILD ACT Hawaiian lawmakers have tentatively approved a resolution urging education officials to consider declining participation in the No Child Left Behind Act of 2001 and to return federal money for the act unless Congress fully pays for the costs to comply. The resolution does not have the binding effect of law. The resolution said while "the state lauds the goal and intent of the act ... it cannot condone what amounts to yet another inadequately funded state mandate." "Federal funding for the act is far below the amount that was agreed to during negotiations with Congress and this shortfall will hinder the state's ability to continue carrying out the goal of the act." Department of Education spokesman Greg Knudsen said states can opt out of participating in the act, but that it would severely affect federal money at many levels. All Republicans and one Democrat ultimately opposed the controversial resolution. http://the.honoluluadvertiser.com/article/2003/Apr/03/ln/ln53a.html DO WE OVERLOOK THE "GOOD" STUDENTS? One hears so many complaints about the quality of college students these days. Allegedly, they can't read or write or do basic math. They are rude. They don't pay attention in class. They demand a passing grade despite a lack of competence in the material they are supposed to have mastered. All of these complaints are true in far too many cases. Beth Clarkson does not wish to denigrate those problems. She sees these issues as very real and very serious. But it's easy to forget that these problem students aren't the whole story. According to Clarkson, the good students can be, and often are, ignored. They don't present us with problems that need to be solved; they do not demand our attention in the same way. In this article, she intentionally spends a few words giving some recognition to the good students. They deserve it. They provide Ms. Clarkson, and myriad other educators, with inspiration and hope for the future of our society. http://irascibleprofessor.com/comments-04-02-03.htm THE FATE OF OUR SCHOOLS Much has been made lately over the requirements of No Child Left Behind (NCLB). Among the biggest controversies is the NCLB requirement that states set a 12-year goal for all students to meet state proficiency standards in math and reading. Schools must make steady progress towards meeting this goal, or adopt increasingly rigorous reforms aimed at improving student achievement and targeting resources where they are most needed. According to Congressman George Miller and Russlynn Ali, the problem is, now that California has seen success in meeting its own standards-based goals, a chorus of voices wants to wave the white flag rather than continue, and intensify, the state's increasingly successful efforts. Widespread misinformation and false claims threaten to undo the state's initial steps in the right direction. Perhaps the most insidious myth being perpetuated is that California's demographics make it impossible to expect much of its kids. This sentiment is more than just collective apathy. It is bigotry. Schools all over the country, in every type of community, have shown that all students -- minority and non-minority, rich and poor -- can succeed if they are held to high standards and given the requisite resources. It is time to put this myth to rest for good. These pessimistic views fail to acknowledge California's culpability for providing less of everything we know that makes a difference in student achievement -- qualified teachers, rigorous curriculum and adequate resources -- to our neediest kids. The answer to the new federal challenge must not be to provide them with less rigorous standards and goals, too. There is legitimate room for debate about how the state should implement the new federal requirements. Miller and Ali have real concerns about whether the state and the federal government will deliver the resources necessary for all children to have a decent opportunity to meet California's high expectations. But citizens should not let myths and misconceptions about the new federal law, or the capabilities of children -- black, white, Latino, poor or rich -- limit their ambitions. In both moral and practical terms, far too much is at stake. http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2003/03/18/ED58562.DTL HIGH SCHOOL ATHLETICS UNDER A MICROSCOPE Dozens of sports teams in North Carolina ran afoul of player-eligibility rules, forcing them to forfeit games. Did the school's drive for success on the playing field lure these schools into the biggest high school sports scandal in the state's history? One school has had to forfeit games and return nearly $30,000 in prize money from the fall season. On a basketball team stacked with seniors and expected to compete for the state championship, only one player was actually eligible to play. The football team's conference trophy was yanked from a packed display case because many football players had violated eligibility requirements. Only the tennis and cross-country teams were unaffected. It's a scandal that has shaken players, fans, and coaches across the district. For now, the problems here in North Carolina seem centered on schools in Guilford County where eleven of the 14 high schools had to scratch entire seasons. Investigations revealed that dozens of athletes had participated