Monday, March 29, 2010

Statement of Governor Perdue Regarding State’s Race to the Top Application

Governor Sonny Perdue issued the following statement today regarding the state’s Race to the Top application.

“We were hoping to be among the Final Four in the Race to the Top competition, but unfortunately this time only two winners were chosen. I spoke with U.S. Education Secretary Arne Duncan this morning and he complimented Georgia on our strong application and commitment to education reform. I promised him Georgia will reapply in June and we will be tough to beat in the second round of awards that will be announced this fall. The Department will provide us valuable feedback on our application, and I am confident that we are a top seed heading into round two. I want to especially thank the 23 systems that have joined with Georgia for this competition, and we look forward to celebrating with them later this year.”

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Friday, March 26, 2010

Need-Based Students Get Lift from Senate with HOPE College Opportunity Grant

SB 496, The HOPE College Opportunity Grant, passed the Senate today with an overwhelming majority. Sen. Jack Hill (R-Reidsville), the bill’s author, went to bat for need based students throughout Georgia by proposing the grant which will be based solely on need.

“This is a ‘stay in college grant’ that probably only amounts to a few hundred dollars, but will certainly help the neediest students in Georgia. These grants will aid students who require our help most as the economy continues to falter and tuition begins to rise,” said Hill. “By giving these students a needed hand, we are cementing a brighter future of our state’s education system and economy; what we put in today is indeed an investment in the future of our state.”

“During this economic downturn, we want to proactively look for ways to support our college students who struggle the most to afford their tuition. Education provides the foundation that is necessary to develop and maintain a 21st century workforce in Georgia. And we are committed to growing and expanding our workforce in Georgia so that we will lead in job growth and workforce readiness. Senate Appropriations Committee Chairman Jack Hill has led on this issue and I want to thank him for his hard work and efforts to provide assistance to our neediest college students,” said Lt. Governor Casey Cagle.

In order to be eligible for the HOPE College Opportunity Grant, students must also be eligible for a Pell Grant during any term they apply for the grant. They must be full-time students attending eligible public postsecondary institution and meet enrollment standards including maintaining satisfactory academic progress.

The bill also notes certain residency requirements for grant applicants. The student must be classified as legal Georgia residents under the institution’s in-state tuition policy. Any student who is a Georgia resident at the time of their high school graduation must have met the residency requirements for at least 12 months prior to the first day of classes for which the HOPE grant is awarded. For any non-Georgia resident, this term is extended to 24 months. Additionally, dependent children of military personnel stationed in Georgia, who graduate from a Georgia high school or home study program, will be deemed Georgia residents.

The HOPE College Opportunity Grant is available until the student has earned a baccalaureate degree or until the student has attempted 190 quarter hours or 127 semester hours. The grant may be applied to any portion of the student’s cost of attendance.

Hill noted that 30 million in lottery funds are available to be set aside for this beneficial scholarship fund. Funding for the grant is based on appropriations, as well as how a specifics student’s need might change over their higher education career.

Sen. Jack Hill serves as Chairman of the Appropriations Committee. He represents the 4th Senate District which includes Bulloch, Candler, Effingham, Evans and Treutlen counties and portions of Emanuel and Tattnall counties. He may be reached at 404.656.5038 or via e-mail at jack.hill@senate.ga.gov.

Thursday, March 18, 2010

Senate Approves Sen. Jones’ Zero Tolerance Discipline Bill

The Georgia State Senate today unanimously voted in favor of Sen. Emanuel Jones’ (D-Decatur) legislation to limit the abuse of zero-tolerance discipline policies in schools.

“This is about putting the decisions back in the hands of the educators,” said Jones. “Teachers and principles should have the flexibility to levy a punishment that appropriately fits the student. The one-size fits all approach to discipline that has pervaded our schools serves only to ensnare kids into a pipeline to prison.”

Hailed as common-sense legislation, Senate Bill 299 implements provisions aimed at educators, students and juvenile courts to foster a learning environment that prioritizes education over punishment. Zero-tolerance policies automatically impose harsh punishments without consideration of the circumstances. Under these policies, students have been expelled for bringing nail clippers or scissors to school.

