Governor Perdue Re: State Board of Education Accepting the Recommendations of the Governor’s Office of Student Achievement

Governor Sonny Perdue issued the following statement today regarding the State Board of Education accepting the recommendations of the Governor’s Office of Student Achievement:

“A thorough investigation by the Governor’s Office of Student Achievement offers clear and convincing evidence of cheating, which was confirmed by the Georgia Center for Assessment’s independent erasure analysis. The GCA found that all 4 schools had significantly more erasures and changes to right answers than the comparison group. This spring’s CRCT scores offer further proof of wrongdoing, the pass rate at the schools whose students’ tests were altered went from 83 percent or higher in 2008 to 42 percent or lower in 2009.

I appreciate the strong reactions by school officials in DeKalb County and Glynn County who have shown they will not condone this behavior. However, it is outrageous that Atlanta Public Schools’ Superintendent Dr. Beverly Hall has simply ignored all of the evidence that Superintendent Cox, the State Board, the other systems, and I found so compelling. While Superintendent Hall attributes the gains to a ‘rigorous program’, there were flat gains from students of the 4 other schools that attended the same summer school as the students who had their tests altered.

In addition to the statistical improbability of their gains, the evidence that GOSA shared with Atlanta Public Schools showed: that the erasures were on average 3 times higher than the state average with at least one student having erasures 12 times higher than the state average, that the interviews with APS officials supported OSA’s conclusion, and that the students’ passage rate dropped from 88 percent on last summer’s retest to 42 percent on this year’s test.

I want to thank State Board of Education for accepting OSA’s recommendations to invalidate the summer retest results and ensure that the affected students get the help they need. They sent a clear message that cheating will not be tolerated in Georgia. The evidence is overwhelming and any reasonable person can see that cheating occurred and children were harmed.”
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State Board Accepts Audit Findings; 4 GA Elementary School Results Invalid

Summer retest scores from 2008 invalidated at four schools

The State Board of Education today accepted the findings of an external audit that the 2008 summer retest results at four Georgia elementary schools were changed and, therefore, are invalid.

The State Board’s unanimous vote directs the Georgia Department of Education to invalidate the 5th Grade summer retest results on the Criterion-Referenced Competency Test (CRCT) for the following schools: Deerwood Academy, Atlanta Public Schools; Atherton Elementary, DeKalb County Schools; Parklane Elementary, Fulton County Schools; Burroughs-Molette Elementary, Glynn County.

The action was taken after an audit by the Governor’s Office of Student Achievement (GOSA) found that student answer sheets on the fifth-grade mathematics CRCT were changed after the tests were completed but before the forms were sent in for grading. (For more information on the investigation, go to http://www.gaosa.org/news.aspx?mode=LIST)

State Superintendent of Schools Kathy Cox said the action of the Board shows how seriously the state takes the integrity of Georgia’s standardized testing process.

“The Board and I want to send a clear message that cheating will not be tolerated and we will take action, if necessary,” Superintendent Cox said. “Ultimately, the ones who are hurt by cheating are the students.”

However, Superintendent Cox emphasized that the overwhelming majority of schools administer state tests honestly and in full compliance with state and federal law.

“The vast majority of educators are highly ethical and deeply concerned with following the rules,” she said. “While any cheating is cause for concern, I am confident it is not a widespread issue and that we have a valid, trustworthy testing program in Georgia.”

By accepting the findings of the Governor’s Office of Student Achievement’s audit, the State Board empowered the GaDOE to take the following actions:

1. Invalidate the 2008 CRCT 5th Grade retest scores at the four schools;
2. Since the four schools involved only made Adequate Yearly Progress (AYP) due to these retest results, the 2008 AYP determinations for these schools will be changed to “did not meet;”
3. Begin the process of recovering any money these schools received as rewards for academic achievement under the Title I Distinguished Schools program;
4. Require the school systems to notify parents of students whose test scores were altered
5. Request that the middle schools these students now attend implement an individualized support plan for affected students who continue to struggle with mathematics. The GOSA audit found that less than half of the affected students passed the math CRCT this past year in sixth grade.

