Will changing course on math lower curriculum standards?

Rigor will remain high, more students will have more options.

By John D. Barge

Two years ago, our current 11th graders entered high school taking the Georgia Performance Standards in math. The standards are much more rigorous than the old curriculum, which I applaud. However, at the same time we raised the rigor, we created the perfect storm.

We had a major shift in the way the curriculum was delivered — from a discrete approach to an integrated one. Then, the economy took its sharp decline, providing few resources for teacher professional development. A group of teachers from each school district received a few days of training, and then were expected to go back and train all of the teachers in their own district. That is not the ideal way to roll out a brand new curriculum.

While I don’t believe there is a right or wrong way for the delivery of our math curriculum, I do believe students learn differently and should be given the option of learning through a different teaching method. The integrated approach is not working for all of our students, and we are responsible for preparing all of them!

That’s why I applaud the action our State Board of Education recently took to give local school districts the flexibility to choose what is best for their students. They know their students much better than we do at the state level. With either delivery model, the rigor of the current mathematics standards will not be compromised.

The State Board also allowed students who have struggled under this math delivery to receive core academic credit for the support courses that go along with Math I, Math II and Math III.

Some would say we are retreating from the rigor by allowing credit for these support classes because our graduation rule requires students to complete at least through Math III. I can certainly see why some may think that; however, I would say this is a recognition that a one-size-fits-all approach to mathematics and graduation is counterproductive to the expectation that we prepare students to lead successful lives when they leave us, regardless of their postsecondary paths.

Our current graduation rule requires that all students earn four units of math to graduate, including Math I through Math III, and a fourth math course. On our current integrated delivery model, Math III is the equivalent of trigonometry and statistics. So, even students with learning disabilities in mathematics must complete trigonometry and statistics in order to earn a diploma. Rigorous expectations? Absolutely. Realistic expectations? No.

We currently have thousands of students in 11th grade who have one or no math credits toward the four required to graduate. Without allowing these students to earn credit for their support classes, many of them will ultimately give up on high school, simply because they couldn’t grasp the concepts of math in an integrated fashion.

Our current GPS math curriculum is far more rigorous than our previous curriculum, meaning a student who graduates with Math I and II, as well as Math I and II Support, is far better prepared in mathematics than he or she would have been under our old curriculum.

While this isn’t an ideal situation, I would rather these students have options for careers and/or another form of postsecondary education or training when they leave us.

Let me be clear, I don’t believe in just giving out a high school diploma to students that haven’t earned it. But, many of these students have shown in multiple ways that they deserve it.

The intervention we provided this week for our high school students doesn’t lower the rigorous bar we’ve set; it simply gives them other opportunities to be successful. Without this intervention, the door to the future for thousands of our young people will be closed.


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Smith Encourages Congress To Find Collaborative Solutions to Education Challenges

Fayette County Board of Education member Terri Smith joined more than 800 school board and state school boards association leaders to ask Congress to support public school students as they consider the reauthorization of the Elementary and Secondary Education Act (ESEA) this year.

Smith took part in the National School Boards Association’s (NSBA) 38th annual Federal Relations Network Conference February 6-8 in Washington, DC. She is a participant in NSBA’s Federal Relations Network, a national grassroots legislative effort that urges members of Congress to make K-12 education a top priority.

Once Congress reauthorizes ESEA, local school boards will be responsible for implementing the federal policies, so it is important that school board leaders are involved in the legislative process.

School funding also remains a major concern for local districts. School board leaders are requesting that Congress help ensure that public education is adequately funded and discontinue the practice of passing education legislation without providing the necessary funding for local implementation.

“To increase student success, public officials on the local, state, and federal level must work together to provide proper funding and support for local districts,” Smith says.

In addition, some members of Congress are pushing for alternatives to local school governance. School board leaders strongly believe schools are best governed by the communities they serve.

“Local governance and decision-making are essential to advancing public education and student achievement,” Smith adds.

Founded in 1940, NSBA is a not-for-profit organization representing state associations of school boards and their more than 90,000 local school board members throughout the U.S. Working with and through state associations, NSBA advocates for equity and excellence in public education through school board leadership.

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Fayette County Board Member Smith Elected to Statewide Post

Fayette County Board of Education member Terri Smith has been elected as a District Director for the Georgia School Boards Association (GSBA).

As a District Director, Smith will serve on the association’s Board of Directors representing GSBA’s District 6, which includes the school systems of Bremen City, Carroll County, Carrollton City, Clayton County, Coweta County, Douglas County, Fayette County, Griffin-Spalding County, Heard County, Henry County, Meriwether County, Pike County, Thomaston-Upson County, and Troup County.

District Directors are elected for three-year terms at district meetings by a majority of the district members present and voting. The Board of Directors manages the affairs and business transactions of the association, and employs the executive director.

"We are extremely pleased to have Terri Smith join our Board of Directors," said GSBA Executive Director Jeannie M. (Sis) Henry. "This is an important role and one that demands high levels of leadership."

GSBA is an advocate of public education and supports the uniquely American tradition of citizen control of public school systems. GSBA is a voluntary, statewide organization that provides professional services and training to the state's local boards of education, and represents the collective resolve of local boards in the governance of public education. GSBA has provided service to public education in Georgia for over 50 years.

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High Schools Fall Short on College Support, Student Researchers Find

/PRNewswire/ -- Students do not get the college-going help they need from schools until far too late in the game, according to an extraordinary new report by a research team of 25 diverse high school students from Tennessee and Washington state.

Instead, parents and guardians largely step into the gap, according to their study, Hear Us Out, which was released today by the Center for Youth Voice in Policy and Practice at What Kids Can Do, Inc., a nonprofit based in Providence, RI.

Three-quarters of the respondents named their families as the chief source of college motivation and support, even when their parents and guardians had not attended college themselves.

In contrast, almost a third said they had never spoken with a school counselor about college. Although that percentage dropped to 12 percent by twelfth grade, 28 percent of seniors said they had completed their college application mostly on their own.

Student researchers based their findings on surveys of close to 5,000 peers in nine comprehensive high schools, five in Seattle and four in Chattanooga and Hamilton County, Tennessee. Another 225 students participated in videotaped student-led focus groups and individual interviews.

High motivation, little help

Conversations about setting their sights on college began early for 86 percent of students and came to a peak in sixth through ninth grades. But respondents said they lacked concrete advice from school sources in the critical early high school years.