despite low grades and excessive absences. Poor record-keeping, along with a policy that expects schools to monitor their own players' eligibility, combined with a win-at-all-costs culture, may all have played roles in the controversy. Coaches here say the travails of Guilford County schools are simply a local problem, not indicative of a deeper trend in American schools. They point to a recent study that says high school athletes have half the number of absences of non-athletes. http://www.csmonitor.com/2003/0401/p17s01-lepr.html UNTOLERATED: STUDENTS WHO RUN AFOUL OF STRICT DISCIPLINE RULES To a Michigan honor student named Alex, it was only a joke, a parody he wrote to poke fun at his high school's new tardy policy and the administrators who designed it. Never did he think the spoof, read to friends at the cafeteria table, would get his name added to the growing list of "good" kids suspended or expelled nationwide under so-called zero-tolerance (ZT) policies. Enacted in the wake of tragic school shootings and a spike in violent juvenile crime in the mid-90s, these policies first targeted guns and drugs. But according to a study by The Civil Rights Project at Harvard University, well-intentioned efforts have "spun totally out of control," expanding to include automatic or exceedingly harsh punishments for minor infractions that pose little or no threat to school safety. Another study calls the number of students suspended since the surge in ZT policies "staggering." Data from Kentucky, the focus of the study, show suspension rates 2 to 17 times greater for African-Americans than for Caucasians. Other studies have found similar results for minorities nationwide. "Suspension may be a quick fix, but it contributes to the achievement gap and starts the chain of events that leads to kids dropping out," says researcher David Richart. In many states, offenses related to classroom behavior now merit a call to police and a trip to juvenile court. Richart sympathizes with educators who advocate ZT policies in response to school environments with few resources, overcrowded classrooms, and volatile populations. He advocates for increased student services and better staff training. Some, however, believe that ZT punishes students too severely for "stupid teenage mistakes." http://www.nea.org/neatoday/0304/learning.html see also http://www.philly.com/mld/inquirer/living/education/5544563.htm IS IT GOOD FOR THE KIDS? Educators know that students who are not in good health cannot devote their full attention to learning. Academic achievement depends on schools helping students overcome their physical, social, and emotional barriers to learning and fostering a school environment in which students can learn more effectively. All schools are encouraged to work in collaboration with students, parents, and community agencies to examine their needs and empower students to create healthier communities and lifestyles. This opinion-brief highlights the work of 10 groups of students who participated in making their schools and communities healthier places, and argues that such programs are vital to preparing students for their future lives as healthy adults. http://www.ascd.org/cms/index.cfm?TheViewID=1684 NURTURING GREAT MINDS Leah Jacobs writes on the importance and challenge of teaching gifted and talented children effectively in the regular classroom. Jacobs warns that though some "gifted and talented students may learn faster, get better grades," there are also "the ones with low grades, who seem bored and restless in school, and who refuse to take their work seriously -- or even do it at all." http://www.creativeclassroom.org/ma03ttt/index.html CREATING A SCHOOL COMMUNITY A growing body of research confirms the benefits of building a sense of community in school. Students in schools with a strong sense of community are more likely to be academically motivated; to act ethically and; to develop social and emotional competencies; and to avoid a number of problem behaviors, including drug use and violence. These benefits are often lasting. Researchers have found that the positive effects of certain community-building programs for elementary schools persist through middle and high school. Unfortunately, schools with a strong sense of community are fairly rare. In fact, most schools that survey students' perceptions of community wind up with mediocre mean scores. Of further concern is the fact that low-income students and students of color usually report a lower level of community in school than do affluent or white students. Many schools appear to be ill-equipped to provide community for the students who may need it most. In this article, Eric Schaps outlines a series of community-building approaches. http://www.ascd.org/publications/ed_lead/200303/schaps.html TEACHERS PUT OBJECTIONS TO BUDGET CUTS INTO TV ADS As lawmakers struggle with the state's budget, the 76,000-member Washington Education Association is mounting an advertising campaign to protect education spending -- especially the yearly cost-of-living increases the teachers union won at the ballot box. The ads, which began airing last week on radio and television stations statewide, urge people to fight Gov. Gary Locke's proposed cuts, including his plan to freeze the pay raises required by Initiative 732, or class-size-reduction