PEN Weekly NewsBlast for April 29, 2005

  • From: Educational CyberPlayGround <admin@xxxxxxxxxxxxxxx>
  • To: K12NewsLetters@xxxxxxxxxxxxx
  • Date: Tue, 03 May 2005 14:04:03 -0400

Educational CyberPlayGround Community

K12 Newsletters Mailing List
- Subscribe - Unsubscribe - Set Preferences

Advertise on K12 Mailing List

All Mailing Lists

Public Education Network Weekly NewsBlast
"Public Involvement. Public Education. Public Benefit."

Certain schools are having success in dealing with formerly low-performing
students, writes William Raspberry. But precious few school systems are
showing much consistent improvement in educating the children we know to
be hard to educate: children of low-income black and Hispanic households,
children of single-parent school dropouts -- children, in short, for whose
parents school didn't work. What is hard for us to get our minds around is
that school improvement is fairly easy to accomplish for children whose
parents were successful in school and are enjoying some success in their
lives. Threats of retention, loss of privilege, even the prospect of
embarrassment, can nudge such parents into more active participation in
their children's schooling. But for parents who have not enjoyed success
or seriously envisioned success for their children, it takes more than
reorganization and parent coordinators and the like. It takes a
consistent, nonjudgmental effort to reach and teach parents how to prepare
their children for learning.

A new policy brief from McREL reports findings from the National Dialogue
Standards-based Education, a four-year project that engaged hundreds of
participants nationwide in community conversations about what it will take
to help all children achieve high academic standards. Some key findings
reported in the brief, titled "Fulfilling the Promise of the Standards
Movement," are as follows: (1) Accountability based on test scores does
not have the same value for the public as it does for policymakers; (2)
Parents are considerably more tolerant of variance in outcomes for their
own children than accountability policies allow; (3) The public appears to
have a very different agenda for school reform than policymakers; and (4)
Current accountability systems may be widening the rift between the public
and public schools. The brief's authors, Laura Lefkowits and Kirsten
Miller, note that, "the public no longer questions the wisdom of
standards, assessments and accountability per se. But it is not only
academic success that is on the minds of the public, especially parents.
Dialogue participants expressed deep concern about students' civic
mindedness, sense of caring for others, flexibility and adaptability, work
ethic and creativity." Thus, they recommend that policymakers consider
developing accountability systems based on multiple indicators and work
with the public to reform the education "system in ways that will allow
individual students to develop their own potential while holding the
adults in charge accountable for creating the opportunities for them to do
so." Free copies of the brief are available for download at:

There are many ways of being; however, "quiet" is one that is not always
accepted in the classroom. For some children it's a problem that begins in
nursery school and can continue on through college and even graduate
school, reports Toni Weingarten. Those not comfortable jumping into the
verbal fray are sometimes judged as fearful, less intelligent, or even
uncooperative. The whole classroom loses out when such students are
ignored or marginalized, says Lynne Henderson. "We cannot afford to have
these kids not participate. They're smart." In fact, she says, the
qualities that many quieter children express -- thoughtfulness,
studiousness, conscientiousness -- are among those most needed for the
complex problem-solving required by today's information-oriented economy.
Yet instead of nurturing such students, teachers sometimes automatically
assume something is wrong with a child who is quiet. "We negatively
stereotype temperaments even as we stereotype races," she says. Such
stereotypes can lead to poor classroom experiences for more reserved
students. Ironically, it is sometimes the very pressure to keep a
classroom quiet that causes a teacher to focus most on children who are
more vocal.

K12 Privacy
Teachers: Does your district have a policy regarding students privacy?
When it comes to your student's personal information, who's in charge?

Did you know that NCLB Title IX, Section 9528 requires school districts
that receive NCLB assistance to share student information such as names
and addresses of students to military recruiters? Another provision in
Section 9528 allows parents and students to protect this information by
requesting that it not be released. Schools must notify parents of their
right to request that personal student information not be released, but
many do not do so. NCLB requires school districts to provide military
recruiters the "same access to secondary school students as is provided
generally to postsecondary education institutions or prospective
employers." Many states and school districts also have policies that
regulate the privacy of student information, in addition to the NCLB
requirements. With their parent's written consent to the school district,
a student may request that their name, address and telephone not be
released to military recruiters, institutions of higher education or both.
At the link below are sample forms that can be submitted to school
districts to request privacy protection of student information.

