<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>
K12 Newsletters Mailing List
Subscribe - Unsubscribe - Set Preferences http://www.edu-cyberpg.com/Community/K12Newsletters.html
Educational CyberPlayGround Community Mailing Lists
http://www.edu-cyberpg.com/Community/
Advertise K12 Newsletters Guidelines http://www.edu-cyberpg.com/Community/Subguidelines.html <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>
-------------------------------------------------------------------------- Please link to the Educational CyberPlayGround http://www.edu-cyberpg.com
Improving literacy through arts education and advocacy by providing collaborative and interdisciplinary resources for understanding world culture and our national culture. ---------------------------------------------------------------------------
Public Education Network Weekly NewsBlast
THE CHANGING LANDSCAPE OF AMERICAN PUBLIC EDUCATION Since the mid-1990s, two trends have transformed the landscape of American public education: enrollment has increased because of the growth of the Hispanic population, and the number of schools has also increased. This report examines the intersection of those trends. Total public school enrollment in the United States peaked at 46.1 million in 1971 as the youngest members of the baby boom generation arrived in the nation's classrooms. Enrollment gradually dropped off, to 39.2 million in fall 1984, then began to increase once again, reaching 48.2 million -- a 23% jump -- in fall 2002. Examining data for the decade of most concentrated change -- between the 1993-94 and 2002-03 school years -- this report finds that Hispanics accounted for 64% of the students added to public school enrollment. Meanwhile, writes Rick Fry, blacks accounted for 23% of the increase and Asians 11%. White enrollment declined by 1%. During that same period, 15,368 schools, with an enrollment of 6.1 million in 2002-03, were opened. Nearly half, 2.5 million, of the students attending the new schools were white and meanwhile white enrollment in older schools dropped by 2.6 million. In contrast, about two-thirds of the increase in Latino enrollment was accommodated in older schools. Assessing the changes in the racial and ethnic composition of school enrollment, this report finds that despite population change, white students continued to attend schools populated primarily by other whites and relatively few attended schools populated primarily by minorities. The report also finds that a relatively small number of schools absorbed most of the increase in Hispanic enrollment and that those schools differ in important ways from schools less affected by Hispanic population growth. The schools that experienced the largest growth in Hispanic enrollment were generally larger, had more students on federal subsidies and also had greater teacher-student ratios--the latter an important indicator that has improved across the nation but not as significantly in Hispanic-impacted schools. http://pewhispanic.org/reports/report.php?ReportID=72
LOCAL EDUCATION FUNDS: LEADING TRANSFORMATION IN PUBLIC EDUCATION Public Education Network (PEN) invites you to register to attend PEN's 2006 annual conference, November 12-14, in Washington, DC. Join the debate on transformation in public education and discover how community-based strategies can strengthen teaching, close the achievement gap, and build public involvement in large-scale school system reform. Keynote presenters include: Madeleine Albright, the first female U.S. Secretary of State and a bestselling author; Diane Ravitch Research Professor of Education at New York University, senior fellow at the Brookings Institution in Washington, D.C., and a senior fellow at the Hoover Institution, Stanford University; and Geoffrey Canada, named one of "America's Best Leaders" by U.S. News and World Report and an expert on issues concerning violence, children and community redevelopment. For more information about the conference and to register, visit: http://www.publiceducation.org/events.asp
WHAT SCHOOLS CAN LEARN FROM EXOTIC-ANIMAL TRAINERS In the education circles, "training" is a dirty word. The concept of training brings to mind all the crazy operant-conditioning programs from the 1970s and '80s. B.F. Skinner, pellets, and pigeons somehow led in a zigzag line to teachers frantically popping gumdrops into their students' mouths every time they grunted out a correct answer. Ballerinas aren't "facilitated" -- they train. Those exquisite leaps come from intense hours of sweat on the barre. Likewise, the regimens of endurance athletes: They don't just prepare, they train, with all the focus and commitment the word implies. Maybe that's why Brenda Power found herself fascinated with the book "Kicked, Bitten, and Scratched," Amy Sutherland's account of a year observing students in a California school for exotic-animal