efforts tied to Initiative 728. Both initiatives were adopted by voters in 2000. "If public education's important to you, call your legislators, tell them we need to do better," the announcer's voice says in the 30-second TV ads, over images of schoolchildren and pictures of Locke. Locke's budget proposal came out months ago; WEA officials say the ads really are meant for the Legislature, which gets to write the final budget. "This is a crucial time. This is when budgets are being written and opinions are being formed by lawmakers," said Charles Hasse, union president. "We're hoping to convert strong public opinion into positive action in Olympia." The union isn't saying how much is being spent on the campaign, except that the amount is in the "six figures," said Rich Wood, WEA spokesman. Kirsten Kendrick, a spokeswoman for Locke, said the ads are misleading. "The implication is made (that Locke is) doing away with (the initiatives) or somehow gutting them. He's just looking to suspend them," Kendrick said. http://seattletimes.nwsource.com/html/education/134665675_weaads31m.html SCHOOL ADMINISTRATORS FACE STIFFEST NCLB CHALLENGE IN THE MIDDLE GRADES The success or failure of plans for systematic improvement under No Child Left Behind (NCLB) will largely rest on the middle grades, according to a new report from the Middle Start National Center. That's because the majority of students newly tested under the law will be middle graders. Given this emphasis on middle grades performance, the Middle Start Center calls on schools and officials to take a closer look at the proven tools and methodologies that have produced outstanding results in middle grades across the country. The success or failure of plans for systematic improvement under NCLB will largely rest on the middle grades. The Middle Start initiative places particular emphasis on improving middle-grades student performance in literacy and math skills. Their four pillars of effective middle-grades education have helped schools post dramatic improvements both areas: (1) Middle-grades students are capable of learning and achieving at high levels and with challenging curricula; they respond positively to a variety of approaches to teaching and learning; (2) Teachers should engage in appropriate professional development in order to become more effective and provide support to all students; (3) Small learning communities are an integral aspect of a successful middle-grades experience; (4) Data-driven decision-making is key to ensuring that schools with middle grades are providing the instruction all students need to move successfully forward to high school, college and the workforce. Middle Start works closely with the National Forum to Accelerate Middle-Grades Reform, an alliance of educators, researchers, national associations, and officers of professional organizations and foundations dedicated to mobilizing support for schools committed to meeting the unique needs of middle-grades students. http://www.middlestart.org/model.htm#principles AVERAGE SALARIES OF PUBLIC SCHOOL TEACHERS Teacher salaries grew slower than the economy (5.9%), with an average increase of just 2.7% for the 2001-02 school year. The average salary of a U.S. public school teacher for the 2001-02 school year was $44,499 -- with 36 states below the average. California, the state with highest average teacher salary, also has the highest number of student enrolled in public schools -- 6,247,889. Click before for a chart that shows the states with the Top and Bottom 5 states in terms of teacher salaries. http://www.districtadministration.com/page.cfm?id=325 GROUP SUES TO HALT PUBLIC DOLLARS FOR "WALDORF" SCHOOLS John Morse Waldorf School in south Sacramento and the Yuba River Charter School in Nevada City are targets in a legal battle that seeks to ban any public school in America from using Waldorf teaching methods. The group that filed the lawsuit against them contends that the Waldorf system cannot be separated from founder Rudolf Steiner's religious philosophy -- so the public Waldorf schools are sectarian and ineligible to receive taxpayer dollars. Debra Snell, president of People for Legal and Nonsectarian Schools and a former Waldorf parent, said it boils down to a question of fairness. "If Catholic or Lutheran schools cannot be publicly funded, then neither can Waldorf," she said. Her organization has filed a federal lawsuit in Sacramento contending that the public Waldorf schools violate the constitutional separation of church and state. Those who run the Waldorf public schools say the lawsuit is unfounded and misses the point. "We teach about religion, but we don't teach religion," Principal Cheryl Eining said of her 270-student school in the Sacramento City Unified School District. About a half-dozen public Waldorf schools operate in Northern California using teaching methods pioneered by Steiner. Sacramento City Unified's first Waldorf school was established in 1996. An unlikely coalition of conservative Christians, agnostics and atheists joined forces in February 1998 to file the lawsuit. Rudolf Steiner believed teachers can teach directly to the spirit and that humans can learn to perceive directly by the spirit. Steiner also believed that children pass through three seven-year stages, and that education should be appropriate