Over the past 10 years a number of school funding court cases have
produced major changes in state education policy around the country. These
cases have drawn significant attention from both policymakers and the
media. In a recent commentary in Education Week, Michael Rebell, executive
director and counsel of the Campaign for Fiscal Equity, pointed out that
school finance litigation has forced states to not only change the way
they fund schools but to improve and update their states' assessment and
accountability systems. As of February 2005, 45 states have been involved
in some form of school finance litigation. These school funding lawsuits
have addressed such issues as the state's role in assuring equitable
spending among districts, providing suitable school facilities and
adequate funding of programs such as those designed for special education
and at-risk students. The most recent, and now most common, trend in
lawsuits against states are those based on the adequacy of K-12 education
spending. Thirty-two states have faced adequacy lawsuits and 14 states
have lost such suits.3 In fact, the pace of decisions on adequacy cases is
increasing with high courts in seven states ruling in favor of plaintiffs
in the past two years alone.  While school funding lawsuits have produced
broad changes in some states, there are instances where the cost of
litigation -- both financially and in terms of impacts on the education
system -- may outstrip any benefits. While litigation can be a powerful
tool to force change in school funding policies, it should be considered a
last resort. This paper, by Michael Griffith, outlines some of the costs
that school funding lawsuits pose to states and offers several strategies
beyond litigation for policymakers and members of the education community.

Despite a national trend that shows more children are attending preschool,
it appears that fewer children are starting kindergarten with the basic
skills needed to get them off to a good start. Kindergarten teacher Susan
Ginsburg laments the fact that a growing number of pupils entering her
class don't know how to write their own names. Kindergarten teacher Ann
Vasconcellos is concerned that some of her pupils come to school never
having cut with a scissors and having little practice in coloring.
Teachers say they can tell which children have attended preschool, reports
Jody Temkin. Those children, for example, are more likely to know rote
skills, such as counting and letters. And they sometimes are better at
listening and following directions. But even those children can be lacking
skills, such as the ability to fully dress themselves.

Prince George's County (MD) is positioned to be an economic dynamo in the
next 25 years, but its promise can be fulfilled only if it significantly
improves its public education system, says a new report. "Investing in Our
Future: Education and the Economy in Prince George's County," calls for a
countywide commitment to making the public schools and Prince George's
Community College "among the best in the nation" and in the Washington, DC
region. Creating a top-flight system of public education, from
kindergarten through college, makes good business sense, the report says,
and is needed "to ensure that our children have every chance to fulfill
their potential." The report was prepared by the Prince George's
Business-Education Alliance, a nonprofit research and policy analysis
organization whose membership includes more than three dozen leading
county businesses. It is based on presentations and discussions at the
Prince George's Business-Education Summit, which was conducted by the
Alliance in December. The Summit brought together business and education
leaders, academic experts, public officials, community activists, and
other invited guests for a daylong meeting. The report examines the
potential for economic growth in Prince George's and the challenges facing
the public schools and the community college. It also outlines trends in
public education funding and explores and explains the sources of money
used to finance the public school and community college budgets. In
addition, it recommends steps that policy makers and business leaders can
take to ensure that the county's children receive an excellent education.

The government tells people to cut the fat with fitness at the same time
it is trimming fitness right out of the budget. In President Bush's budget
proposal for fiscal year 2006, he would cut federal funds for physical
education teachers and equipment from $74 million to $55 million. That is
just the top of a crumbling pyramid. The budget crunches in the states,
due in part to White House priorities for war and tax cuts to the wealthy,
continue to result in physical education classes being stripped from
schools all across the country. The percentage of high school students who
participate in physical education dropped from 42 percent in 1991 to 28
percent in 2003, according to the Centers for Disease Control and
Prevention. Similarly, only 25 percent of high school students report
doing exercise that makes them breathe hard and sweat at least five days a
week. A significantly higher percentage of high school students, 38
percent, watch television three or more hours a day during a school week.
Everyone knows that lack of physical activity, combined with the
proliferation of junk food, is fueling an obesity crisis among young
people, writes Derrick Z. Jackson. The best first step, if the president
and Americans are committed to physical fitness, is to send a message to
America's children and parents that we are returning physical education to
the schools. The classes were among the first to be cut during the mad
dash toward standardized testing.