Encountering a problem moving ahead with college plans, 86 percent of students said they would turn to a parent or guardian, compared to 38 percent who said they would consult a school counselor, and 33 percent a teacher.

The cost of college was the biggest hurdle, according to more than two-thirds of students. Forty percent said they knew little or nothing about financial aid. Of students eligible for free and reduced lunch, only 64 percent expected to attend college directly after high school, compared with 78 percent of higher-income students.

Aware of the constraints caused by overloaded counselors and shrinking school budgets, the student researchers urged community partners to step in with support and coaching for families and youth. They also asked for mentoring from "near peers" — college students from similar backgrounds who could share practical advice about access and success.

"I usually don't like asking for help," said one young respondent. "But when someone says, 'Hey, check this out, I don't know if you'll like it, but you should look at it anyway,' that goes pretty far."

Supported by Lumina Foundation for Education, Hear Us Out was a collaborative effort by What Kids Can Do (WKCD), the Public Education Foundation in Chattanooga, and the Alliance for Education in Seattle. The Public Science Project at CUNY Graduate Center helped design the survey and train the students. Students carried out their research and analysis in the spring of 2010.

"We found no shortage of ambition among these high school students, whatever their family income, race or ethnicity," said WKCD president Barbara Cervone, who presented the report along with videotaped student voices to a national group of college access organizations at Lumina's Indianapolis headquarters on December 2. "But making college dreams come true for America's youth is a joint production, requiring all of us."

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Cast Your Vote to Help Georgia's Tyrone Elementary Win $10,000 in National Competition

Connie Redd in the car line spreading the word about Progresso Soup joining the Box Tops for Education Program. 

“SOUPer” news for Tyrone Elementary; the school has been selected as one of 10 finalists nationwide in the Progresso Soup Box Tops for Education Contest.

The school entered the competition last month by submitting a photo and short description of how they would creatively spread the word about Progresso Soup joining the Box Tops for Education program. Parent Connie Redd, the school’s campaign leader, wore a “Box Tops for Education” label and carried an oversized Progresso Soup can while parading through the school’s car line. She says she made sure everyone in their cars knew that the soups now have the box tops and each are worth a dime.

Her campaign and the photo of Redd wearing the costume landed the school in the finals for the competition. Now, it is up to voters to select the grand prize winning school that will receive 100,000 box tops worth approximately $10,000. If Tyrone wins, the funds will be used to repair playground equipment, purchase technology programs and instructional supplies.

Here’s how you can help Tyrone Elementary get the most votes and win the $10,000 grand prize. Log on to www.boxtops4education.com and click on the “Box Top” link at the top of the page. Enter the school’s zip code (30290) and select Tyrone Elementary from the dropdown menu. Follow the directions for registering and return to the BTFE home page, click on the contest link, find the school’s photo, and vote. Persons can vote once daily through December 13. The winner will be notified on December 17.

The Box Tops for Education program gives schools 10 cents for every Box Tops logo they send back. So far this year, Tyrone Elementary has earned $1,520 by participating in the program.

Of course, the school would like to add $10,000 to its overall total, so don’t forget to vote daily and help Tyrone Elementary become the national winner in the Progresso Soup Box Tops for Education Contest.

Editor's Note:  Come on Georgia!  Let's all help Tyrone Elementary in Fayette County win this competition!

Photo Source:  Fayette County Board of Education


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McIntosh's Lane Named Georgia’s Assistant Principal of the Year

Dan Lane (left) with GASSP President-Elect Dr. Mark Wilson

The best assistant principal in Georgia, and possibly the nation, is at McIntosh High in Peachtree City.

Dan Lane has been selected as Georgia’s Assistant Principal of the Year by the Georgia Association of Secondary School Principals (GASSP), and has been chosen to represent the state in the National Assistant Principal of the Year competition.

Each year GASSP selects an Assistant Principal of the Year at the middle and high school level, and chooses one to compete for the national title sponsored by the National Association of Secondary School Principals (NASSP).

The Assistant Principal of the Year program recognizes outstanding middle level and high school assistant principals who have demonstrated success in leadership, curriculum and personalization. These school leaders have succeeded in providing high quality learning opportunities for students, and are acknowledged by their peers for the exemplary contributions they have made to the profession.

Lane says being Georgia’s Assistant Principal of the Year is not an award for him, but one that belongs to all of the McIntosh faculty and staff. He says the academic excellence for which McIntosh is known is due to a dedicated team of teachers and staff that work together to help all students achieve to the best of their abilities.

“Though we have outstanding test scores, when you dig down deep into our data, you will see that we have students who struggle just like everyone else. McIntosh is being proactive in helping those students now, before we see long-term ramifications in the future. It would be easy to sit on our laurels touting our excellent test scores, but that does not happen here. At McIntosh, we are committed to building up all students regardless of where they started,” says Lane.

Assistant Principals of the Year from all 50 states, the District of Columbia, and the Department of Defense Education Activity will compete for the national title. Three finalists will be announced January 2011 with the winner being named during the NASSP National Convention on February 26, 2011.

As Georgia’s Assistant Principal of the Year, Lane will be honored at the State Assistant Principals of the Year Forum and Awards Gala in Washington, DC March 30-April 2, 2011.

Photo Source:  Fayette County Board of Education

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Georgia High School Seniors Get a Jump Start on a Degree with Georgia Apply to College Week

The very idea of attending college can be overwhelming, especially without any help. If you don’t know where or how to start, then Georgia Apply to College Week (Nov. 8-12) will help.

Governor Sonny Perdue has proclaimed November Georgia Apply to College Month in an effort to encourage college participation for high school and non-traditional age students. Georgia Apply to College Week (GACW) specifically focuses on high-school students using http://www.GACollege411.org/ to apply to colleges throughout Georgia.

Georgia Apply to College Week will be held at 109 participating Georgia high schools, representing 65 counties. While open to all seniors at those schools, there is special focus on providing assistance to first generation and economically disadvantaged students as they navigate the college application process.

GACollege411is an online resource that helps students and their families select a college, apply for admission and plan to finance higher education. The GAcollege411 website offers access to information about colleges, universities, and technical colleges throughout Georgia. Volunteers from the participating agencies/organizations, Georgia’s colleges and universities, and the community will be on hand to assist students as they complete their applications.

“This is a home-grown effort that reaches out to students. It is a tremendous program and it will be important to keep expanding in future years,” said USG Chancellor Erroll B. Davis Jr.