Under Jones’ legislation, teachers and principals are encouraged to use their discretion to report a student under the zero tolerance policy, whereas current law requires them to report every incident. The bill also changes the juvenile criminal code to treat a first offense as a delinquent act, rather than a designated felony act. This gives kids a second chance if they commit a minor infraction without the intent to harm anyone. Judges are also prohibited from establishing a standing court order that allows them to send a student directly to jail before receiving a hearing. This will prevent students from being sent to prison for committing a minor infraction that does not call for such harsh punishment.

Over the years, zero tolerance policies have contributed to rising suspension and expulsion rates. The number of children suspended from school has risen from 1.7 million in 1974 to 3.1 million in 2000. Many of these kids are expelled for committing only a minor infraction; kids who have no previous history of misconduct. Findings also indicate that there is great racial disparity in the students who are expelled. In 2000, African-American students represented only 17 percent of public school enrollment nationwide, but accounted for 34 percent of suspensions.

Jones also noted that Georgia spent an average of over $74,000 to house just one youth in a detention center in 2008. With a 1,320 bed capacity, this cost the state almost $98 million. “Creating a pathway from school to jail simply railroads these kids into a life of crime. This is a disservice to our children, but also to our state. Georgia taxpayers are financing the cost of these detention centers, and in such tough economic times this is not something for which citizens, the state or our children can afford to pay the price.”

Since its introduction, the bill has received support from a wide range of stakeholders, including the Georgia Association of Educators; the Georgia Association of School Superintendents; Judge Steven Teske, immediate past president of the Georgia Council of Juvenile Court Judges; and the Georgia State Conference NAACP, among others.

The bill now moves the House of Representatives for consideration. 
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Monday, March 15, 2010

The National Science Teachers Association Announces 2010 Teachers Awards Program Recipients

/PRNewswire/ -- The National Science Teachers Association (NSTA), the largest professional organization in the world promoting excellence and innovation in science teaching and learning, has announced the recipients of its 2010 Teacher Awards Program, which honors K-12 teachers, professors, principals, and others for their outstanding achievement and innovative programs in science education. The awardees will be honored at a special banquet and ceremony on Friday, March 19, at NSTA's 58th National Conference on Science Education in Philadelphia.

NSTA will present its most prestigious award, the Robert H. Carleton Award, to former NSTA President Dr. Arthur Eisenkraft, distinguished professor of science education at the University of Massachusetts in Boston, Mass. and past recipient of NSTA's Distinguished Service to Science Education Award. The Robert H. Carleton Award recognizes one individual who has made outstanding contributions to, and provided leadership in, science education at the national level and to NSTA in particular.

A dedicated and passionate member of the science education community, Eisenkraft has contributed extensively to the association. He has been intimately involved in the development of several key corporate partnerships for NSTA. Eisenkraft also co-created the Toshiba/NSTA ExploraVision Awards competition, one of the most recognized science competitions in the country. In addition to his tenure as president, Eisenkraft, an NSTA member since 1980, has served on a number of important education committees, including The College Board's Science Academic Advisory Committee and the Committee on the Future of High School Science Laboratories for the National Academy of Sciences (NAS) and the National Research Council (NRC).

NSTA is also honoring the following recipients:

NSTA Presidential Citation
-- Emma Walton, science education consultant, Anchorage, AL


NSTA Distinguished Informal Science Education Award, partially sponsored by ServiceMaster

-- Kim Sneden, curator of education, Detroit Zoological Society, Royal
Oak, MI


NSTA Distinguished Service to Science Education Award, partially sponsored by ServiceMaster

-- Herb Brunkhorst, professor of science education and Biology,
California State University, San Bernardino, CA
-- Dwight Sieggreen, science teacher, Northville Public Schools,
Northville, MI

NSTA Distinguished Teaching Award, partially sponsored by ServiceMaster
-- Donna Rini, science teacher, Brookside High School, Sheffield, OH

Faraday Science Communicator Award
-- Joseph Hwang, Anaheim Ducks, Rosemead, CA

NSTA Fellow Award
-- Sandra Abell, curators' professor, University of Missouri, Columbia,
MO

NSTA Legacy Award
-- Alice Moses, former NSF Director of Instructional Materials
Development Program, Washington, D.C.