to the spirit for each stage, he said. Waldorf teaching methods differ from many public schools' curricula and have encountered criticism for not teaching children to read until they are older. Waldorf educators believe that not all children are developmentally ready to read by kindergarten. Waldorf also stresses socialization skills -- learning how to get along with other students, being polite and working together. http://www.sacbee.com/content/news/education/story/6373630p-7326440c.html TURNING SUMMER SCHOOL INTO DAY CAMP CAN PAY OFF FOR URBAN STUDENTS John Schacter describes an innovative summer reading camp model developed through a grant from the U.S. Department of Education and the Milken Family Foundation. Each day of the camp, students receive two hours of reading instruction and spend three hours engaged in enrichment activities such as sports, swimming, creating art, dancing, and making music. According to a recent evaluation, children who attended the camp outperformed control group students by more than 25 percentage points, and results persisted one year later. http://www.asbj.com/current/inprint.html PRINCIPALS ABOUND BUT AVOID CERTAIN SCHOOLS AND DISTRICTS Despite widespread publicity about a shortage of school principals, a new study finds that there are far more candidates certified to be principals than there are principal vacancies to fill. Researchers at the University of Washington found an adequate supply of principals nationwide. "The real problem is that candidates simply avoid certain schools and districts, particularly those that offer low salaries and have high-minority and high-poverty student populations," said study author Marguerite Roza. Perception of a shortage often looms even when one does not exist, the study finds and suggests that this is driven by the quality, not quantity, of candidates. Even though, on average, districts have more than enough applicants to fill vacancies, 80 percent of superintendents noted that attracting qualified candidates was a "moderate" or "major" problem. Because the perceived shortage problem is one of distribution and poor leadership skills, rather than inadequate supply, reforms aimed at increasing the principal supply pool are inadequate. Instead, the study recommends the following: (1) Policymakers should create financial incentives to attract candidates to less desirable districts and schools; (2) Human resource directors should align their screening/hiring criteria with the skills sought by superintendents; (3) School districts should consider redefining the principal position and experimenting with alternative leadership arrangements. http://www.crpe.org/pubs/introMatterOfDefinition.shtml |---------------GRANT AND FUNDING INFORMATION--------------| "2003 KaBOOM!-Computer Associates Challenge Grants" The 2003 KaBOOM!-Computer Associates (CA) Challenge Grants program will award twenty (20) $5,000 grants to eligible Community Partners in 2003. This initiative will help give children safe and accessible places to play by empowering community-based groups with funding to support their playground projects. Designed to be a "challenge" to other fundraising efforts, these grants should inspire civic groups, individuals and other businesses to join CA and KaBOOM! in supporting local playground projects. Previous winners of KaBOOM! playground challenge grants have gone on to raise tens of thousands of dollars each for their projects, achieving their playground goal within months of receiving support of a challenge grant. Application deadline: April 30, 2003. http://www.kaboom.org/nooz.aspx?id=339 "2003 Presidential Awards for Excellence in Mathematics and Science Teaching" The National Science Foundation is looking for outstanding 7th-12th grade mathematics and science teachers. Nominate a teacher for the PAEMST -- the nation's highest honor for mathematics and science teachers, awarded by the White House. Each Presidential Awardee will receive a $10,000 award from the National Science Foundation and gifts from donors. Each Awardee will also be invited to attend, along with a guest, recognition events in Washington, D.C., in March 2004, which will include: an award ceremony; a Presidential Citation; meetings with leaders in government and education; sessions to share ideas and teaching experiences; and receptions and banquets to honor recipients. Application deadline: May 1, 2003. https://www.ehr.nsf.gov/pres_awards/Documents/2003_PAEMST_Application.doc "Carol Fine Professional Development Summer Internship" The North Central Regional Educational Laboratory (NCREL) is now accepting applications for the 2003 Carole Fine Professional Development Internship. The professional development opportunity is named in memory of an outstanding employee who believed that professional development is most meaningful when it is based in authentic experience-experience that expands horizons and contributes to personal as well as professional growth. The six-week summer internship offers an exceptional teacher the opportunity to work side-by-side with other professionals on the forefront of educational research and development. Application deadline: April 21, 2003. http://www.ncrel.org/info/cfine/ "NASA Educator Astronauts" NASA is now accepting applications for Educator Astronauts. An Educator Astronaut is a fully