HACEMOS Looks to Inspire Minority Students With One-Day National High Technology Event

/PRNewswire/ -- AT&T's* Hispanic/Latino Association, HACEMOS, joins forces with Junior Achievement (JA) and its JA Job Shadow® initiative, to host more than 1,400 low-income and at-risk high school students in 22 cities across the country for the 13th Annual HACEMOS National High Technology Day.

HACEMOS National High Technology Day is designed to give students a better grasp of the opportunities available in the science, technology, engineering and mathematics fields—areas where minorities are underrepresented. The sessions and job shadow opportunities will enable minority students to team up with AT&T employees and experience the world of work firsthand, tour AT&T facilities, and participate in hands-on activities and interactive workshops related to careers in technology.

"AT&T's High Technology Day gives students real-world insight and hopefully will inspire them to join a high-growth field in technology, where they can establish a great future for themselves," said Delia Hernandez, national president of HACEMOS, the Hispanic/Latino Association of AT&T. "Statistics show that Latinos and other minority students are considerably underrepresented in the science, technology, engineering and mathematics fields. That's why we are proud to join forces with Junior Achievement as we look at doing our part to help reverse these disheartening trends."

"Junior Achievement is deeply committed to building the work-readiness of our young people so they can successfully compete in the global marketplace," added Jack E. Kosakowski, president and chief executive officer of Junior Achievement USA™. "It is through these potentially transformative mentoring and experiential learning opportunities that students make the important connections between their daily school curricula and life after graduation."

The theme for this year's National High Technology Day is "Rethink Your Future," intended to challenge students to consider rewarding careers in science and engineering. According to the National Center for Education Statistics, Hispanics received only eight percent of bachelor's degrees in these fields.

In addition to the workshops and sessions, students will be able to connect with thousands of other high schools using AT&T's Telepresence Solution®, which is an advanced, high definition videoconference, that creates the sensation of an in-person meeting. Each student group will be able to see and talk to other students participating in their respective cities.

This year, Jeff Gomez, President and CEO of Starlight Runner Entertainment, will present his celebrated seminar "Never Surrender: The Kids Guide to Winning at Life," which he has presented to over 200,000 young people, parents and teachers around the world, using webcast technology. As part of this keynote, Gomez will address students nationwide drawing from his inspirational life story of being born in Manhattan's Lower East side to working on global movie and television multiplatform franchises including Avatar, Transformers, Tron: Legacy, Pirates of the Caribbean and Hot Wheels. He is now sought by executives and companies around the world as a leading transmedia producer and expert. As part of his ongoing dedication to instilling the values of leadership and empathy in young people Gomez has long supported causes like HACEMOS that reinforce these ideals.

Additionally, Ralph de la Vega, president and CEO, AT&T Mobility and Consumer Markets, will speak via video to the students. Mr. de la Vega is extensively involved in nonprofit and community organizations, serving as chairman of Junior Achievement Worldwide and of Hispanic Initiatives for the Boy Scouts of America.

This year's event will link nearly 1,400 high school students from close to 55 schools in:

* Anaheim, California
* Atlanta, Georgia
* Austin, Texas
* Charlotte, North Carolina
* Chicago, Illinois
* Dallas, Texas
* Florham Park, New Jersey
* Fresno, California
* Houston, Texas
* Irving, Texas
* Lake Mary, Florida
* Los Angeles, California
* Middletown, New Jersey
* Mission, Kansas
* Norman, Oklahoma
* San Antonio, Texas
* San Diego, California
* San Ramon, California
* St. Louis, Missouri


Through the AT&T/JA Worldwide Job Shadow Initiative, a $5.5 million commitment, AT&T will provide job shadow opportunities for 100,000 students, in grades 9-12—as well as second semester eighth graders—across the United States over five years. Since the initiative started in 2008, more than 65,000 students have participated in 211 cities. AT&T employees have volunteered more than 21,000 times for Job Shadow, dedicating more than 170,000 volunteer hours, to help students learn.

AT&T's Hispanic/Latino Association HACEMOS, with over 1,500 members, recognizes the importance of educating Hispanic youth and preparing them for a technology-intensive future. Its members are dedicated to developing and supporting technology education projects in communities where they live and work. For more information about National High Technology Day, please visit HACEMOS.

AT&T is deeply committed to the Hispanic community and organizations that support education and community vitality. For more information please visit espanol.att.com.

*AT&T products and services are provided or offered by subsidiaries and affiliates of AT&T Inc. under the AT&T brand and not by AT&T Inc. 