Maitland P. Simmons Memorial Award for New Teachers
-- Robert Chase, Twin Rivers Middle School, Buford, GA
-- Natalie Dagley, Wyatt Elementary, Plano, TX
-- Isabelle Debarros, E.F. Leddy Elementary School, Taunton, MA
-- Briana Faxon, Bremerton High School, Bremerton, WA
-- Caysie Heil, Malden High School, Malden, MO
-- Kathey Hoover, Wylie High School, Wylie, TX
-- Kathryn Humora, Notre Dame School, New York, NY
-- Karen Kraus, Delta Woods Middle School, Lees Summit, MO
-- Kimberly Kult, North Polk Jr-Sr High School, Alleman, IA
-- Lindsay Lowther, Arlington High School-Biosmart, St. Paul, MN
-- Theresa Madrid, Socorro High School, El Paso, TX
-- Laura Marks, Upper St. Claire, Upper St. Clair High School, PA
-- Abbie Martin, Jamestown High School, Williamsburg, VA
-- David Martinez, McRoberts Elementary, Katy, TX
-- Emily Mathews, Joseph Stockton Elementary, Chicago, IL
-- Megan McCulloch, South Vienna Middle School, South Vienna, OH
-- Elizabeth McMillan, Flandreau Middle School, Flandreau, SD
-- Scott Moore, Ankeny Sr. High School, Ankeny, IA
-- Julie Parker, Voy Spears Jr. Elementary, Lees Summit, MO
-- Torri Rinker, Passaic High School, Passaic, NJ
-- Jennifer Russell, Hope Community Charter School, Washington, D.C.
-- Joleen Teates, Newport High School, Newport, PA
-- Kyle Thompson, Lincoln East High School, Lincoln, NE
-- Shannon Thompson, Lanier Senior High School, Montgomery, AL
-- Andrea Van Waardhuizen, South Anchorage High School, Anchorage, AL


BioRad Biotechnology Explorer Award
-- Jennifer Hand, science teacher, Cairo High School, Cairo, GA

DCAT "Making a Difference" Award
-- Susan Hrenko, intervention specialist, WKHS Greenhouse, Worthington
Kilbourne High School, Columbus, OH
-- Dennis Foreman, science teacher, Zane Trace Middle School,
Chillicothe, OH


Delta Education/ FREY-NEO/ CPO Science Education Award for Excellence in Inquiry-Based Science Teaching

-- Elementary Level: Deborah Wickerham, science teacher, Chamberlin Hill
Intermediate School, Findlay, OH
-- Middle Level: Allison Bogart, science teacher, Woodrow Wallace Middle
School, Lake Isabella, CA
-- High School Level: Heather McArdle, science teacher, Mahopac High
School, Mahopac, NY


The DuPont Challenge© Science Essay Competition (Sponsoring Teacher - Award)

-- Dr. Omar Acio, chemistry teacher, Thomas Jefferson High School,
Alexandria, VA
-- Joan Roberts, science teacher, Rice Middle School, Plano, TX

SeaWorld/Busch Gardens Outstanding Environmental Educator Award
-- Cindy Suchanek, Mira Loma High School, Sacramento, CA

Shell Science Teaching Award
-- Awardee: Tamica Stubbs, biology and research teacher, EE Waddell High
School, Charlotte, NC
-- Finalist: Chanda Davis, science teacher, Hampton Cove Middle School,
Hampton Cove, AL
-- Finalist: Wendy DeMers, science teacher, Hynes Charter School, New
Orleans, LA

Sylvia Shugrue Award for Elementary School Teachers
-- Cathy Kindem, science specialist, Cedar Park STEM Elementary, Apple
Valley, MN