The Internet is transforming the way nonprofits organize, energize and
mobilize activists in support of a cause. It's a low-cost way to reach
more activists quickly and inspire more of them to act. Using the Internet
for grassroots advocacy -- or influencing the public to agree with an
organization's opinion and to help influence policy makers through
personal contact, phone calls, letters and the media -- can be highly
effective. What organizations are realizing is that online grassroots
advocacy is about more than just sending an email action alert. It's about
building an ongoing relationship with a loyal network of constituents
ready to support the issues most important to the organization. It's also
about engaging constituents in a dialogue with their legislators on
issues, not just on specific votes. This guide covers the key topics any
organization should consider when planning an online advocacy program or
strengthening an existing one. From trends in online advocacy to building
an email list, creating compelling online advocacy campaigns, fostering
loyalty to the organization and measuring online program results, it will
help you to create and implement a successful, ongoing online advocate
relationship program.

The fact that overinvolved parents can cause problems for their kids is
well-known. Now, new research shows they can drive themselves nuts, too.
In one of the first studies of this mental-health issue among parents,
researchers found that parents who base their own self-worth on their
children's accomplishments -- as measured by their answers to such
questions as, "My daughter's failure can make me feel ashamed" -- have
worse mental health than those who base their self-worth on other factors.
Often called "helicopter parents" (they hover), these overinvolved moms
and dads reported more sadness, crying and negative beliefs about
themselves and less joy, contentment and life satisfaction, says the
study. Worse yet, reports Sue Shellenbarger, there's no upside: Parents
whose children did well, as measured by their college grades, showed no
improvement in well-being, says Missa Murry Eaton, who co-wrote the study
with fellow psychologist Eva Pomerantz. Instead, they continued to score
lower than the other parents on measures of mental health. Apparently,
Eaton says, the ever-present threat of a child's failure looms so large
that it blots out any joy over the successes. Parental overinvolvement has
increased markedly in the past 20 years, says Peter N. Stearns, provost of
George Mason University. He cites a competitive frenzy over school
success; guilt over mothers working, and growing parental distrust of
schools and media as an influence on kids. Although there are benefits,
including parents' spending more time with their kids, Stearns says, the
emotional bottom line for parents isn't pretty: Parental worry and
dissatisfaction is up sharply, he says, based on his own study of parent
polls, sociological research and child-rearing materials.

The Office of Innovation and Improvement at the U.S. Department of
Education has published the final two books in its Innovations in
Education series. "Alternative Routes to Teacher Certification" looks at
six programs that prepare people who already have content knowledge --
such as mid-career professionals, liberal arts graduates, retired military
personnel, and other college graduates -- to teach. "Alternative Pathways
to School Leadership" provides examples of successful strategies to
prepare candidates for school leadership positions. To receive two copies
of each new book, write to Courtney Phillips at Courtney.Phillips@xxxxxx,
or visit:

In keeping with this year's international Earth Day theme of protecting
our children and our future, the Campaign for Environmental Literacy
announced a petition to restore $14 million in funding for environmental
education (EE) that was completely eliminated by the White House Office of
Management and Budget (OMB) in the FY 2006 federal budget proposal. "The
federal government currently spends less than an estimated $.48 per person
per year on this essential education," said James L. Elder, coordinator of
the Campaign for Environmental Literacy. "Unless the government makes a
greater investment in environmental education, Americans will remain
unable to achieve an improved environment, a more vibrant economy,
better-planned communities, and even optimal human health -- a frightening
reality given that our children's future is inextricable from the vitality
of our environment." For example, childhood asthma is dramatically
exacerbated by air pollution, which in turn is largely caused by emissions
from engines such as car engines.  Therefore, the driving habits and
choices Americans make greatly affect the health of millions of children.
Wide-spread environmental education can significantly influence such
choices, and thus make children's (as well as adults') lives safer and
healthier. "Despite its obvious importance, the environmental education
field is consistently under attack from special interest groups," said
Elder. "That's why we're asking citizens to use our website to fight back
and demand restoration of $14 million in funding for environmental
education. It's time for the 95% of the American public who consistently
tell pollsters we want environmental education in our classrooms to stand
up and be counted by Congress." The campaign's website allows individuals
to quickly and easily send an email to their Members of Congress, ask a
friend to take action, and find talking points about the issue.