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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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State Board of Education Adopts Common Core State Standards‏

The State Board of Education yesterday adopted the Common Core State Standards (CCSS) in English language arts and mathematics for grades K-12. These state-led academic standards were initiated by the National Governor's Association (NGA), co-chaired by Governor Sonny Perdue, and the Council of Chief State School Officers (CCSSO). The CCSS for grades K-12 were developed in collaboration with a variety of stakeholders including content experts, states, teachers, school administrators and parents.

“The State Board's vote to adopt the Common Core State Standards is a huge step toward giving us a meaningful comparison of our students’ achievement with that of students in other states," said State Board of Education Chair Wanda Barrs. "Our students will be competing for jobs with students from all over the world and we must be able to compare ourselves to the rest of the U.S. and other countries to ensure that we are providing students with the tools they need to be globally competitive."

The CCSS is a state-led initiative - not a federal mandate. Georgia teachers and other experts in standards setting have been at the table since the process began. When the expert development groups that the CCSSO and NGA pulled together began writing the standards in mathematics and English language arts, they built off of the work of states that had already developed rigorous college- and career-ready standards. Georgia was one of these select states, and when reading the CCSS, it is clear that there are many elements of the Georgia Performance Standards (GPS) throughout. Therefore, the adoption of the CCSS in Georgia will not be a drastic change for either teachers or students. Some of the standards are introduced at different grade levels, but teachers have, essentially, been implementing the CCSS while they’ve been teaching the GPS.

"Georgia has been ahead of the curve in the development of rigorous standards," said State School Superintendent Brad Bryant. "The Common Core standards enhance the Georgia Performance Standards and ensure that all of our students will be taught a world-class curriculum that will prepare them for college or a career."

The Common Core Georgia Performance Standards (CCGPS) define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school fully prepared for college and careers. These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school fully prepared for college and careers. The standards are:

• Aligned with college and work expectations;
• Clear, understandable and consistent;
• Include 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.

"Today's students must be prepared to compete in a global economy," said Governor Sonny Perdue. "These state developed standards make sure that our students are prepared for college and the workforce."


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Congressional Action Gives High School Students of Color, Low-Income Students Greater Opportunity to Succeed, says Campaign for High School Equity

/PRNewswire/ -- By directing fiscal year 2010 Labor-HHS-Education appropriations toward high school programs and the students who are least likely to graduate prepared for college and work, the Committees on Appropriations are moving in the right direction, according to the Campaign for High School Equity (CHSE), a coalition of civil rights organizations focused on high school education reform.

Along with steady funding for School Improvement, CHSE acknowledges the $1.5 billion increase in appropriations for Title I and the $15 million increase for TRIO and GEAR UP, will improve opportunities for students of color, Native and low-income students, and English language learner (ELL) students to obtain the educational skills they need to compete in a global economy. The organization also applauds a $35 million increase for after-school tutoring and enrichment programs, which CHSE recently noted are vital to closing the achievement and graduation gaps in our nation's high schools. For the communities of color represented by CHSE's members, funding for a new high school graduation initiative that directly addresses the dropout crisis is a promising element of the bill.

"This appropriations bill puts muscle behind the Administration's call to reverse the status quo for the nation's students, especially by ensuring that high schools and the neediest students begin to receive a greater share of federal resources," said Michael Wotorson, CHSE's executive director. "I am particularly encouraged to see $50 million directed at high schools that are most likely to produce dropouts, among which students of color and Native students are disproportionately represented. Investing in these students is tantamount to investing in the future economic health of America."

Without discounting the importance of monetary investment, CHSE notes that money alone is not enough to obliterate the achievement and graduation gaps that have long existed for America's students of color. The group continues to champion policy change and to urge the reauthorization of an improved and strengthened Elementary and Secondary Education Act during 2010.

"Only when we commit to comprehensive reform -- comprising policy change and funding that support its implementation -- while holding high schools accountable for improved student achievement will we truly address the inequities in our nation's high schools," said Wotorson.

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Georgia Receives High Marks for Educational Data System

Georgia is one of only 11 states that have the 10 Essential Elements of developing and using longitudinal data systems to improve student achievement, according to a national report released last week. A recent U.S. Chamber of Commerce report, Leaders and Laggards, also showed Georgia ahead of other states in the use of data to impact classroom instruction.

"These two reports verify that Georgia is on the right track to getting a longitudinal data system that will help our educators across the state make sound policy decisions for the benefit of the students," said State Superintendent of Schools Kathy Cox. "Accurate data that identifies a problem is critical to tackling an issue head on. Without good data we would just be engaged in random acts of school improvement."