At the first Georgia Apply to College Week in 2008, more than 50 volunteers assisted almost 900 students with completing admission applications at eight pilot high schools. In 2009, over 200 volunteers provided assistance, many of who supported multiple events and therefore filling about 475 volunteer slots. This year, almost 350 volunteer registrations have been received.

This week of events is sponsored by the Georgia Department of Education, the Georgia Foundation of Independent Colleges, the Georgia Student Finance Commission, Communities in Schools, the Technical College System of Georgia and the University System of Georgia (USG), and endorsed by the Georgia Association of Collegiate Registrars and Admissions Officers. The event is receiving funding from the College Access Challenge Grant, a federal program that fosters partnerships among federal, state, and local governments and philanthropic organizations through matching challenge grants that are aimed at increasing the number of low-income students who are prepared to enter and succeed in postsecondary education.

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Georgia Health Sciences University Name Approved By Regents

What’s in a name? When it comes to telling the full story of the missions of its 35 colleges and universities, plenty, according to the Board of Regents of the University System of Georgia (USG). The board approved today a request from the Medical College of Georgia (MCG) to change its name to Georgia Health Sciences University (GHSU).

“The new name more accurately reflects and encompasses the broad and growing health sciences teaching and research mission we have, not just in Augusta, but statewide,” said USG Chancellor Erroll B. Davis Jr.

Board Chair Willis Potts said, “Georgia Health Sciences University truly indicates the institution’s status as a comprehensive health sciences university that benefits the citizens of this state and nation as a whole and the board’s approval is a testament to our commitment to its mission.” The name change will take effect February 1, 2011.

The regents’ action today, while changing the name of the broader institution, will allow MCG President Ricardo Azziz to retain the historic name Medical College of Georgia for the university’s School of Medicine. MCG’s other four schools will change their designations to colleges.

“Georgia Health Sciences University better defines our institution as what it is – a comprehensive health sciences university and a modern academic health center,” said Azziz. “In this competitive world of rankings and reputation, we believe the new change will allow us to achieve the national prominence and recognition that this university community so richly deserves.”

The name change will not affect the MCG Health System or MCG Health. Both entities will retain their names, a reflection of their strong connection to the university’s medical school.

The board’s action today follows three independent studies conducted since 2007, all of which supported the renaming. Earlier this year, the possibility of a name change resurfaced during a MCG Health System retreat. Azziz and other MCG officials have engaged the university’s many constituent groups, including alumni, students, faculty, staff, corporate and community leaders, in the dialogue leading up to today’s board approval.

Founded in 1828 as the Medical Academy of Georgia, the university has been renamed five times in its 182-year history. It was first named Medical College of Georgia in 1833 and has been called MCG continuously since 1950.

A website featuring frequently asked questions is available at: http://name.mcg.edu

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Georgia Tech and Kaist Partner to Offer Dual Degrees

The Georgia Institute of Technology and the Korea Advanced Institute of Science and Technology (KAIST) have announced dual degree programs in electrical and computer engineering (ECE). The new programs will be offered at two campus locations: Georgia Tech’s main campus in Atlanta and at KAIST in Daejeon, Republic of Korea.

All lectures at KAIST will be presented in English to better serve a growing number of students from overseas. Undergraduate students may earn either a bachelor of science degree in electrical engineering or computer engineering from Georgia Tech in tandem with the bachelor of science degree in electrical engineering from KAIST. While in the dual undergraduate degree program, students spend two years each at both Georgia Tech and KAIST. For the master’s dual degree program in ECE, students spend two semesters each at both institutions. Participating students must satisfy the graduation requirements established by both universities in order to earn degrees from both institutions.

“One of the goals in our strategic plan is to support Georgia Tech’s objective to become a global university,” said Gary S. May, professor and Steve W. Chaddick School Chair of Electrical and Computing Engineering.  “We feel that these dual degree programs will help prepare our students to become leaders who will contribute to cultural, political, educational, economic and high-tech concerns in their home countries. In addition, collaborations between the two institutes will create opportunities to educate students who possess the skills for excelling in a dynamic global environment.”

Georgia Tech students participating in the dual bachelor’s degree program will spend their first and fourth years in Atlanta and their second and third years at KAIST. KAIST students spend their first two years in Daejeon and the final two in Atlanta. For the dual master’s program, Georgia Tech students will complete their first year at Georgia Tech and second year at KAIST, while KAIST students will complete the first year at KAIST and second year at Georgia Tech.

“KAIST’s proximity to many governmental research facilities, funding agencies and headquarters of many high- tech companies provides a rich resource for student internships and faculty research collaboration opportunities.” said Sung Kyu Lim, ECE associate professor and KAIST dual degree program director. “In addition, KAIST is near the National Research Foundation of Korea, which is comparable to our National Science Foundation. This symbolizes the strategic importance of KAIST as the leading national research institute in Korea.”

Key areas of interest at KAIST and local industries are information technology, biotechnology and nanotechnology. With approximately 8,000 students, KAIST is home to one of the top science and engineering programs in South Korea and Asia. 

The new programs, pending final approval by the Southern Association of Colleges and Schools, are scheduled to start in Spring 2011 for the dual BS and Fall 2011 for the dual MS. In addition, since costs for the new degree programs will primarily be covered by tuition, they will be revenue neutral.

The application deadline for the inaugural class is October 1, 2010, for the dual BS and December 1, 2010, for the dual MS. For more information, you may e-mail the program director, Sung Kyu Lim, at limsk@ece.gatech.edu or call 404-894-0373.



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Fewer Georgia Schools in Needs Improvement Status

Fewer Georgia schools are in Needs Improvement (NI) status, according to the initial Adequate Yearly Progress (AYP) report released July 19. Just over 14% of schools are in NI status this year, compared to 15.4% last year. Thirty-five schools across the state shook the Needs Improvement label by having made AYP for two consecutive years.

"The initial AYP results demonstrate that our schools are more focused than ever and that is translating into fewer schools in Needs Improvement status," said State School Superintendent Brad Bryant. "However, the academic bar and the graduation rate requirement increased this year, leading to a smaller percentage of schools making AYP, which is something we will focus closely on over the next several months.”

More than 71% of Georgia's public schools made AYP, a drop from 79% of schools that made AYP last year. This drop is due in large part to the increase in the academic bar in mathematics that students in elementary and middle school had to meet in order for a school to make AYP. The graduation rate that high schools must meet also increased this year to 80%.

The final AYP report will be released in the fall and will include summer retest scores, summer graduates and appeals.