Vernier Software & Technology Awards
-- Elementary Level: Judy Heitkamp, science teacher, Prairie Elementary
School, Worthington, MN
-- Middle Level: Nicole Ackerson, science instructor, Berkeley
Preparatory School, Tampa, FL
-- Middle Level: Cynthia Ollendyke, science teacher, Peters Township
Middle School, McMurray, PA
-- High School Level: Steve Ahn, science teacher, Abingdon High School,
Abingdon, VA
-- High School Level: Stephen Biscotte, science teacher, Cave Spring High
School, Roanoke, VA
-- High School Level: Deborah Carder, science teacher, Fruitvale High
School, Fruitvale, TX
-- College Level: Brian Geislinger, physics professor, Gadsden State
Community College, Gadsden, AL


Wendell G. Mohling Outstanding Aerospace Educator Award, sponsored by Sally Ride Science and the Challenger Center for Space Science Education

-- William Richards, executive director, Community Resource Volunteers,
St. Johns, MI

Zula International-NSTA Early Science Educator Award
-- NSTA/CESI: Christina Ryan, kindergarten teacher, Cambridgeport School,
Cambridge, MA
-- NAEYC/NHSA: Jonathan Gillentine, pre-kindergarten teacher, Reverend
Benjamin Parker School, Kaneohe, HI


"Through their hard work and dedication, these outstanding educators are making a difference," said Pat Shane, president, NSTA. "They make science come alive for their students and help them realize the importance of science in their daily lives."

NSTA encourages science educators to apply for its 2011 teacher awards. Applications and information can be found online at http://www.nsta.org/about/awards.aspx.

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Saturday, March 13, 2010

K-12 Common Core State Standards Released March 10

he National Governors Association and the Council of Chief State School Officers March 10 released the first public draft of the K-12 standards as part of the Common Core State Standards Initiative, co-chaired by Governor Sonny Perdue.  The standards provide a consistent framework to prepare students for college and the workforce.

“Common education standards and assessments aligned to those standards are in the best interest of both Georgia and the nation,” said Governor Perdue.  “They will allow for an authentic, credible scoreboard that tells us how we are doing compared to students in other states.”

The standards define the knowledge and skills students should have within their K-12 education careers so that upon graduating high school they will be able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards are:

Aligned with college and work expectations;
Clear, understandable and consistent;
Rigorous content and application of knowledge through high-order skills;
Built upon strengths and lessons of current state standards;
Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
Evidence- and research-based.


“Georgia has developed rigorous standards that are as good as any in the nation,” said State School Superintendent Kathy Cox.  “The Common Core will allow us to accurately compare our students’ achievement with our neighboring states.”

Currently every state operates with different standards making it impossible to accurately compare data nationally or internationally.  The Common Core State Standards is a state-led initiative that reflects the knowledge and skills students need to be successful in college and in the global economy.  Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia have committed to helping develop these standards. 

Parents, teachers, students and the public will have clear expectations for their state’s education program when the standards are adopted. They will be able to accurately compare progress nationally and internationally.  It will also allow textbooks, digital media, and curricula to be aligned with internationally benchmarked standards.  States may choose to include additional standards beyond the common core as long as the common core represents at least 85 percent of the state’s standards in English-language arts and mathematics.

 “In the 21st century, Georgia is competing on a national and international stage,” said State School Board Chair Wanda Barrs.  “It only makes sense that all states have common standards to strive for and compare themselves against.”

More information can be found at www.corestandards.org.

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Friday, March 12, 2010

GREENGUARD Environmental Institute Awards $2,000 Grant to "Green" Start-Up Company Founded by Georgia Tech Students

/PRNewswire/ -- The GREENGUARD Environmental Institute (GEI) is proud to award $2,000 in prize money to "Waste to Watts (W2W): Solution-Based Recycling," an Atlanta-based start-up company with a mission to end energy poverty in third-world countries and reduce environmentally hazardous electronic waste.