trainers. The novice trainers Sutherland shadows are on campus seven days a week, balancing coursework in anatomy with grueling hours cleaning and tending animals ranging in size from small rodents to rhinos. The lessons Sutherland shares apply to life in schools, and what we might learn from a teaching zoo: (1) No seal ever learned to balance a ball on its head through nagging; (2) Many of the worst injuries at the teaching zoo are inflicted by tools; (3) "Animal person" is a compliment and an insult; and (4) We change behaviors in others by breaking routines in delightful ways. The irony is that animal trainers, like teachers, are driven by intrinsic motivation. The long hours and lousy pay provide little in the way of external rewards -- and novice trainers have to shovel mountains of poop each week to boot. They endure because the teaching zoo, like any thriving school, is a mesmerizing place. We are forever trainer and trainee; training and being trained. To reject the concept of training because it's been so thoroughly abused in education closes a window into learning with a uniquely fascinating view. http://www.edweek.org/ew/articles/2006/10/18/08power.h26.html
THE FUTURE OF CHARTER SCHOOLS AND TEACHERS UNIONS Over the past fifteen years, charter schools and teachers unions have battled in state legislatures, the courts, and the media. But with increasing frequency, the two groups are facing each other in the everyday operation of schools. Will on-the-ground experiences change charter schools or unions? Will existing conflicts only spread, or will direct experience lead to some moderation within each party? "The Future of Charter Schools and Teachers Unions: Results of a Symposium" summarizes the opinions expressed at the meeting and provides recommendations for how both groups might coexist while maintaining their most valued principles. Some important themes emerged from this unusual meeting: (1) Each side (often incorrectly) defines the other by the views of its most extreme members; (2) Moderate members from each group share many of the same ideas about good schooling, but each side thinks the other insists on something that will interfere with quality teaching.; (3) Both sides acknowledge the costs of their conflict, but few leaders are willing to take the first step; (4) Thin evidence about the work life of charter school teachers or how unionized charter schools operate exacerbates conflicting beliefs. This report, authored by Paul T. Hill, Lydia Rainey, and Andrew J. Rotherham, makes the case that if relations are to improve, three things are needed. First, to help ground the discussion in facts, better evidence is needed about the charter school teaching force and the impact of chartering on issues that matter to teachers. Second, more exemplars and models of effective union-charter partnerships can help show how important problems can be solved. Finally, both groups could engage in confidence-building measures to demonstrate their desire to make progress, not just give the appearance of openness. http://www.ncsrp.org/cs/csr/print/csr_docs/pubs/charter_unions.htm
WHY MUSIC IS AN ESSENTIAL LIBERAL ART Why is it so tragic that music is being squeezed out of the school day? Author Peter Kalkavage argues in the Fall 2006 issue of American Educator that music is an essential liberal art -- and as such, it helps students understand themselves and their world. After all, music is central to adolescents' lives. To understand the power music has over their emotions, they should study it -- especially classical music, as well as great works from other traditions such as folk songs and the blues. When studied as a liberal art, music begins to improve students' taste, to cultivate an appreciation of beauty. In a Q&A on why America's musical classics should be standard fare in schools, Wynton Marsalis concurs, explaining that the "music our children hear on the radio may feel good, like a candy bar feels good, but it has no nutrition." Public Agenda's recent look at parents', teachers', and students' educational priorities are also featured. Now that standards have been raised -- and parents in particular see that today's schoolwork is harder than what they had to do as children -- the top priorities are securing more funding for schools, reducing class size, and improving student behavior. To round out the issue, a cognitive scientist debunks the "brain-based" learning fad and American Educator takes a look at two content-rich children's magazines. http://www.aft.org/pubs-reports/american_educator/index.htm
*************************************************************
MUSIC MAKES YOU SMARTER http://www.edu-cyberpg.com/Music/
Are you interested in the research that shows how and why music education makes your smarter? Help teachers integrate music into the classroom. Music is the ambassador to culture.