Data Quality Campaign (DQC) Report

The 2009 DQC report showed Georgia is one of only 11 states to have all 10 Essential Elements. DQC's annual survey results track individual states' progress towards implementing the 10 Essential Elements, as well as the policy implications of creating longitudinal systems. The DQC provides a forum for states to learn from each other as they continue to improve their systems.

U.S. Chamber of Commerce Report

In it's second Leaders and Laggards report measuring Education Innovation, Georgia was one of only five states to receive more than one "A" in the eight categories. The "A's" were given for Georgia's quality data system and the ability to remove ineffective teachers. The report highlighted Georgia's data system and how the public reporting of college remediation data is factored into the accountability system.

"Our existing data collection and reporting infrastructure is not perfect yet but we are on our way," said Superintendent Cox. "As businesses have effectively used data to boost profits, educators are using data to boost student achievement."

The federal government has also recognized Georgia's commitment to a robust educational data system. In April, Georgia was one of twenty-seven states awarded a Longitudinal Data System (LDS) grant, and one of only three states to receive the maximum amount: $8.9 million.

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Proton Energy Systems Announces $1 Million Scholarship Program

/PRNewswire/ -- Global hydrogen energy leader Proton Energy Systems announced today it is launching a $1 million scholarship program aimed at high school seniors across the nation. The Proton Energy Scholarship will recognize and award high school seniors who demonstrate outstanding achievement, excellence and promise in the field of science or technology, and who plan to pursue higher education in this field.

The scholarship program is supported and funded by Tom Sullivan, owner of Proton Energy and founder of the national chain Lumber Liquidators. The scholarship will award four-year undergraduate scholarship prizes with a total value of up to $100,000 each. Honorable Mentions, Proton Energy Achievers, will be awarded $500 prizes. Sullivan has committed $1 million to the Hydrogen Education Foundation (HEF), who is administering the scholarship program.

"Proton Energy is committed to innovation and creativity, and it is our hope that through this scholarship, we can help inspire young people with an interest in science and technology," said Sullivan. "The cost of college can sometimes be overwhelming -- especially in this economy -- and we are proud to help alleviate this burden, while also encouraging new ideas among some of America's most promising high school students in a field that holds tremendous importance for the future."

Proton Energy is the world's leading supplier of onsite hydrogen generators utilizing PEM (proton exchange membrane) technology, which creates high purity hydrogen from de-mineralized water and electricity. The company has been developing and manufacturing world-class electrolysis systems since 1996, with more than 1200 units deployed world-wide, on every continent. Proton Energy has also been involved in more than a dozen hydrogen fueling stations currently in operation around the nation, and its commitment to innovation has been recognized with contracts from the Department of Defense and the Department of Energy.

"We are thrilled that Proton chose the Hydrogen Education Foundation to administer this exciting new program," said Jeffrey Serfass, President of the HEF. "We look forward to identifying and awarding star students who will help us address the global energy and environmental challenges ahead."

The Proton Energy Scholarship, aimed at high school seniors, will play an important complementary role to two other HEF programs, the Hydrogen Student Design Contest and the H-Prize, which respectively hold competitions for university-level students and innovators seeking excellence beyond higher education.

Proton Energy Scholarship applicants will be evaluated on academic performance, strength of application, commitment to further education in a science or technology related field, financial need and demonstrated leadership, work ethic and community involvement. Deadline for applications is February 10, 2010. Winners will be announced on April 15, 2010.

For more information on the Proton Energy Scholarship, application guidelines, and to apply, visit www.ProtonEnergyScholarship.org .

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2009 Georgia Schools of Excellence Named

State Superintendent of Schools Kathy Cox named the 2009 Georgia Schools of Excellence in Student Achievement today, honoring 27 schools that have shown the greatest improvement or highest achievement across the state.

"These schools are getting great results from all students in many different areas," Superintendent Cox said. "The teachers, students and administrators at these schools truly represent excellence. Congratulations to our 2009 Georgia Schools of Excellence."

The Georgia Schools of Excellence are honored in two categories. Qualifying schools are chosen from each Congressional District in the following categories (see the full criteria):
- Top 10%: Schools that are in the top 10 percent in Georgia as measured by assessments in reading and mathematics.
- Greatest Gains: Schools that demonstrated greatest continuous gains in student achievement for the past five years as measured by assessments in reading and mathematics.
The Georgia Schools of Excellence will be honored at a banquet on February 5 at the Georgia International Convention Center in College Park.