GEI awarded the prize as part of the 2010 Georgia Tech Business Plan Competition, which promotes entrepreneurship among Georgia Tech students and alumni by encouraging them to launch cutting-edge, high-value businesses. GEI has proudly sponsored the GREENGUARD Sustainability Award for the past three years.

"We are thrilled to support to the Waste to Watts team in their efforts to tackle this very important health and environmental crisis," said Dr. Marilyn Black, founder of GEI. "These talented young entrepreneurs are trailblazers in both the green space and the health space, and we wish them the best of luck as they continue developing their prototype technology."

Founded by two Georgia Tech seniors, a Duke University sophomore, and a Duke University alumnus, W2W aims to repurpose electronic waste--like computer equipment and discarded lead acid batteries--to create an inexpensive, uninterruptible power supply (UPS) for developing nations. This is important because in developing nations, frequent power surges, daily blackouts, and other electricity failures damage the computers and medical equipment used in hospitals, which results in poor and unreliable health care. Moreover, dead lead acid batteries--which contain hazardous heavy metals--are often disposed of improperly and contribute significantly to environmental pollution.

"Through the generosity of the GREENGUARD Environmental Institute, we are able to recognize student entrepreneurs who apply creative engineering and business solutions to address critical environmental problems," said Alan Flury, director of BPC. "I can easily envision a day when every student venture competing in the BPC will be environmentally sustainable. When that occurs, it will be largely attributable to our partnership with the GREENGUARD Environmental Institute."

W2W's founders say they plan to use their prize money to help pay for a new Web site and the continued development of their prototype.

About GREENGUARD Environmental Institute (GEI)

The GREENGUARD Environmental Institute is an industry-independent, third-party, not-for-profit organization that aims to improve human health through programs that reduce people's exposure to chemicals and other pollutants. The GREENGUARD Certification Programs certify products for low chemical emissions and provide consumers with a resource for choosing healthier products and materials for indoor environments. All certified products must meet stringent standards for low chemical emissions based on established criteria from key public health agencies. GREENGUARD Certification is broadly recognized and accepted by sustainable building programs and building codes worldwide. For more information and a complete listing of certified products, visit www.greenguard.org.

About Georgia Tech Business Plan Competition (BPC)

The Georgia Tech BPC strives to create an integrated learning experience that promotes academic excellence in the development of entrepreneurial concepts and business plans; to encourage the founding of high-value, leading-edge enterprises and support student teams who choose to move forward with the startup of their businesses; and to inspire students to consider entrepreneurship as a career choice. Since its inception in 2001, BPC has awarded over $500,000 in prizes to over 550 students and alumni. Participants compete to win best business plan, most fundable business plan, most innovative intellectual property, and most environmentally sustainable business plan, among others. Panels of topical experts and entrepreneurs participate as judges and determine the winner in each category. For more information, visit http://mgt.gatech.edu/.

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Monday, March 8, 2010

Georgia Superintendent: Schools Need New Carpet Maintenance Program

/PRNewswire/ -- In an effort to improve the cleanliness of local school districts and stretch public funds, Georgia Schools Superintendent Kathy Cox has recommended implementing the Carpet and Rug Institute's Seal of Approval testing program for carpet cleaning products.

The Carpet and Rug Institute (CRI), the trade association that represents carpet manufacturers, launched the independent Seal of Approval (SOA) testing and certification program in 2004 as a way to identify the most effective carpet cleaning products.

The SOA program certifies effective and environmentally responsible carpet cleaning solutions, vacuums, extractors, and cleaning systems. Consumer and commercial products are independently tested and lists of qualifying products are posted on the CRI Web site, carpet-rug.org. In addition, carpet cleaning professionals certified as Seal of Approval Service Providers are listed on the Web site by zip code and geographic area.

In a letter to Georgia's 190 district superintendents, Ms. Cox noted that the Carpet and Rug Institute's Seal of Approval testing and certification program could help districts maximize cleaning and maintenance budgets by guiding them to the most effective products. This, in turn, would save money by reducing labor costs and extending the useful life of carpet.