*************************************************************
CAN PARENT GROUPS DO TOO MUCH? Increasingly, parent teacher organizations are funding items that schools say they need but can't afford. Across the country, PTOs are picking up the tab for computers, library books, even instructor salaries and classroom aides. While most agree these items should be paid for with public funds, reports Sharron Kahn Luttrell, many PTOers say they're not going to hold their breath waiting for those funds to appear. Some worry that one-time or annual fundraisers like this are a Band-Aid that covers the need for long-term, strategic funding and could lull school boards into ignoring chronic budget shortfalls. As well-meaning and helpful as private donations are, there will never be enough to pay for everything, says Wendy D. Puriefoy, president, Public Education Network (PEN). According to Paul Reville, if the nation's total charitable foundation dollars replaced public funding of education, America's schools could survive for two to three days before plunging into bankruptcy. "People are trying to solve a big public problem with private money, and it just doesn't work in the long run," says Puriefoy. The community's enthusiasm for equipping schools should be redirected toward advocating for increased public funding, Puriefoy says. Not only do public dollars reflect the public's priorities, but they also ensure consistency that most PTOs can't, she explains. Puriefoy's advice is, "As a PTO, ask yourself the larger question: 'What happens after my kids are gone?' If something is going to have an impact, it has to be structured, regular, and systematic." "PTOs need to say, 'The work we have to do is to help citizens understand the relationship the schools have to the quality of life,'" says Puriefoy. "Generally people know more about buying a car than they do about the way their child's school system works." http://www.ptotoday.com/0302ptogroups.html
SCIENTISTS SAY VIDEO GAMES CAN RESHAPE EDUCATION Scientists call it the next great discovery, a way to captivate students so much they will spend hours learning on their own. It's the new vision of video games, reports Ben Feller. The Federation of American Scientists, which typically weighs in on matters of nuclear weaponry and government secrecy, has declared that video games can redefine education. Capping a year of study, the group called for federal research into how the addictive pizzazz of video games can be converted into serious learning tools for schools. The theory is that games teach skills that employers want: analytical thinking, team building, multitasking and problem solving under duress. Unlike humans, the games never lose patience. And they are second nature to many kids. The idea might stun those who consider games to be the symbol of teenage sloth. Yet this is not about virtual football or skateboarding. Games would have to be created and evaluated with the goal of raising achievement, said federation president Henry Kelly. There's already an audience: More than 45 million homes have video-game consoles. Doug Lowenstein, president of the Entertainment Software Association, said there will soon be 75 million Americans who are 10 to 30 years old -- an age bracket that grew up on video games. "We would be crazy not to seek ways to exploit interactive games to teach our children." http://seattletimes.nwsource.com/html/education/2003309887_videogames18.html
SCHOOL DISTRICT CONTRACTING WITH PRIVATE MANAGEMENT FIRMS Five years ago, Philadelphia and its schools were in turmoil over a proposal to turn over leadership of the school system and many of its schools to a for-profit company called Edison Schools Inc. But out of discussions between city, state, and School District officials, a compromise reform plan emerged that took some of the heat off of Edison. At its core was what is now known as the "diverse provider model" of school management. This model, in which six private, outside providers now manage a total of 41 schools across the city, put Philadelphia in the national education spotlight as the forerunner in a new trend towards increased involvement of the private sector in school management. These private sector providers include both for-profit businesses and nonprofit organizations. The diverse provider model has not come cheap, reports Eva Gold. Since 2002, the SRC has spent over $80 million for school management contracts with three national for-profit companies, two local nonprofit organizations, and two area universities (although the universities negotiated for less management responsibility and more focus on support for professional development). With a vote on the renewal of providers' contracts looming next spring, however, the time to account for the providers' impact is rapidly approaching. Is this diverse provider model working? Has the rate of improvement been adequate in the schools managed by private providers and receiving extra funds? What role has the presence of private providers played in the districtwide uptick in performance? Beyond test scores, what impacts have private providers had on teaching, learning, and school climate in their schools? Developing a citywide dialogue around these questions, which includes educator and parent perspectives from the schools involved, is critical to assessing if the diverse provider model has been worth the millions already invested in it. http://www.thenotebook.org/editions/2006/fall/diverse_provider.htm