qualified member of NASA's Astronaut Corps who has an expertise in K-12 education. Educator Astronauts will be trained to perform all of the functions and responsibilities (space walks, International Space Station deployment, experiment management, etc.) that the Agency's Mission Specialist astronauts are qualified to perform. For the first time, NASA is recruiting individuals with specific experience and expertise in K-12 education. NASA is looking for the Educator Astronauts to help lead the Agency in the development of new ways to connect space exploration with the classroom, and to inspire the next generation of explorers. Application deadline: April 30, 2003. http://edspace.nasa.gov/home.html "School Funding Services Grant of the Week" Each week School Funding Services, a division of New American Schools, features a new grant on their website. This week they highlight the National 4-H Council Literacy Council/Youth Leadership Grant. http://www.schoolfundingservices.org/newsViewer.asp?docId=2546 "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/ "Fundsnet Online Services" A comprehensive website dedicated to providing nonprofit organizations, colleges, and Universities with information on financial resources available on the Internet. http://www.fundsnetservices.com/ "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 2003 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 include programs and competitions the Department has previously announced, as well as those it plans to announce at a later date. Note: This document is advisory only and is not an official application notice of the Department of Education. http://www.ed.gov/offices/OCFO/grants/forecast.html "eSchool News School Funding Center" Information on up-to-the-minute grant programs, funding sources, and technology funding. http://www.eschoolnews.com/resources/funding/ "Philanthropy News Digest-K-12 Funding Opportunities" K-12 Funding opportunities with links to grantseeking for teachers, learning technology, and more. http://fdncenter.org/funders/ "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 "American economic competitiveness with Japan and other nations is to a considerable degree a function of monetary, trade, and industrial policy, and of decisions made by the President and Congress, the Federal Reserve Board, and the Federal Departments of the Treasury, Commerce and Labor. Therefore, to conclude that problems of international competitiveness can be solved by educational reform, especially educational reform defined solely as school reform, is not merely utopian and millenialist, it is at best a foolish and at worst a crass effort to direct attention away from those truly responsible for doing something about competitiveness and to lay the burden instead on the schools. It is a device that has been used repeatedly in the history of American education." - Lawrence Cremin (education historian/professor), "Popular Education and its Discontents" ===========PEN NewsBlast========== The PEN Weekly NewsBlast is a free e-mail newsletter featuring school reform and school fundraising resources. The PEN NewsBlast is the property of the Public Education Network, a national association of 78 local education funds working to improve public school quality in low-income communities nationwide. There are currently 46,105 subscribers to the PEN Weekly NewsBlast. Please forward this e-mail to anyone who enjoys free updates on education news and grant alerts. Some links in the PEN Weekly NewsBlast change or expire on a daily or weekly basis. Some links may also require local website registration. **UPDATE OR ADD A NEWSBLAST SUBSCRIPTION** PEN wants you to get each weekly issue of the NewsBlast at your preferred e-mail address. We also welcome new subscribers. Please notify us if your e-mail address is about to change. Send your name and new e-mail address to PEN@xxxxxxxxxxxxxxxxxxxx Be sure to let us know your old e-mail address so we can unsubscribe it. If you know anyone who is interested in receiving the NewsBlast, please forward this e-mail to them and ask them to e-mail us and put "subscribe" in the subject field or visit: http://www.publiceducation.org/subscribe.asp To view past issues of the PEN Weekly NewsBlast, visit: http://www.publiceducation.org/subscribe.asp To subscribe or unsubscribe, visit: http://www.publiceducation.org/subscribe.asp If you would like an article or news about your local education fund, public school, or school reform organization featured in a future issue of PEN Weekly NewsBlast, send a note to HSchaffer@xxxxxxxxxxxxxxxxxxx Andrew Smith is a regular contributor to the PEN Weekly NewsBlast. Howie Schaffer Media Director Public Education Network 601 Thirteenth Street, NW #900N Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx ************************************************************** K12Newsletters - From Educational CyberPlayGround http://www.edu-cyberpg.com/ ************************************************************** If you have any questions, concerns, suggestions, or would like to sponsor the NetHappenings service - <http://www.edu-cyberpg.com/Community/Subguidelines.html> Subscribe | Unsubscribe | Change Email Preferences - <http://www.edu-cyberpg.com/Community/K12Newsletters.html> **************************************************************