"In an era when school budgets are especially tight, it is my sense that using CRI Seal of Approval-certified products and equipment will save school districts money," Cox said. "CRI does not make, distribute or sell any of these products; it simply tests for performance to assure that the best products are being used to maintain carpet," she added.

Dalton Public Schools, located in the northwest corner of the state, has put in place the Seal of Approval program. At one time, carpets were maintained by school personnel. But as the school system grew, the district hired a local Seal of Approval-certified Service Provider and invested in SOA-approved vacuums. Onsite "spotting teams" respond to spills and stains immediately, using SOA-approved spot cleaning solutions. "Clean, safe schools enhance teaching and learning," says Belinda Parrish, the Dalton Public Schools maintenance chief. "A clean environment is as important to a student's success as a good breakfast."

For more information about the SOA program or carpet maintenance plans for schools, visit www.carpet-rug.org.

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Friday, March 5, 2010

Deadline Approaching for UCB Rheumatoid Arthritis Family Scholarship

/PRNewswire/ -- Applications are being accepted until March 19, 2010 for the UCB Rheumatoid Arthritis Family Scholarship. These scholarships are for rheumatoid arthritis patients or their immediate family members. Winners are awarded up to $10,000 to continue their studies at an accredited institution of higher education in the U.S.

Requirements and an application can be found at http://www.reachbeyondra.com/scholarship. UCB awards more than 100 scholarships each year to patients suffering from a variety of diseases including epilepsy, Crohn's disease and rheumatoid arthritis.

About The UCB Rheumatoid Arthritis Family Scholarship

The program is designed for applicants of any age. Applicants must be legal and permanent residents of the United States; diagnosed with RA by a physician; seeking an associate's, undergraduate, or graduate degree or enrolled in a trade school educational program; enrolled in or awaiting acceptance from a United States-based institution of higher education; and a student who demonstrates academic ambition and embraces a way of life that overcomes the boundaries of living with RA.

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Georgia a Leader in College - and Career - Readiness

Georgia is one of just three states in the nation to have adopted four or more college- and career-ready policies necessary to adequately prepare students for college and 21st century jobs, according to a national report released earlier this week. Achieve, Inc., a bipartisan, nonprofit organization created by governors and business leaders, released the fifth annual “Closing the Expectations Gap” report that shows Georgia is in a select group of states having almost all of the recommended college- and career-ready policies.

"Since 2003 we have said that all Georgia students should receive a quality education that prepares them to succeed in postsecondary education and 21st century careers," said State Superintendent of Schools Kathy Cox. "Our students are competing with students from all over the world so we must continue to have rigorous requirements that give them the best chance of being successful when they leave high school."

“It is imperative that Georgia students are prepared to compete not only nationally, but internationally,” said Governor Sonny Perdue. “The work we have done in raising standards and improving data and accountability is helping us deliver a world-class education to our students.”

The “Closing the Expectations Gap” report has been conducted annually by Achieve since 2005 when it launched the American Diploma Project (ADP) Network to challenge states to work together on a college- and career-readiness agenda. Georgia has been an ADP member since 2005. The 50-state survey measures the same five areas of reform each year, as listed below, and reveals the current status of each state:

  • Standards: Align high school standards with the expectations of college and careers. Georgia is one of 31 states that have developed and adopted high school academic standards in English and mathematics that are aligned with college- and career-ready expectations.
  • Graduation Requirements: Align high school graduation requirements with college- and career-ready expectations. Georgia is one of 20 states and the District of Columbia that require all students to complete a college- and career-ready curriculum to earn a high school diploma.
  • P–20 Data Systems: Develop P–20 longitudinal data systems that link states’ student-level K–12 data with similar data from their postsecondary systems. Georgia is one of 16 states matching data annually.
  • Assessments: Develop college- and career-ready high school assessments. Georgia is one of 14 states to have these kind of exams.
  • Accountability: Develop a comprehensive reporting and accountability system that promotes college and career readiness. Georgia is one of 22 states that have now incorporated at least one of four accountability indicators that Achieve has identified as critical to promoting college and career readiness.
Through the Alliance of Education Agency Heads, all seven of the state's education agencies, the Governor's Office, Governor's Office of Workforce Development, Georgia Partnership for Excellence in Education, Georgia Chamber of Commerce and the Metro Atlanta Chamber of Commerce have been working collaboratively on aligning policies and initiatives that prepare all students in Georgia for 21st century careers and college. The number one goal of the Alliance is to increase the high school graduation rate, decrease high school drop-out rate, and increase post-secondary enrollment rate.