Compared to initial AYP results last year, the 2010 report shows that:
- The percentage of schools in NI status decreased from 15.4% to 14.1%.
- The number of schools in NI status decreased from 334 to 305.
- The percentage of schools making AYP decreased eight points from 79.1% to 71.1%.

The percentage of high schools making AYP continues to lag behind. In 2010, just over 33% of the state's high schools made AYP, a decrease of almost 14 percentage points from 2009's initial results.

"We know there is a lot of hard work going on in our high schools, but we must provide more focused support for our students and teachers," Superintendent Bryant said. "I am committed to focusing on the needs of our high schools to ensure they are preparing students for the 21st century."

AYP is the formula used to determine if schools are meeting expectations under the federal No Child Left Behind Act. It consists of three parts -- test participation, academic achievement and another statistic, called a "second indicator." The academic goals continue to rise every few years toward a goal of 100% proficiency for all students by 2014. This year, the academic goal for grades 3-8 increased in mathematics and the graduation rate bar went up.

All students at a school, as well as any qualifying subgroup of students, must meet goals in all three categories in order to make AYP. Schools that do not make AYP for two consecutive years in the same subject are placed in Needs Improvement status and face escalating consequences.

35 Schools No Longer in “Needs Improvement”
Initial results show that 35 schools came out of Needs Improvement status by making AYP for the second consecutive year.

"Getting out of NI status isn't easy," Superintendent Bryant said. "These 35 schools should be very proud of their accomplishments, but have to remain focused so they continue making improvements."

There are 305 schools in NI status for the coming school year. These schools must offer parents options, such as public school choice or federally-funded tutoring. Depending on how long these schools have been in NI, some may have to make structural or organizational changes to improve student achievement.
In 2009, there were 334 NI schools after the initial results. That number dropped to 278 after retests, summer graduates and appeals were worked into the formula.

"As we normally do, I believe we will see the number of NI schools drop again when we do our final AYP determinations in the fall," Superintendent Bryant said.

Graduation Rate
The state's initial 2010 graduation rate is 79.9%. That is up from the initial 2009 graduation rate of 77.8% and the final 2009 graduation rate of 78.9%, which included summer graduates.

"Improving the graduation rate is crucial to Georgia being competitive with other states in recruiting and retaining jobs," Superintendent Bryant said. "The more students graduating from high school with a meaningful diploma, the more students we have ready to go to college or enter the workforce. There is still more work to be done, but this year's graduation rate is an encouraging sign."

Graduation rate must be used as a "second indicator" for all high schools and the bar was raised this year.

In order to make AYP, a high school had to have a graduation rate of 80% or higher, up from 75% last year. If a school did not make that goal, they could use a "second look" which means:
- Having a graduation rate that averaged 80% or higher over the past three years OR
- Having a graduation rate of at least 60% the previous year (2009) and showing a 10% improvement in the rate this year.

Reauthorization of the Elementary and Secondary Education Act
Today's AYP release sheds more light on the need for Congress to reauthorize the Elementary and Secondary Education Act (ESEA) - No Child Left Behind. Even though both the Spellings administration and the Duncan administration at the U.S. Department of Education have worked to grant administrative flexibility, it has been insufficient to overcome the original accountability benchmarks established by Congress in 2001.

"As a state, we have no problem moving toward a proficiency rate of 100% - to do anything else would underserve a portion of Georgia's students," said Superintendent Bryant. "We are frustrated over the fact that the original authorization of No Child Left Behind came with the promise that it would be reauthorized in five years with increased flexibility in return for increased accountability. Once again we call upon Congress to act in a manner which supports the hundreds of thousands of teachers and school leaders across the nation who are more focused on student learning than ever before."

SCHOOL and DISTRICT HIGHLIGHTS

SCHOOLS THAT CAME OUT OF "NEEDS IMPROVEMENT" STATUS
Pearson Elementary School, Atkinson County
Coretta Scott King Young Womens Leadership Academy, Atlanta Public Schools
The Best Academy at Benjamin S. Carson, Atlanta Public Schools
Eagle Ridge Elementary School, Baldwin County
Jonesville Middle School, Carroll County
Beach High School, Chatham County*
Chattahoochee County Middle School, Chattahoochee County
Barnett Shoals Elementary School, Clarke County
Kendrick Middle School, Clayton County
Mundy's Mill Middle School, Clayton County
Sequoyah Middle School, Clayton County
Swint Elementary School, Clayton County
Cooper Middle School, Cobb County
Griffin Middle School, Cobb County
Smitha Middle School, Cobb County
Arnall Middle School, Coweta County
East Coweta Middle School, Coweta County
Dooly County Elementary School, Dooly County
Glascock County Consolidated School, Glascock County
Risley Early College Academy, Glynn County
Meadowcreek High School, Gwinnett County
Richards Middle School, Gwinnett County
South Hall Middle School, Hall County
Lamar County Elementary School, Lamar County
Marietta 6th Grade School, Marietta City
Herschel Jones Middle School, Paulding County
Cedartown Middle School, Polk County
Van Wert Elementary School, Polk County
Laney High School, Richmond County*
Telfair County Middle School, Telfair County
Carver Elementary School, Terrell County
Terrell Middle School, Terrell County
Southeast Elementary School, Valdosta City
Carver Middle School, Walton County
T.J. Elder Middle School, Washington County

DISTRICTS WHERE ALL SCHOOLS MADE AYP
Bremen City
Buford City
Calhoun City
Calhoun County
Camden County
Chickamauga City
Clay County
Clinch County
Dalton City
Decatur City
Fayette County
Gilmer County
Glascock County
Gordon County
Jeff Davis County
Jefferson City
Lincoln County
Marietta City
Oconee County
Pickens County
Pierce County
Pike County
Rockdale County
Schley County
Seminole County
Towns County
Trion City

SCHOOLS THAT HAVE MADE AYP FOR 12 CONSECUTIVE YEARS
Bacon County Primary School, Bacon County
Berrien Primary School, Berrien County
Bleckley County Primary School, Bleckley County
Waynesboro Primary School, Burke County
Bethune Elementary School, Charlton County
Blackshear Trail Elementary School, Crisp County
J.S. Pate Elementary School, Crisp County
Roan Elementary School, Dalton City
Hightower Elementary School, DeKalb County
Saxon Heights Elementary School, Dublin City
Susie Dasher Elementary School, Dublin City
Swainsboro Primary School, Emanuel County
North Fayette Elementary School, Fayette County
Robert J. Burch Elementary School, Fayette County
Enota Multiple Intelligences Academy, Gainesville City
Jasper County Primary School, Jasper County
Maxwell Elementary School, McDuffie County
Thomson Elementary School, McDuffie County
South Mitchell County Elementary School, Mitchell County
Samuel E. Hubbard Elementary School, Monroe County
T.G. Scott Elementary School, Monroe County
Oconee County Primary School, Oconee County
Cooper Primary School, Terrell County
Ridge Road Primary School, Washington County
Jack P. Nix Primary School, White County
Washington-Wilkes Primary School, Wilkes County
Worth County Primary School, Worth County