Leading Education Management Organizations (EMOs) tend to focus on
managing charter primary schools and on enrolling relatively large numbers
of students in those schools, according to the seventh-annual "Profiles of
For-Profit Education Management Organizations 2004-2005," released by the
Education Policy Studies Laboratory at Arizona State University.
Above-average enrollments are found most frequently in charter primary
schools managed by the 14 largest EMOs. Nearly two-thirds of the charter
schools managed by these firms are primary schools. By focusing on charter
primary schools and enrolling relatively large numbers of students, EMOs
appear to have found a built-in cost advantage because primary schools are
less expensive to run than secondary programs. The majority of students
attending charter primary schools managed by 10 of the 14 largest EMOs are
enrolled in schools with enrollments above the average U.S. charter school
enrollment including: Victory Schools (100 percent; Edison Schools (98
percent); and National Heritage Academies (96 percent), among others.
"These data reveal the large EMO business model: run charter schools,
focus on the primary level, and enroll a lot of students in those
schools," said Alex Molnar.

Today, 45 million Americans have no health insurance, including more than
8 million children. Eight out of 10 uninsured Americans either work or are
in working families. Being uninsured means going without needed care. It
means minor illnesses become major ones because care is delayed.
Tragically, it also means that one significant medical expense can wipe
out a family's life savings. The problem is getting worse. As the price of
health care continues to rise, fewer individuals and families can afford
to pay for coverage. Fewer small businesses are able to provide coverage
for their employees, and those that do are struggling to hold on to the
coverage they offer. It is a problem that affects all of us. That's why
Americans are coming together for "Cover the Uninsured Week." From May 1-
8, 2005, individuals and organizations from every sector of society will
join together to tell our leaders that health care coverage for all
Americans must be their top priority. The Week will mobilize thousands of
business owners, union members, educators, students, patients, hospital
staff, physicians, nurses, faith leaders and their congregants, and many
others. For more information on planning or attending an event:

|---------------GRANT AND FUNDING INFORMATION--------------|

"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:

"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,

"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.

"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:

"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.

"Jack Kent Cooke Foundation Young Scholars Program"
The Jack Kent Cooke Foundation Young Scholars Program selects
high-achieving youth in the Unites States with financial need and provides
them, throughout their high school years, with individualized educational
services that enable them to develop their talents and abilities. Award:
funding and support services. Eligibility: students entering the eighth
grade in the fall of 2005 and planning to enter a U.S. high school who
also demonstrate financial need. Deadline: May 2, 2005

"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.

"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.

"National Science Foundation Teacher Professional Continuum"
The National Science Foundation Teacher Professional Continuum (TPC)
Program is aimed at improvement of the infrastructure for K-12 STEM
teaching and learning. This will be accomplished through the development
of research-based knowledge and resources and their broad dissemination,
particularly to those charged with impacting policy and practice. TPC
projects will provide the foundation for making evidence-based decisions
and the professional resources for implementing improvement efforts.
Maximum Award: for Research Studies, $100,000-$500,000; for Professional
Resources, $300,000-$1,500,000; for Conferences and Symposia, $200,000.
Eligibility: state and local agencies, school districts, professional
societies, research laboratories, informal science education centers,
private foundations, or other public and private organizations whether
for-profit or not-for-profit. Deadline: May 31, 2005.

"U.S. Dept. of Education Integration of Schools and Mental Health Systems"
U.S. Dept. of Education Integration of Schools and Mental Health Systems
Program provides grants for the Integration of Schools and Mental Health
Systems will provide funds to increase student access to high-quality
mental health care by developing innovative approaches that link school
systems with the local mental health system. Eligibility: State
educational agencies (SEAs), local educational agencies (LEAs), and Indian
tribes. Maximum Award: $150,000-$350,000. Deadline: May 16, 2005

"U.S. Dept. of Education Community Parent Resource Centers"
U.S. Dept. of Education Community Parent Resource Centers program to
ensure that parents of children with disabilities receive training and
information to help improve results for their children. Maximum Award:
$100,000. Eligibility: Local parent organizations, which must involve
individuals with disabilities or parents of individuals with disabilities,
ages birth through 26, in planning, implementing, and evaluating the
projects. Deadline: May 20, 2005.

"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.