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Tuesday, March 2, 2010

Ashworth College Launches Early Childhood Education Bachelor's Degree Program

/PRNewswire/ -- Ashworth College announced today the addition of a Bachelor of Science Degree in Early Childhood Education to its roster of online degree programs. The new bachelor's curriculum is nationally accredited and designed to provide students with in-depth instruction in the principles and procedures of supervising and educating children from newborn to age eight.

With 64% of U.S. mothers with children between the ages of 1 and 6 years working outside the home, it's not surprising to see a renewed emphasis on kindergarten and first-grade readiness. As a result, employment in child care is expected to grow by 38% over the next decade, according to the U.S. Department of Labor.

"For those interested in becoming a public or private elementary school teacher, a bachelor's degree is typically a prerequisite," stated Dr. Milton Miller, Vice President of Education at Ashworth College. "And with increased employment opportunities in non-traditional teaching roles, including pre-school, special education, after-school programs, tutoring services, youth recreation programs and camps, we believe the time is right to introduce this new bachelor's degree program."

The program will cater to undergraduate students with little or no previous college credits as well as those with an associate degree and planning to take their education and career to the next level. Ashworth also offers an Associate Degree in Early Childhood Education.

In addition to laying the foundation for a broad base of knowledge through general education courses, Ashworth's eight semester distance education program offers specialty courses such as child development, early childhood literacy, curriculum development, cultural diversity, and exceptional children. Each focuses on preparing students for careers in the field of early childhood education.

"With an Ashworth College Bachelor Degree in Early Childhood Education, students will graduate with skills that can be immediately applied in an early childhood environment," said Deepa Chadha, Degree Program Director at Ashworth. "Ashworth's instructors are experienced, working professionals who give our students the added benefit of practical, real-world knowledge."

Ashworth's Bachelor Degree in Early Childhood Education program is comprised of forty comprehensive courses which include learning objectives, lecture notes, review questions, multiple-choice exams and written assignments. Courses include:

Achieving Academic Excellence
Art & Creative Development
Child Development
Children's Literature
Creating Learning Environments
Creative Expression & Play
Cultural Diversity
Curriculum Development
Early Childhood Literacy
Early Childhood Math & Science
Exceptional Children
Guidance & Discipline
Health, Safety & Nutrition
Home, School & Community
Introduction to Early Childhood Education
Movement & Music


Because Ashworth is a distance education institution, students can start the program at any time, study at their own pace, and take exams online. The program is extremely conducive to the working professional's schedule.

"Like all of our degree programs, the Bachelor Degree in Early Childhood Education is self paced," commented Dr. Miller. "Many of our students work full-time jobs and have families. We want this to be as flexible as possible so that they can incorporate their studies into their work and family schedules. It helps that they can complete their online courses at home and not travel to a classroom."

About Ashworth College

Ashworth College, a leader in distance education, offers students worldwide more than 100 career-focused online high school and career diploma programs; undergraduate and graduate online certificate programs; and online Associate degree, Bachelor's degree and Master's degree programs that are affordable and fit the busy schedules of working adults. Ashworth also offers specialized programs to corporate partners, active duty military personnel, military spouses, and homeschoolers.

Headquartered in Norcross, GA, Ashworth is accredited by the Distance Education and Training Council (DETC). The Accrediting Commission of the Distance Education and Training Council is listed by the U.S. Department of Education as a nationally recognized accrediting agency. Ashworth High School is further accredited by the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI). For more information visit AshworthCollege.edu.

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