The Georgia Department of Education has a process for addressing concerns about test security and allegations of cheating and will continue to work closely with the GOSA on the identification and investigation of statistical “outliers.” The GaDOE will also continue to train educators and administrators on the proper way to administer state tests.

Additionally, the Georgia Department of Education will look at ways, within existing budget resources, to broaden its process for flagging schools that show statistically improbable gains.
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Sallie Mae Supports Community’s Student Loan Reform Proposal

(BUSINESS WIRE)--Sallie Mae, the nation’s leading saving, planning and paying for education company, today announced its support for the Student Loan Community Proposal to reform the student loan program. Put forward by a diverse coalition that includes non-profit, for-profit, and state-based service providers and guaranty agencies, the alternative proposal enhances the Administration’s plan to better serve students, families, schools, and taxpayers.

The student loan community’s plan achieves the two key objectives: it generates the same or greater budget savings as the President’s plan; and the community’s plan avoids the significant transition risks posed by switching loan origination systems on more than $50 billion of private-sector-originated loans at some 5,000 schools.

The proposal offered by the student loan community also assures the choice and competition in the marketplace, which has spurred innovation, superior customer service, and low defaults. It would allow regional and national service providers to continue delivering loans without interruption to the millions of students and families who rely on those loans to achieve their dreams of a higher education.

As this proposal moves forward, Sallie Mae pledges to continue to work constructively with the Administration and Congress to implement the best possible student loan program for students, schools, and taxpayers.

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State of Georgia Helps 1,400 Students Pass Grad Test‏

Nearly 1,400 students are a big step closer to graduation thanks to an innovative partnership between the state and local school districts.

The Exam Preparation for Science and Social Studies (ExPreSS) program was a state-funded effort aimed at students who had not passed the Georgia High School Graduation Tests (GHSGT) in Science or Social Studies. More than 2,000 students received two weeks of intensive instruction June 8-18 and then had the opportunity to retest on June 19.

The overall pass rate on this retest was 68 percent; more than double last year's pass rate on GHSGT retests in science and social studies.

"We knew that with just a little bit of focus and intensity many of these students would pass the test and be a step closer to getting their diploma," said State Superintendent of Schools Kathy Cox. "I'm very pleased with the results and I am grateful for the collaborative efforts of many great educators across the state."

Public high school students take GHSGTs in English language arts, mathematics, science and social studies and must pass all the exams, as well as the Georgia High School Writing Test, in order to graduate. Science and social studies are the two GHSGTs that Georgia students have struggled with the most.

Superintendent Cox heard from many school systems that, due to financial constraints, they were not able to offer extra help to high school students this summer.

"I felt that the ExPreSS program was a way that the state could directly help our students and provide our school systems with a little relief," she said.

There were 2,043 students from over 100 school districts that attended the ExPreSS program – 1,072 for social studies and 971 for science. The instruction took place at 29 sites around the state. The classes were led by 180 educators: 89 science teachers and 91 social studies teachers.

In social studies, 73 percent of the ExPreSS participants passed the retest. By comparison, the 2008 summer retest pass rate on the Social Studies GHSGT was 27 percent.

In science, 63 percent of the ExPreSS participants passed the retest. By comparison, the 2008 summer retest pass rate on the Science GHSGT was 29 percent.

"It took a lot of collaboration, teamwork and flexibility to make the ExPreSS program happen and to get these kind of results," said Superintendent Cox. "We are in the process of reviewing what went well and what we need to improve and, if the budget allows, we look forward to serving even more students next year."

In May, the State Board of Education approved up to $1.5 million in state funds to pay for all aspects of the ExPreSS program. About $900,000 of that money was to pay for teachers who received $4,000 each and may receive a $500 bonus if 80 percent or more of their students passed the retest. It is not known how many teachers will receive the bonus yet. Aside from salaries, the funding went toward supplies, transportation costs and other expenses.