SCHOOLS THAT HAVE MADE AYP FOR 11 CONSECUTIVE YEARS
Appling County Primary School, Appling County
Banks County Primary School, Banks County
Ben Hill County Primary School, Ben Hill County
Lanier Primary School, Bryan County
Mill Creek Elementary School, Bulloch County
Cook Elementary School, Cook County
Cook Primary School, Cook County
Oakcliff Elementary School, DeKalb County
Lamar Reese School of the Arts, Dougherty County
Lindsey Elementary School, Houston County
Perry Primary School, Houston County
Louisville Academy, Jefferson County
Morgan County Primary School, Morgan County
Downtown Elementary Magnet Academy, Muscogee County
Pelham Elementary School, Pelham City
Sumter County Primary School, Sumter County
Collins Elementary School, Tattnall County
Unity Elementary School, Troup County
Bacon Elementary School, Wayne County

* This school received a School Improvement Grant. As a result, it is no longer in Needs Improvement status.

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College-Bound Students Take Note: July 1 Brings New, Lower Student Loan Interest Rates

(BUSINESS WIRE)--Here’s news that 19 million people signing up for college classes this fall may want to hear: if you’re considering student loans to help foot the tuition bill, you may qualify for lower interest rates.

For the 2010-2011 academic year, rates on need-based federal Stafford student loans will decline from 5.6 percent to 4.5 percent, says Sallie Mae, the nation’s leading saving, planning and paying for college company. As a result, if you borrow $5,500 and pay off in the standard 10 years after graduation, you can save an estimated $350—enough for a semester’s worth of books or a month’s car payment. Rates on non-need-based federal Stafford loans remain 6.8 percent.

To qualify for federal student loans, you must first fill out the government’s Free Application for Federal Student Aid, also known as the FAFSA.

Keep in mind that the maximum amount you can borrow in federal Stafford loans varies between $5,500 and $7,500 for undergraduate students, depending on your year in college. To qualify, you also need to attend school at least half-time. Another change beginning July 1: federal Stafford loans will come directly from the U.S. Department of Education.

Sallie Mae’s Smart Option Student Loan also has lower interest rates for upcoming academic year, ranging between 2.88 percent and 10.25 percent for degree- seeking students, based on today’s LIBOR index. A customer’s actual interest rate depends on credit history and whether a cosigner applies, among other factors and will reset periodically based upon future changes in the LIBOR index. In addition, the company recently eliminated disbursement fees and added an on-time payment award. This private loan from Sallie Mae is available to help you fill the gap between the school’s cost of attendance and your other financial aid.

With Sallie Mae’s Smart Option Student Loan, students pay interest while in school, graduate with less debt, and pay off their loans faster, saving more than 50 percent in finance charges over the life of their loan. A typical freshman borrowing $10,000 makes payments of principal and interest for only seven years after graduation rather than 15 years. The customer saves approximately $8,800—compared to other private student loan alternatives in which no payments are made until after graduation. For more information, visit www.SallieMae.com/loansmart.

Sallie Mae advises families to follow the 1-2-3 approach to paying for college: first maximize scholarships and grants, along with savings and income. Second, explore federal student loans. Third, fill any gap with a pay-interest-as-you-go private education loan.

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Sallie Mae Announces New Market-Leading Savings Account Interest Rates

(BUSINESS WIRE)--Whether you are saving money for college or other important goals, Sallie Mae now helps you achieve your goals with increased savings account interest rates among the highest nationwide. Saving for college is increasingly a priority for parents with 59 percent currently saving for college through a combination of savings, CDs and money market accounts according to national research from Sallie Mae and Gallup. Of these parents, 38 percent manually deposit funds when budget allows and 31 percent are habitual savers.

“The account was no trouble to open and the high rate combined with Upromise benefits will help us build our savings.”

“The Sallie Mae savings account earns more interest and helps our family save for college, for us it was a no brainer,” said Julie M., a mother of four from Cincinnati. “The account was no trouble to open and the high rate combined with Upromise benefits will help us build our savings.”

The High-Yield Savings Account by Sallie Mae is now offering a 1.4% Annual Percentage Yield (APY), among the best interest rates in the nation. There are no minimum balance requirements, no monthly fees, accounts are FDIC insured and starting an account takes just a few minutes online. Customers can save even more with a 10 percent annual match of their Upromise rewards earnings. Sallie Mae’s Upromise rewards program is free, and members earn rewards through everyday spending at online retailers, restaurants, gas stations and grocery stores.

High-Yield Savings Accounts are just one of the ways you can save with Sallie Mae. The company also offers Certificates of Deposit accounts and college savings plans. Certificate of Deposit accounts have no minimum balance, no monthly fees and terms of 12 months at an increased rate of 1.55% APY, 36 months increased to 2.40% APY or 60 months at 3.0% APY. Tax-advantaged 529 savings plans are available from Sallie Mae’s Upromise Investments. The High-Yield Savings Account and Certificates of Deposit by Sallie Mae are products of Sallie Mae Bank, member FDIC.

Sallie Mae recommends students follow a “1-2-3 approach” to paying for college: first, use free money by filling out the FAFSA to access need-based grants and research and apply for scholarships, supplemented with current income and savings, such as the High-Yield Savings Account, Certificates of Deposit and 529 plans by Sallie Mae. Second, explore federal loans. Third, fill any gap by using a pay-interest-as-you-go private education loan. For example, Sallie Mae’s Smart Option Student Loan helps reduce the total finance charges paid over the life of the loan and helps you pay off sooner.

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Georgia Charter Schools Commission Ruled Constitutional

/PRNewswire/ -- Arguments advocated by McKenna Long & Aldridge LLP (MLA) were supported in a quick decision May 7 by Fulton County Superior Court Judge Wendy L. Shoob, who ruled from the bench that the law creating the Georgia Charter Schools Commission is constitutional.