THE RISE & FALL OF READING SCHOOL LIBRARY BOOKS There's nothing quite so wonderful as a new book. Imagine it in your hands as you admire its jacket and then flip through its crisp pages. Can you smell the newness? Are you excited about embarking on a new adventure? It's too bad our school library shelves aren't overflowing with new books every year because Indiana students would increase their practice of reading if they had access to new, interesting, and useful books. New books really do make a difference. From 1997-2001, the Indiana General Assembly provided funding for school library books. During that period, school corporations matched that funding. The result was just what one would expect. There was a huge increase in the purchase of books. Circulation rose from a per student average of 33.8 to 43.1 as a result of the School Library Printed Materials Grant. With the loss of funding for new books, the circulation dropped to 32.7 to 2006. As with everything else, the price of books has steadily increased over the years. The average cost of a school library book is now over $20, and schools should be purchasing two books per student per year to keep their library collections current. Even with the state funding, most schools are not purchasing two books per student per year. No matter the cost, there is no escaping the fact that there is no substitute for books. Without access to current, appealing, high-interest, and useful books in school libraries, reading achievement suffers. Money most definitely does make a difference in reading. http://mgrn.evansville.edu/library%20report%202006.pdf
****************************************************************** The Road to Literacy Best resources for both reading games, traditional Language Arts and interactive Childrens Books Online that integrate technology into the classroom. 100 Most Frequent Words in Books for Beginning Readers http://www.edu-cyberpg.com/Literacy/literature.asp ******************************************************************
TEST SCORES DIP WITH DISTRICTS' INCOME The first results of a new set of New York State math exams show about two-thirds of students performing at grade level, with striking disparities between rich and poor school districts, according to published test scores. The share of students at grade level in affluent districts was more than twice as big as in impoverished urban districts. The use of new tests, adopted to meet the federal No Child Left Behind law's requirements for tracking annual progress, and changes in the state math standards made it impossible to compare the results released yesterday, from 2005-6, with those from previous years. But the state education commissioner, Richard P. Mills, said there was clearly no improvement. It was the wide gap between poor cities and wealthy districts that Mr. Mills identified as a cause for alarm, reports David M. Herszenhorn. While 86.3 percent of students in rich, or so-called low-need districts scored proficiently, only 28.6 percent did so in Buffalo, 30.1 percent in Syracuse, and 33.1 percent in Rochester. "I am talking about state aid, and it's a reminder that resources have something to do with this as well," Mr. Mills said. He added: "The low-needs school districts, that is, the ones that have the resources, are higher performing -- much higher performing." http://www.nytimes.com/2006/10/12/nyregion/12math.html
TWO-MINUTE DEBATE ON SCHOOLS FAILS CHILDREN & VOTERS Every survey of California voters shows that they rank education as one of the most important problems facing the state. It's constantly No. 1 or No. 2. The latest Times poll finds it No. 2 behind illegal immigration. Democrats place it No. 1. And why not? Roughly 6.3 million kids attend 9,553 oft-maligned K-12 public schools in California. Plus, 2.5 million students are enrolled at community colleges, writes George Skelton. Taxpayers are digging deep. Counting universities, half the state general fund ($102 billion) is consumed by education. ($50 billion). In all, kindergartens through community colleges are spending $55 billion -- 75% of it from the state, 25% from local property taxes -- under Proposition 98. So a lot is at stake: tax money and children's minds. Therefore, when the question of how to improve public schools in an increasingly diverse state is allotted only two minutes in an hour-long televised candidates' debate -- the only debate of the gubernatorial campaign -- it's mind-boggling and irresponsible. Candidates were asked, "What kinds of policies would you support to improve the performance in California's public schools, in one minute?" Rather than two minutes on education, the candidates should have been required to spend 20. It might have enlightened voters and certainly would have forced the candidates to think more about how to better spend the taxpayers' billions. http://www.latimes.com/news/education/la-me-cap16oct16,1,964685.column ?coll=la-news-learning