"Best Buy Children's Foundation"
The Best Buy Children's Foundation supports programs that connect kids,
technology and education. Best Buy's tech program was created to recognize
and reward schools that are integrating interactive technology into the
curriculum. Maximum Award: $2,500 Gift Card. Eligibility: Public Schools.
Deadline: Ongoing, beginning April 2005.

"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.

"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.

"Target Local Giving Program"
This effort promotes a love of reading and encourages children to read
together with their families. Awards recognize programs that inspire young
readers (birth through third grade); and programs that bring arts to
schools or schoolchildren to the arts. Maximum Award: $1,000-$3,000.
Eligibility: Based on quiz. Deadline: May 31, 2005

"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.

"Fund for Teachers"
Fund for Teachers provides funds for direct grants to teachers to support
summer learning opportunities of their own design. Maximum Award: $5,000.
Eligibility: teachers who work with students from pre-K through 12th
grade, with a minimum of three years teaching experience, full time,
spending at least 50% of the time in the classroom at the time grants are
approved and made. Deadline: varies by state.

"Goldman Sachs Foundation Prizes for Excellence in International
The Goldman Sachs Foundation and Asia Society are seeking applicants for
the 2005 Prizes for Excellence in International Education.  Five prizes of
$25,000 each annually recognize schools, higher education institutions,
states, and media/technology organizations that are working to "put the
world into world-class education." The Goldman Sachs Foundation Prizes
were created in 2003 to raise awareness of the growing importance of other
world regions to U.S. economic prosperity and social well-being, and to
promote international knowledge and skills in American schools.
Applications are due May 10 for higher education institutions, states, and
media/technology, and May 17 for elementary, middle and high schools. Full
eligibility and application instructions, along with information on past
winners, are now available at:

"National Dairy Council 3-A-Day of Dairy Nutrition Education Grants"
This grant program is designed to address America's low calcium intake and
support the philosophy of the nutrition-based marketing and consumer
education program, "3-A-Day of Dairy," and to help empower kids to be
advocates for healthy eating, including three servings of dairy a day, and
an active lifestyle, which contribute to a healthy weight. Maximum Award:
$5,000. Eligibility: Individuals and organizations. Please note
California, Wisconsin, Hawaii and Puerto Rico are not participating in the
2005 grant program. Deadline: May 13, 2005.

"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.

"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.

"Information on Grants for School Health Programs & Services"

The Grantionary is a list of grant-related terms and their definitions.

GrantsAlert is a website that helps nonprofits, especially those involved
in education, secure the funds they need to continue their important work.

"Grant Writing Tips"
SchoolGrants has compiled an excellent set of grant writing tips for those
that need help in developing grant proposals.

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.

"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.

"eSchool News School Funding Center"
Information on up-to-the-minute grant programs, funding sources, and
technology funding.

"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.

"School Grants"
A collection of resources and tips to help K-12 educators apply for and
obtain special grants for a variety of projects.
NEWSLETTER May 2005 Vol. 3, No. 3

"No one disputes the purpose of NCLB: ensuring that no child is lost in a
public school system that is not performing up to par. However, three
years since it went into effect, its flaws are apparent and exemplified by
the legal actions taken by the states, local school districts across the
country, and the National Education Association. I supported NCLB, and
will continue to ask, vote, and fight for funding at the levels necessary
to properly implement the law. However, I also support the plaintiffs in
these lawsuits. School districts should not face punitive damages or be
forced to find money to pay for unfunded mandates."
-Harry Reid (United States Senator for Nevada/Democratic Leader)

===========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 87 local
education funds working to improve public school quality in low-income
communities nationwide.

There are currently 47,565 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

Your e-mail address is safe with the NewsBlast. It is our firm policy
never to rent, loan, or sell our subscriber list to any other
organizations, groups, or individuals.

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:

To view past issues of the PEN Weekly NewsBlast, visit:

To subscribe or unsubscribe, visit:

To read the NewsBlast submission policy, visit:

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:

Howie Schaffer
Public Outreach Manager
Public Education Network
601 Thirteenth Street, NW #710S
Washington, DC 20005


Net Happenings, K12 Newsletters, Network Newsletters

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.

Net Happenings, K12 Newsletters, Network Newsletters



Other related posts:

  • » PEN Weekly NewsBlast for April 29, 2005