Judge Shoob ruled that, contrary to the claims of seven school districts, the state of Georgia has the authority to approve charter schools and, consistent with the Georgia Constitution, commission charter schools are allocated only state and federal funds, not local school tax or bonded indebtedness revenue. The plaintiff school districts were Bulloch, Candler, Coweta, DeKalb, Griffin-Spalding and Henry counties, and the City of Atlanta.

The districts had sued the Georgia Charter Schools Commission, the Georgia Department of Education, the Georgia Board of Education, and three schools that had been approved by the commission: Ivy Preparatory Charter Academy in Norcross, the Charter Conservatory for Liberal Arts and Technology in Statesboro and Heron Bay, which will open in fall 2011 in Henry County.

The suit alleged that the commission was an independent school system in violation of the state constitution. Shoob ruled that the commission charter schools were created pursuant to a special schools provision in the constitution. She said commission charter schools are not required to be under the control of a local school district, and that the funding of the schools is constitutional.

Judge Shoob ruled that, contrary to the districts' claim, the law that created the commission, HB881, was constitutional.

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Mayor Kasim Reed to Recognize 75 Gates Millennium Scholars From Atlanta Area

/PRNewswire/ -- The United Negro College Fund (UNCF) today announced that 75 Gates Millennium Scholars from Atlanta and surrounding counties in Georgia will be recognized at a reception hosted by The Honorable Kasim Reed, at Atlanta's City Hall, Thursday, May 13. These students are a part of the 2010 Class Gates Millennium Scholars.

The good-through-graduation college scholarships awarded through the Gates Millennium Scholars Program can be used at colleges or universities of the recipients' choice and have funding that can include graduate study through a doctoral degree in seven academic disciplines.

The 1,000 students selected nationwide are joining over 13,000 Gates Scholars from all 50 states, the District of Columbia, and five American territories including American Samoa, Guam, Federated States of Micronesia, Puerto Rico and the U.S. Virgin Islands. Gates Scholars have an average graduation rate of almost 80 percent, which is higher than the national average rate.

"I want to congratulate the students from Atlanta who have been accepted into the Gates Millennium Scholars Program," Mayor Reed said. "This program, our nation's largest source of minority scholarships, enables thousands of dynamic students to attend college and ultimately become some of our nation's best and brightest leaders."

"I also want to acknowledge and thank the Bill & Melinda Gates Foundation, UNCF's President, Dr. Michael L. Lomax and program administrators of this program for contributing greatly to the success of our youth," Reed added.

Established in 1999 with the goal of developing the next generation of leaders for the global economy, the Gates Millennium Scholars Program is funded by a $1.6 billion grant from the Bill & Melinda Gates Foundation. In addition to financial assistance, Gates Millennium Scholars receive academic support, mentoring and leadership training.

"The 20,000 young men and women who will attend college as Gates Millennium Scholars will make a major contribution to helping the United States fulfill President Obama's goal of regaining for America world leadership in the proportion of citizens with college degrees," said Michael L. Lomax, UNCF President and CEO. "The Gates Millennium Scholars Program is an investment in both the futures of these students and the country's economic and social strength and competitiveness."

UNCF's management of the Gates Millennium Scholars Program is a partnership with the American Indian Graduate Center Scholars (AIGCS), the Asian & Pacific Islander American Scholarship Fund (APIASF) and the Hispanic Scholarship Fund (HSF) to serve Gates Millennium Scholars in all fifty states, the District of Columbia, American Samoa, Federated States of Micronesia, Guam, Puerto Rico and the U.S. Virgin Islands.

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Middle school students get a feel for the brain

On a sunny spring day at Zoo Atlanta, 13-year-old Tamecia Burson literally got hands-on with the human brain.

With the encouragement of Michael Black, a post-doctoral researcher in GSU’s Neuroscience Institute, the seventh grader cautiously reached out to touch the brain’s gyri and sulci, or folds and grooves, before she quickly pulled away.

“I really don’t like touching stuff like that,” she said, “but I’m glad I did it anyway.”

Burson was one of 180 students of Decatur’s Renfroe Middle School who took part in the April 30 Brain Expo, sponsored by the Center for Behavioral Neuroscience.

The center, headquartered at Georgia State, is a consortium of seven Atlanta-area universities, dedicated to furthering research into neuroscience, as well as educating students from elementary school through college about a field that explores the mysteries of the mind. The expo has been produced since 2003.

“My students get an opportunity to experience firsthand the things we we’ve talked about in class,” said Susan Brooks, a seventh-grade science teacher at Renfroe whose class attended the event. “The expo is wonderful because I don’t always have the resources to put on an activity like that.”

Students made their way around teaching exhibits, ranging from the opportunity to touch a human brain, to learning about the phantom limb phenomenon — where the brain can still feel a limb even though it might be amputated. They also learned about sleep, memory, and the effects of alcohol on the brain by trying to dunk a basketball through a hoop while wearing visual distortion goggles.

“I really liked the optical illusion [station] and the ‘too drunk to dunk’ one,” said Mirina Garoufalidis, 12. “The opportunity to touch the brain was interesting, and I also liked learning about sleep.”

The expo was also more than an opportunity for middle school students to learn. Undergraduate and graduate students, as well as high school students from Central Gwinnett High School all took responsibility to operate and create the exhibits, learning more about teaching through the process.

Teaching, as the students of GSU’s Biology 4916/6916 course learned through preparation for the expo, is no small task.

For starters, after you’ve learned so much about neuroscience at advanced levels, figuring out how to explain concepts in a simple fashion and to make them accessible to 12 and 13-year-olds isn’t easy.

“It’s hard to explain these concepts to middle school students, and it takes a lot of effort to create exhibits that will help them understand,” said Mahin Shahbazi, a doctoral student at GSU.

In the end, though, all of that hard work pays off when you’ve sparked a student’s interest in science.

“Not only are we helping to develop new knowledge among both populations of students, the visiting middle schoolers and the university students, but we’re also generating a new enthusiasm for science,” said Kyle Frantz, associate professor of neuroscience and Director of the Expo.

The experiences learned through the process will help Ashley Belflower, a graduating senior at Georgia State, pursue her dream of teaching elementary school pupils. She designed and worked a station that demonstrated the importance of learning and physical activity in order to keep the brain active and its connections alive — something that’s important throughout the lifespan.

“The students have to figure out solutions to problems we present, learning which brain parts might be most active during the process,” she said. “I hope that they would like to pursue neuroscience one day, and I hope that they learn that science is important. I want them to realize that it’s fun, not something that’s boring.”