****************************************************************** Literacy and National Reading Statistics http://tinyurl.com/hhd2u ******************************************************************
PUBLIC TO DRIVE SCHOOL REFORMS Denver Public Schools Superintendent Michael Bennet's approach to improving the city's high schools is becoming clear: Give power to the community. School administrators are about to launch talks about how to improve North High, the third of 12 Denver high schools to start reform. He has made it clear that he wants all his schools to be rigorous, high-performing and headed by a strong principal. Beyond that, he wants the community to choose school designs, whether they are arts magnets, K-12 small schools or Montessori programs. He is even taking that a step further with the district's new "beacon schools," which gives parents, community advocates and teachers an opportunity to create new schools or new programs in existing schools. "I don't know of another way of doing it," Bennet said. "You can write a plan and tie a pretty ribbon around it, but ... if there is no strong leader and the community doesn't believe in it, it doesn't work." This community approach is not completely untested, reports Allison Sherry. But it is being closely watched by national urban school-reform experts who, after more than $1 billion in private money invested in the issue nationally over the past decade, still don't have a single prescription for curing what ails most cities: low-achieving students and unacceptable graduation rates. http://www.denverpost.com/search/ci_4498483
TEXAS INFLATES GRADUATION RATES While Texas has one of the most sophisticated systems for tracking its public school students, the dropout and graduation rates that it culls from that data are among the most misleading in the nation, reports Jennifer Radcliffe. The state's official graduation rate hovers around 85 percent, but researchers at some of the country's top universities put Texas' graduation rate below 70 percent. In urban districts, including Dallas and Houston, less than half of some minority groups earn diplomas in four years -- a significantly smaller number than what the districts self-report, they say. "They have the gold standard (for data collection). Unfortunately ... the gold has turned into fool's gold," said Daniel Losen, a senior education law and policy associate with the Civil Rights Project at Harvard University. "Texas has dramatically inflated its graduation rates ... for years." State education leaders say the research is based on old data and highlights problems that have already been addressed. National studies show that Texas' statistics omit about 78,000 teens who might otherwise be counted as dropouts. "It's a sham of accountability," Losen said. http://www.chron.com/disp/story.mpl/headline/metro/4239893.html
THE DIMENSIONS AND CHARACTERISTICS OF PHILADELPHIA'S DROPOUT CRISIS Only about half of the ninth graders in Philadelphia's public schools graduate in four years, and 30,000 young people dropped out of that city's high schools between 2000 and 2005, creating a "dropout crisis" with far-reaching economic and social consequences. according to a study released Thursday. But dropping out is predictable and preventable, especially in large city public schools that produce many of the nation's dropouts, says Johns Hopkins University researchers Ruth Curran Neild and Robert Balfanz. In "Unfulfilled Promise: The Dimensions and Characteristics of Philadelphia's Dropout Crisis, 2000-05," they draw on extensive data from Philadelphia schools and social service agencies not only to establish the problem but also to provide insight on how cities across the country can solve their dropout problem. "This report can help big city school districts gain a deeper understanding of the dimensions and characteristics of the dropout crisis. It provides a road map on how to find and establish the best prevention and intervention strategies to keep all students on the graduation track." said Balfanz, a research scientist and co-director of Talent Development High Schools at Hopkins. http://www.csos.jhu.edu/new/Neild_Balfanz_06.pdf
----------------------------------------------------------------------------- DROP OUTS or PUSHED OUT Learn about the financial incentive to avoid the costs associated with the exit exam test which is what promotes pushing children out of school and what is at the bottom of why they really drop out. http://www.edu-cyberpg.com/Teachers/newretention.html --------------------------------------------------------------------------------
RECOGNIZE AND RESPOND TO STRUGGLING YOUNG LEARNERS Even at age three or four, some children show signs that they struggle to learn. Some of these concerns will resolve themselves over time, but some may be precursors of learning disabilities. This month the National Center for Learning Disabilities, in collaboration with the Frank Porter Graham Child Development Institute, the National Association for the Education of Young Children, the Communication Consortium Media Center, and several key state partners, is launching a website full of free resources based on a new and innovative Recognition and Response system. The system is a research-based approach to helping teachers and parents respond to signs of learning difficulty in young children as early as ages 3 or 4, before they experience school failure. The website offers easy-to-read articles, checklists and fact sheets with action-oriented information. Also offered are policy statements, legislative summaries and research papers and reports that can help early learning professionals integrate the Recognition and Response system into their programs. A wide variety of resources is also offered to help teachers with observing and recording behavior, progress monitoring, engaging parents as partners, and more. http://www.recognitionandresponse.org/