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Foundations, Higher-Education Leaders Explore Models to Increase Access

/PRNewswire/ -- On this historic campus that is the original nineteenth-century home of Emory University, twenty invitees representing some of higher education's most respected institutions have come together to discuss an issue with important implications for U.S. education in the twenty-first century: how to make higher education available more broadly and equitably to current underrepresented groups while also maintaining academic excellence and addressing financial and policy concerns. The conference, "Transformative Models in Higher Education," was organized by the University of Michigan's Center for Advancing Research & Solutions for Society (CARSS), hosted by Emory University and funded by the Ford Foundation.

Groups participating in the conference, held June 18-19, were education researchers, higher-education administrators and foundations with a strong focus on education. Researchers came from the University of Michigan's CARSS, School of Education, Center for the Study of Higher and Postsecondary Education and the Center for Research on Learning and Teaching; the University of Virginia's Curry School of Education; Indiana University's National Survey of Student Engagement; and Wabash College's Center of Inquiry in the Liberal Arts. MDRC, a nonprofit education and social-policy research organization, was also represented. Higher-education administrators and foundations represented included the Bill and Melinda Gates Foundation, Educational Testing Service, Lumina Foundation, Jack Kent Cooke Foundation and the National Forum on Higher Education for the Public Good. Also participating in the conference was Derek Bok, president emeritus of Harvard University, who gave the keynote address.

The focus of consideration was organizational and programmatic models that have fostered high levels of participation and academic success for students from underrepresented minority populations with the goal of identifying "active ingredients" in the programs' success. These were being examined in part because, following the 2003 Supreme Court decision in a case involving the University of Michigan, criteria used to promote minority participation in the past will not be as applicable in the future. The models presented included Lone Star College-CyFair Campus (Texas), the University of North Carolina-Chapel Hill's C-STEP Program, the Posse Foundation and Oxford College.

Special attention was given to Emory's Oxford College. Located 38 miles east of Emory University's Atlanta campus, Oxford is one of Emory's nine academic divisions. One-fifth of the students in each Emory freshman class choose to begin their baccalaureate studies with Oxford's liberal-arts-intensive program, which spans their freshman and sophomore years. As juniors, they continue their studies on Emory's Atlanta campus. At Oxford, students have a smaller student body (approximately 750 students total), lower average class sizes (approximately 19) and faculty who, in the absence of academic majors and graduate programs, have the luxury of focusing primarily on classroom teaching. Forty-seven percent of students at Oxford come from minority populations, and many are the first in their family to attend college. These students enjoy high levels of academic success and degree completion at Emory. Oxford places great importance on teaching methods that produce active, engaged learning and, as a two-year course of study, offers unusual leadership opportunities for freshmen and sophomores.

"We were honored to assemble such a stellar group," said Earl Lewis, Emory University provost and executive vice president for academic affairs, who convened the conference. "Their discussion of the Oxford College program gave us invaluable feedback and analysis, and their enthusiasm helps fuel our efforts to make this now-unique model better known."

Conferees concluded that the Oxford model could be applied or adapted at a large number of research institutions. Organizers from CARSS are distilling the conclusions from the conference with the intention of identifying the possibilities for applying existing models and developing new ones.

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Civil Service Internships Bring Benefits to the Federal Government

/PRNewswire/ -- As the nation's college students search for career opportunities in today's increasingly competitive job market, many are shifting their interest from Wall Street to Pennsylvania Avenue. A recent survey conducted by The Washington Center for Internships and Academic Seminars (TWC) found 69 percent of students are more inclined to choose a career in public service.

This drastic increase creates a number of benefits for Federal Government agencies.