The Center for Behavioral Neuroscience includes Georgia State, Emory University, Georgia Tech, Clark Atlanta University, Morehouse College, the Morehouse School of Medicine and Spelman College.

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The Sallie Mae Fund, Sallie Mae Celebrate Financial Literacy Day on Capitol Hill with Resources That Help Families Save, Plan and Pay for College

(BUSINESS WIRE)--Sallie Mae, the nation’s leading saving, planning, and paying for college company, will join the Jump$tart Coalition for Personal Financial Literacy, JA Worldwide and the Council for Economic Education in celebrating Financial Literacy Day on Capitol Hill tomorrow, April 27. The event concludes a month-long education campaign encouraging effective money management among young people around the country. The Sallie Mae Fund will provide members of Congress, their staff, and other attendees with its recently updated “Mission: Possible!” toolkit.

Through a special U.S. Senate resolution introduced by Senator Daniel Akaka (D-HI), April was again declared national Financial Literacy Month. Senator Akaka, along with Senator Mike Enzi (R-WY), will be on hand to commemorate the occasion and better understand how Sallie Mae and more than 60 other representatives from the national personal finance education community, including federal agencies, not-for-profit organizations and corporations, promote financial literacy to consumers of all ages.

The “Mission: Possible!” toolkit is a free, 25-page step-by-step guide that helps families save, plan and pay for college. It provides students and families with college prep timelines for middle school and high school, a breakdown of higher education options, information on the admissions and financial aid processes, an overview of college costs and financial aid, and a glossary of terms. The toolkit is handed out at The Sallie Mae Fund’s free “Saving, Planning and Paying for College” seminars, and can be downloaded online at www.SallieMaeFund.org.

“By learning financial literacy fundamentals now, aspiring college students lay the foundation for successful money management in the future,” says Erin Korsvall, director of community relations, Sallie Mae. “Mission: Possible!, along with other free resources, empower families to make wise decisions about saving, planning and paying for college.”

The Sallie Mae Fund is a nonprofit foundation sponsored by Sallie Mae that increases access to higher education and supports communities where Sallie Mae employees live and work. Since 2001, The Fund has contributed more than $123 million to address key barriers to college access and support the community.

Sallie Mae is committed to promoting financial literacy and smart money management. Through a range of saving for college programs, free planning tools, interest-free tuition payment plans and responsible student loans, the company helps families make the investment in college wisely. For example, Sallie Mae’s Smart Option Student Loan, which features interest-only payments while in school, helps customers graduate with less student loan debt and pay off faster after graduation.

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Atlanta Leaders Announce New Early Education Initiative

/PRNewswire/ -- After 18 months of study, the Early Education Commission (EEC) has issued strategic recommendations for improving access to quality early education for children ages zero to five across metro Atlanta, and ultimately the state.

The recommendations lay out a multi-year plan for assuring consistently high-quality early learning - with Georgia ultimately becoming a national leader in ensuring that children enter kindergarten ready to learn and on a path to "read to learn" by third grade. "Read to learn" refers to a reading skill level necessary for a third-grader to learn at an age-appropriate pace and become a successful student.

Stephanie Blank, Trustee of the Arthur M. Blank Family Foundation, will chair the governing board of the Georgia Coalition for Early Education (GCEE), a new, independent successor group to the EEC that will offer strategic assistance to existing providers, funders and stakeholders in early learning and care. A national search is being launched for an executive director of the coalition.

"The key to Georgia's future economic prosperity and social well-being lies in the care and education of our youngest children," said Ms. Blank, who served on the EEC. "There is ongoing advocacy and quality improvement work in metro Atlanta and the state: our goal is to move early learning to the top of the public agenda and broaden the scope and reach of those efforts."

Co-chaired by Federal Reserve Bank of Atlanta CEO Dennis Lockhart and Spelman College President Beverly Daniel Tatum, Ph.D., the EEC assembled in the fall of 2008 to investigate the impact of early learning on the short- and long-term economic health of metro Atlanta. The commission learned from nationally renowned experts in the early education field, studied research, assessed the state of early learning in the metro area and state, and identified opportunities for improvement.

"It is essential that children be ready to learn when they enter kindergarten - we know brain development in a child's early years charts a course for success over a lifetime," said Dr. Tatum. "We also know that there is more to school readiness than being ready to read - social, emotional and other cognitive milestones are important, and the EEC's recommendations address all of those."

In addition to the neuroscience aspects of early childhood education, EEC members learned about the positive return on investment early intervention provides versus the exponential cost of remediation, and the importance quality centers and trained educators play in these outcomes.

Said Dennis Lockhart, "Beyond the intrinsic social value, investing in early education is just the smart thing to do. Research clearly shows that early interventions have better rates of return than do traditional economic development projects."

Consistent with the commission's recommendations, the GCEE will focus on four main areas:

-- Improve Quality - for both center-based and home-based early care and
education.
-- Enhance Parental involvement - supporting families with the tools and
resources needed to provide quality learning experiences.
-- Increase Public Awareness - to raise awareness of how quality early
learning experiences impact a child's long-term success.
-- Intensify Advocacy - for increased quality, accessibility and
affordability of early childhood care and education.

"This commission has recommended vital next steps that will significantly support and enhance ongoing efforts in our state," said Holly Robinson, Commissioner of Bright from the Start: Georgia Department of Early Care and Learning. "Helping parents identify and assure quality early education is critically important for their children and for Georgia. And Stephanie Blank is a brilliant choice as chair of the coalition; she is a greatly respected community leader who researches, understands and is devoted to this issue."

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GaDOE and GPB Partnership Wins National Award

The Georgia Department of Education (GaDOE), in partnership with Georgia Public Broadcasting (GPB), received a My Source Education Innovation Award recently from the Corporation for Public Broadcasting in Washington, D.C. The award recognizes the use of pioneering methods and emerging digital technologies to serve the educational needs of communities. The $3,000 grant award was presented to State Superintendent of Schools Kathy Cox and GPB President Teya Ryan at the Council of Chief State School Officers/Public Media Executive Summit.

The GaDOE and GPB received the award for incorporating digital media to illustrate learning objectives for Project ExPreSS (Exam Preparation for Science and Social Studies). The ExPreSS program was offered last summer throughout the state to any high school students that were interested in receiving remediation for the science and social studies sections of the Georgia High School Graduation Test (GHSGT). Students in the program had an overall retest pass rate of 68 percent; more than double the previous year’s pass rate on GHSGT retests in science and social studies.