2009 GEORGIA SCHOOLS OF EXCELLENCE

GREATEST GAINS
Congressional District, School, System
1 - Waycross Middle School, Ware County
2 - J.S. Pate Elementary, Crisp County
2 - Lake Park Elementary, Lowndes County
3 - Pike County Elementary Pike County
5 - Renfroe Middle School, Decatur City
6 - Dogden Middle School, Cobb County
7 - Peachtree Ridge High, Gwinnett County
7 - Frank Osborne Middle, Gwinnett County
8 - Jasper County Primary, Jasper County
9 - West Hall High School, Hall County
10 - Oglethorpe County Middle School, Oglethorpe County
11 - Rome Middle School, Rome City
13 - Mableton Elementary School, Cobb County
13 - Teasley Elementary, Cobb County


TOP 10%
Congressional District, School, System
1 - Appling County Primary, Appling County
2 - Lincoln Elementary Magnet, Dougherty County
3 - Whitewater Middle School, Fayette County
4 - Honey Creek Elementary, Rockdale County
5 - West Manor Elementary School, Atlanta Public Schools
6 - Pope High School, Cobb County
6 - Chattahoochee High, Fulton County
7 - Daves Creek Elementary, Forsyth County
8 - Bonaire Elementary, Houston County
9 - Riverwatch Middle, Forsyth County
10 - Oconee County Elementary, Oconee County
11 - Ford Elementary, Cobb County
12 - Savannah Arts Academy, Savannah-Chatham County

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2009 Nation's Report Card in Mathematics Reveals No Change at 4th-Grade, But New High for 8th-Grade Score

/PRNewswire/ -- There has been no significant change in the performance of the nation's 4th-graders in mathematics from 2007 to 2009, a contrast to the progress seen from 1990 to 2007 at that grade level and subject, according to the 2009 National Assessment of Educational Progress (NAEP) in mathematics. But the 8th-grade mathematics score on the NAEP, which is also called The Nation's Report Card, continued to improve nationwide and reached its highest level since 1990.

The Nation's Report Card: Mathematics 2009, released today, details the achievement of 4th- and 8th-graders on the NAEP, administered by the U.S. Department of Education earlier this year. The report compares national results in 2009 with each prior assessment year going back to 1990, and state results going back to 1990 at grade 8 and 1992 at grade 4.

At the state level, scores improved at 4th-grade in eight states, while four states saw decreases from 2007. At the 8th-grade, scores increased from 2007 to 2009 in 15 states, and no states showed declines. Overall, four states and the District of Columbia saw increases at both 4th- and 8th-grades.

None of the gaps in either grade narrowed from 2007 to 2009. The gaps between Black and White students and between private and public school students narrowed from 1990 to 2009 for 4th-graders and remained unchanged for 8th-graders.

"While the scores for 8th-graders in math continue to be encouraging, the failure of our 4th-graders to make progress nationally is a cause for concern," said David P. Driscoll, chair of the National Assessment Governing Board, which sets policy for NAEP. "With a lack of progress at 4th-grade and large achievement gaps that are relatively unchanged, we need to re-examine our efforts to improve student achievement in math."

While average scores for 4th-graders in all racial/ethnic groups reported in NAEP did not change significantly since 2007, they were higher than in 1990 for those groups with reportable results. Scores for 8th-graders were higher in 2009 than in both 2007 and 1990 for all racial/ethnic groups except American Indian/Alaska Native students, who showed no significant change since 2007.

The trends at different achievement levels mirrored the overall trends in scores. For example, the percentages of 4th-graders performing at or above Basic (82 percent) and at or above Proficient (39 percent) in 2009 were the same as those in 2007 but still higher than they were from 1990 to 2005. Improvements in national 8th-grade scores since 2007 and all previous assessment years were consistent with increases in the percentages of 8th-graders performing at or above Basic (73 percent) and at or above Proficient (34 percent) in 2009.

Results across NAEP performance levels were also consistent with national trends. In grade 4, there were no significant changes in scores from 2007 to 2009 for lower-performing students (at the 10th and 25th percentiles), middle-performing students (at the 50th percentile), or higher-performing students (at the 75th and 90th percentiles). The scores at grade 8 improved at all performance levels, except for the lowest-performing students (10th percentile) who saw no significant change since 2007.

Male students continue to score two points higher than female students in mathematics at both grades 4 and 8. The gaps have not widened, however, since 2007.

The 2009 NAEP assessment in mathematics was administered by the National Center for Education Statistics of the U.S. Department of Education to a nationally representative sample of 168,800 4th-grade and 161,700 8th-grade public and private school students. Results for representative samples of public school students only are also reported for each of the 50 states, the District of Columbia, and the Department of Defense schools.