"With baby boomers getting ready to retire from government service, agencies can utilize internships to eliminate 'brain drain' and fill vacant positions with qualified, trained personnel," said Jennifer Clinton, Chief Operating Officer of TWC. "Plus, interns bring new ideas, technological skills, and many can be hired for full-time positions directly through the Student Career Employment Program."

As one of the largest internship and education organizations in the United States, TWC placed more than 800 interns at hundreds of companies, non-profits and government agencies in the DC area this summer. As the unemployment rate rises, so does interest in internships with TWC, climbing more than 20 percent with the greatest rise at Federal agencies.

"It is very encouraging that this generation wants to work in government to help solve our country's tough economic challenges", said Norman Y. Mineta, former U.S. Secretary of Transportation.

"In essence, they want to get involved because they can make a difference," added Mineta. "And, there has never been a better time for the government to show this generation all that it has to offer."

TWC offers students and agencies an exceptional experience by providing the infrastructure necessary for a successful internship. Not only does TWC provide housing, academic classes, and a series of career seminars, it educates the students on what will be required of them at their current position.

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GA Tech President Makes Visits Across State

Georgia Institute of Technology President G.P. “Bud” Peterson is kicking off a tour across the state today in Columbus visiting with alumni and friends of Georgia Tech. He will follow with stops in Macon, Savannah and Brunswick.

Peterson became the 11th president of the Georgia Institute of Technology on April 1 and has been meeting with key stakeholders throughout the state to gather input and direction as the Institute begins a strategic planning process.

"Georgia Tech is one of the truly outstanding research universities in the country and benefits the state of Georgia well beyond the city of Atlanta,” said Peterson. “As we begin to formulate our strategic vision for the future, we are reaching out to our alumni and to the community and state leaders all across Georgia.”

Georgia Tech played a significant role in one of Georgia’s recent economic development successes - the move of Fortune 500 corporation NCR to Georgia. The company will be looking to Georgia Tech as a source of engineering talent and as a partner in development of future technology and innovations.

According to NCR’s leadership, the opportunity to partner with top-tier academic institutions such as Georgia Tech was one reason among many that the company made the decision to relocate to Georgia.

Georgia Tech not only assists with attracting new industry to the state, the Institute also impacts the economy through research and economic development. For example, for the first time ever, Tech’s research activity exceeded the $500 million mark, reaching a record $524.9 million in fiscal year 2008. This represents a 10 percent increase over 2007 and an increase of 99 percent over the past decade, helping the Institute consistently rank among the top ten in research programs among universities without medical schools.

To help meet the state’s demand for math and science teachers, this funding also helps support the newly established Tech to Teaching program designed to create pathways for students pursuing K-12 or college teaching careers. Likewise, the Foundations for the Future initiative helps Georgia Educators incorporate technology into the classroom.

Georgia Tech is also leading the effort to create need-based aid for Georgia students who cannot afford the tuition and associated costs with attending a research university.

Launched in 2007, the G. Wayne Clough Georgia Tech Promise program is designed to help Georgia students whose families have an annual income of less than $33,300 (150 percent of the federal poverty level) earn their college degree debt-free. The program is the first of its kind offered by any public university in Georgia.

"The gift of education is the most valuable gift you can give. It not only helps the individual who receives it, but also the family and the larger community,” said a student receiving Tech promise who is majoring in electrical engineering. “It truly is the gift that keeps on giving. During these financial times, it’s something we can’t afford to cut out because it’s so beneficial to society. It’s really a life-changing gift.”

"The Tech Promise program assures that eligible Georgia students from all economic backgrounds have the opportunity to attend Georgia Tech without placing a financial burden on their families,” said Peterson. “We don’t want a family’s financial status to stand in the way of a qualified student pursuing a Georgia Tech degree.”

This year, Tech Promise made access to a college education a reality for 198 students from 53 counties across Georgia - from Appling to Wilkes. There were 139 students who entered the program as freshmen, along with 59 transfer students. In addition, 23 Tech Promise scholars graduated this spring.

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