“The partnership we have with GPB truly helped make Project ExPreSS a tremendous success,” said Superintendent Cox. “The digital resources they provided us helped bring the performance standards to life for all of the students and teachers involved in the program.”

“Project ExPreSS is a great example of how GPB is using its resources to help improve student achievement in Georgia,” said Ryan. “We’re proud to partner with the GaDOE and look forward to finding more ways to enrich the classroom learning environment through the development of high-quality digital resources.”

The success with the summer ExPreSS program showed that there was a greater need to offer it again and make an online version available to reach even more students.

FreeOnline ExPreSS creates an online opportunity designed to help students prepare for the science and social studies GHSGT. Science and social studies are the two sections of the GHSGT that Georgia students fail most often. The program offers self-paced units based on the instructional plans created for the summer Project ExPreSS.

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Piedmont Financial, LLC, MassMutual Announce Scholarship Program For Local Multicultural College Students

/PRNewswire/ -- Local multicultural college students from the metro area of Atlanta will have a chance to win scholarships and internship opportunities in the financial services field as part of a newly-expanded scholarship program sponsored by Piedmont Financial, LLC, a general agency of Massachusetts Mutual Life Insurance Co. (MassMutual).

Students of African-American/Black, Asian/Pacific Islander, or Hispanic descent who reside in the state of Georgia can apply for one of three $5,000 college scholarships. Applicants must meet certain academic criteria, such as having concentrations in the fields of business, economics, finance, financial planning, management, marketing or sales.

Nationally, MassMutual is making $135,000 in scholarships available in nine metropolitan areas as part of the program.

"We've always been committed to attracting talented professionals to the field of financial services, and in particular to supporting people of diverse backgrounds, both as agents and as clients," said William Brill, General Agent of Piedmont Financial. "These scholarships and internship opportunities will, ultimately, help us better serve Georgia's increasingly diverse community."

This marks the second consecutive year that MassMutual Piedmont Financial has participated in the scholarship program with MassMutual. This year, MassMutual is expanding the scholarship program, which began in 2009 with four metropolitan areas, to nine.

"Our scholarship program is a very important part of our commitment to diversity and education, and because of it and our other efforts, we're already making a big difference in the lives of the communities we serve," said Nick Fyntrilakis, assistant vice president of Community Responsibility for MassMutual.

The scholarship program's application deadline is May 30, and winners will be notified in late summer.

To be eligible, applicants must:
-- Be of African American/Black, Asian/Pacific Islander or Hispanic
decent.
-- Be a U.S. citizen or legal permanent resident with a permanent
resident card or passport stamped I-551 (not expired).
-- Have a minimum cumulative grade point average (GPA) of 3.0 on a 4.0
scale.
-- Have plans to attend FULL-TIME, a degree-seeking program at a U.S.
accredited institution in the U.S., Puerto Rico, U.S. Virgin Islands
or Guam during the 2010-2011 academic year.
-- Be entering their sophomore, junior, senior or 5th year senior year at
a four-year university or be a community college student.
-- Reside or plan to attend an institution in one of the following
metropolitan areas: Atlanta, GA; Denver, CO; Houston, TX; Los Angeles,
CA; San Francisco, CA; Central New Jersey; Chicago, IL; Miami, FL; or
San Antonio, TX.
-- Be majoring in business, economics, finance, financial planning,
management, marketing or sales.
-- Demonstrate leadership and extra curricular activities.
-- Must apply for federal financial aid by completing the Free
Application for Federal Student Aid (FAFSA)


For more information on how to apply or to obtain an application, visit www.hsf.net/massmutual.aspx.

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NASA and NSTA Send Teachers Flying for Science in Microgravity

/PRNewswire/ -- NASA and the National Science Teachers Association, or NSTA, have selected high school teachers from Alabama, Delaware, Georgia, Missouri, New York, North Carolina and Washington to fly an experiment in microgravity.

This flight opportunity will allow high school teachers and students to propose, design, fabricate, and evaluate an experiment the teachers will fly in a reduced gravity environment. The overall experience will include scientific research, hands-on design and test operations aboard a modified Boeing 727 jetliner. Zero-Gravity Corp. of Las Vegas will conduct the flights the week of July 29 to Aug. 7 in cooperation with the Reduced Gravity Office at NASA's Johnson Space Center in Houston.

"This is another innovative NASA project for students and educators to work on actual flight projects that use the unique environment of space while applying their academic knowledge in science, technology, engineering and mathematics," said Joyce Winterton, associate administrator for Education at NASA Headquarters in Washington.

The teams selected to participate in the program are:
-- Delaware Agriscience Teachers, Middletown High School, Middletown,
Del.
-- Dover High School/Capital School District in Dover, Del.
-- A team of Einstein Fellows, who are teachers spending a year in
Washington at a congressional office or a federal agency
-- Fairport High School/Fairport Central School District in Fairport,
N.Y.
-- Fulton High School in Fulton, Mo.
-- Greensboro Day School in Greensboro, N.C.
-- Jackson High School in Jackson, Mo.
-- Jefferson County Public Schools and Trussville City Schools/Hewitt
Trussville High School in Homewood, Ala., and the University of
Alabama, Birmingham
-- Muscogee County School District in Columbus, Ga.
-- New Deal High School/New Deal Independent School District in New Deal,
Texas
-- Northbrook High School/Spring Branch Independent School District in
Houston
-- Van Alstyne High School/Van Alstyne Independent School District in Van
Alstyne, Texas


"For years NSTA and NASA have enjoyed a strong partnership that has benefited thousands of classroom science teachers," NSTA Executive Director Francis Eberle said. "We are excited we can bring the experience of 'weightless science' to scores of teachers and students nationwide with this program."

Teachers and students will share their experiences and research in a series of interactive Web seminars after the flight week. The seminars are held by NSTA and NASA's Teaching From Space office and Reduced Gravity Flight Opportunities Program. Teaching From Space manages NASA's Education Flight Projects, a national program for educators and students in kindergarten through 12th grade that facilitates and promotes learning opportunities using unique NASA content, facilities and flight platforms.

"This is a unique way to engage students and teachers in hands-on science, as well as give them a ride of a lifetime," said Susan White, director of Education at Johnson Space Center. "Our goal is for that excitement to be carried into the classroom."

The opportunity is one of NASA's many educational outreach programs to improve teaching and learning in science, technology, engineering and math disciplines critical to future space exploration missions.

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