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Fayette County PR Department Earns State Recognition

The Fayette County School System’s public relations department has received five awards from the Georgia School Public Relations Association (GSPRA) for distinguished achievement in writing, graphic design and electronic communications.

Entries are judged on content, use of graphics/special effects and color, layout and usefulness to the intended audience. A press release on the Starr’s Mill High Child Care Center and the teacher recruitment brochure each received a Gold Award of Excellence; the financial summary and a Channel 24 video on the Starr’s Mill High Child Care Center each received a Silver Award of Merit and a press release on the Holocaust Memorial at Rising Starr Middle received a Bronze Award of Merit.

“This recognition is truly an honor. The competition is very rigorous with entries competing against each other without the size of the school system or public relations department taken into consideration. Knowing that our projects went up against those from bigger systems with more resources and larger public relations departments makes these awards even more meaningful,” says Melinda Berry-Dreisbach, public information specialist.

The public relations department has received both national and state awards for its communication materials since the office opened in 2001. All totaled, the department has been awarded 61 national and state honors.

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Five Georgia High Schools Win Governor's Cup

Governor Sonny Perdue and State Superintendent of Schools Kathy Cox honored five Georgia high schools today with Governor’s Cup trophies for improvement in SAT scores. Governor Perdue initiated the statewide competition in 2003 as part of an overall effort to raise Georgia's SAT scores.

"In any competition – athletic or academic – how you prepare is how you’ll play. Georgia's students are working harder than ever to perform well on the SAT,” said Governor Sonny Perdue. "I know that dedicated teachers, involved parents and hard-working students all worked together on this outstanding achievement. I’m pleased to recognize their collective success and present these schools with the Governor’s Cup trophies."

Each of the five high schools that won their respective classes was awarded a Governor's Cup trophy and a $2,000 grant towards SAT preparation resources. Juniors and seniors at the winning schools also received T-shirts. The Governor's Cup challenge is based on high school athletic regions and classifications previously assigned by the Georgia High School Association. The winning schools are:

Towns County High School Towns County A

Model High School Floyd County AA

Crisp County High School Crisp County AAA

Lakeview-Fort Oglethorpe High School Catoosa County AAAA

Savannah Arts Academy Chatham County AAAAA

"This type of improvement on the SAT comes from focusing on the importance of reading, writing and analytical thinking across all areas of the curriculum," said Superintendent Cox. "Our Governor's Cup winners are showing the entire state what happens when you combine hard work and high expectations. Congratulations to all of the students and educators in these winning schools."

A regional champion trophy and a $1,000 grant were also awarded to 32 high schools with the largest numerical improvement in SAT scores in their region. Turner Broadcasting System, Inc. is a partner in the Governor’s Cup, providing all prizes to the winning schools.

The Governor's Cup challenge is a part of Governor Perdue's efforts to improve students' performance on the SAT and their potential for success in post-secondary education. Along with the Governor's Cup challenge, Governor Perdue also launched gacollege411.org, an online resource providing post-secondary education planning materials to students statewide.

Governor Perdue and Superintendent Cox have also made free online SAT prep classes available to all high school students. In 2006-2007, nearly 40 percent of Georgia's high school students from private, public and home school programs used the SAT prep class.

Governor Perdue has placed graduation coaches in Georgia's middle and high schools to identify students who otherwise might not graduate and help them back on the path towards a diploma.

Governor Perdue and Superintendent Kathy Cox also announced the 2008 top score winners. The following schools demonstrated the highest SAT scores in their GHSA class over a 3 year period:

Trion City Trion High School A

Decatur City Decatur High School AA

Richmond Davidson Magnet School AAA

Fayette McIntosh High School AAAA

Cobb Walton High School AAAAA

The following schools represent the Governor’s Cup regional winners: Alpharetta High School, Banneker High School, Brooks County High School, Burke County High School, Callaway High School, Campbell High School, Central High School, Chestatee High School, Clinch County High School, Colquitt County High School, Dawson County High School, Decatur High School, Douglass High School, Forsyth Central High School, Gordon Lee High School, Lakeside High School, Lincoln County High School, Long County School, Madison County High School, Mary Persons High School, Mays High School, McNair High School, Metter High School, Newnan High School, Oconee County High School, Parkview High School, Schley Middle High School, Sequoyah High School, Spencer High School, Treutlen Middle/High School, Upson-Lee High School, Vidalia Comprehensive High School.

For more information on the Governor’s Cup, visit www.satrocks.com.

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