BEST EVIDENCE ENCYCLOPEDIA: RESEARCH REVIEW WEBSITE LAUNCHED Which educational programs have been successfully evaluated in valid scientific research? The Center for Data-Driven Reform in Education at Johns Hopkins University, funded by the U.S. Department of Education, has created a free website called the Best Evidence Encyclopedia (The BEE). The BEE contains educator-friendly summaries of research on educational programs as well as links to the full-text scientific reviews. The reviews, written by many qualified individuals and organizations, focus on the programs educators should consider to improve their students' achievement: math and reading programs, comprehensive school reforms, technology applications, and more. At this website you will find reliable, unbiased summaries and detailed reports on high-quality evaluations of educational programs. http://www.bestevidence.org/
AFTERSCHOOL & STATE EDUCATION FINANCE FORMULAS: A PRIMER This strategy brief, by Sharon Deich with Amanda Szekely, developed for the Statewide Afterschool Networks, explores the challenges and potential opportunities of incorporating funding for afterschool programs into state education finance formulas. The primer lays out the "basics" of state education finance formulas and how they vary across the states, discusses the current educational context, and provides some considerations for determining if this strategy might make sense in a state -- either in response to a legal challenge to the financing structure in a given state, or as part of a distinct effort to modify a state's finance formula. To download this brief, go to: http://www.financeproject.org/publications/formulas_final.pdf
|--------------- NEW GRANT AND FUNDING INFORMATION--------------|
"100 Best Communities for Young People Campaign" America's Promise/The Alliance for Youth is leading a national search for the 100 Best Communities for Young People. The 100 Best campaign will recognize communities for their innovative approaches and difference-making efforts in 2007, including communities that are pursuing community schools strategies. Maximum Award: national recognition. Eligibility: any town, city or local jurisdiction within the United States or U.S. territories, including Native American reservations, Puerto Rico, Guam, and the Virgin Islands. Deadline: Friday, November 3, 2006. http://www.americaspromise.org/100Best.aspx?id=968
"Surdna Arts Teachers Fellowship Program" The Surdna Arts Teachers Fellowship Program recognizes that art teachers often lack the time and resources to reconnect with the artistic processes they teach and offers grants to enable selected teachers to make art with professionals in their disciplines and stay current with new practices and resources. Maximum Award: $6,500. Eligibility: All permanently assigned full- and part-time arts faculty in specialized, public arts high schools. Deadline: November 17, 2006. http://www.surdna.org/usr_doc/ATFApplication06.pdf
"Educators To Saudi Arabia Program" The Aramco Educators to Saudi Arabia Program aims to cultivate greater awareness and understanding of the Kingdom of Saudi Arabia in U.S. primary and secondary schools and to encourage teachers to establish creative means of sharing this understanding with their students, colleagues and communities. Maximum Award: a fully-funded, ten-day study tour of Saudi Arabia. Eligibility: Social Studies Teachers and Library Media Specialists, grades 1-12. Deadline: November 20, 2006. http://www.iie.org/Template.cfm?Section=Security&Template=/Activity/Ac tivityDisplay.cfm&activityid=486
"Clay Aiken Able-To-Serve Grants" Clay Aiken Able-To-Serve Grants support youth, teachers, youth-leaders, youth-serving organizations, and organizations serving people with disabilities in implementing service projects for National and Global Youth Service Day, April 20-22, 2007. Projects can address themes such as the environment, disaster relief, public health and awareness, community education, hunger, literacy, and any issues youth identify as a community need. Maximum Award: $1000. Eligibility: Youth (ages 5-25); teachers and youth leaders; organizations that work with youth ages 5- 25; or organizations that serve people with disabilities. Projects must be either youth-led or co-led by youth and adult allies. Deadline: November 30, 2007. http://www.ysa.org/awards/award_grant.cfm#nowavailable
For a detailed listing of EXISTING GRANT OPPORTUNITIES (updated each week), visit: http://www.publiceducation.org/newsblast_grants.asp
QUOTE OF THE WEEK "Society puts the hardest jobs in the public sector. In the private sector, we handle important but easier jobs -- where there are reasonably clear signals about the value of the things we make. But when we are not satisfied with the outcomes created by the private sector -- when something has not been attended to, or has created ancillary negative consequences, and so on -- then we ask the public sector to intervene. When there are ambiguities about value, or conflicts about priorities and values, we ask the government to step in. So we shouldn't be surprised to discover that the problems the public sector is handling are the most difficult, most confusing, and most conflict-ridden -- and, therefore, the hardest to guarantee high performance." -Herman Leonard, (professor) John F. Kennedy School of Government, Harvard University
Howie Schaffer Public Outreach Director Public Education Network 601 Thirteenth Street, NW #710S Washington, DC 20005 PEN@xxxxxxxxxxxxxxxxxxx
<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<> 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:
EDUCATIONAL CYBERPLAYGROUND http://www.edu-cyberpg.com
K12 Newsletter copyright
http://www.edu-cyberpg.com/Community/K12Newsletters.html
FREE EDUCATION VENDOR DIRECTORY LISTING http://www.edu-cyberpg.com/Directory/
HOT LIST REGISTRY OF K12 SCHOOLS ONLINE http://www.edu-cyberpg.com/Schools/ <>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>~~~~~<>
