Little Help for Rural School Innovation in Federal Grant Program

/PRNewswire/ -- The U.S. Department of Education's Investing in Innovation (i3) grant program did little to fund education innovations unique to high-needs rural schools, despite regulation requirements encouraging rural proposals.

Instead, projects that are largely urban in origin and design, managed by urban-centered institutions, and operating primarily in urban schools, were able to win bonus points in the competition by adding a small, sometimes token effort in a handful of rural schools.

These are the key findings of " Taking Advantage: The Rural Competitive Preference in the Investing in Innovation Program ," a report published by the national non-profit Rural School and Community Trust, which analyzed all the proposals and Education Department review sheets for the 19 applicants that claimed the rural bonus points and were ultimately among the 49 applicants awarded i3 grants.

Only three of the applicants claiming the rural bonus points made "authentically rural" proposals, which, according to the Rural Trust, involved innovations that are expressly applicable in rural schools, are clearly focused on serving rural schools, and will serve high-needs students in rural schools.

According to Marty Strange, Policy Director, Rural School and Community Trust, and principal author, "It seems absurd on its face that a project, originating in and operating entirely within the city of New York and has no plan to offer anything to rural schools, can claim and receive a rural bonus point merely by arguing that the innovation might work later in some rural place." Strange added, "The idea that if something can make it in New York it can make it anywhere makes great music but bad public policy. We are not saying that proposal is not a good proposal and should not have been funded. We are saying it should not have claimed rural points and should not have been awarded rural points."

The preference for rural proposals was undermined by the fact that only token effort was required in rural areas to claim the bonus points, while the two-point bonus for doing so was more than that allowed other preferred areas, and because readers who scored the proposals were provided no rubric to guide them in assessing proposal's rural effort, according to the report.

Many of the readers were undoubtedly unfamiliar with rural schools and some gave points without much due diligence to the extent of rural effort or the appropriateness of the proposed innovation to a rural setting. This problem is aggravated by the paucity of rural education research to support proposal writers or readers who review their proposals.

"It is evident that many of the applicants were simply taking advantage of the rules of the game and the referees who scored the proposals were ill-prepared to call fouls," said Strange. He added, "Most awardees are serving urban and suburban schools and reflect little real engagement or effort connected with rural school districts."

The report offered the following key recommendations:

* To make competitive grants effective in rural settings, Taking Advantage suggests setting aside funds for rural schools or collaborations of rural schools;
* A requirement that the innovation be expressly designed to meet challenges that are unique to those schools; and
* Implement a system of "prior supports" to provide technical assistance to those applicants in the development of solid rural proposals.


Investing in Innovation (i3) Grant Program

The Investing in Innovation (i3) competitive grant program is the U.S. Department of Education's effort to support innovation in public schools and was funded through the American Reinvestment and Recovery Act.

To encourage projects focusing on rural education the Department offered two bonus points in the scoring system for projects that would implement innovative practices, strategies, or programs that are designed to focus on the unique challenges of high-need students in rural schools and school districts.

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HHS Announces National Effort to Reshape and Raise Quality in Head Start Programs

Today, the U.S. Department of Health and Human Services (HHS) announced new proposed regulations that for the first time require lower performing Head Start programs to compete against other entities for continued funding. The proposed regulations will be implemented with a number of new training and technical assistance initiatives to help Head Start grantees meet higher standards.

Under the proposed rules, Head Start grantees will be required to compete for their grants if they fall short of quality benchmarks, including classroom instruction and health and safety standards as well as financial accountability and integrity. Among the factors that will be considered is a classroom assessment that was developed by researchers at the University of Virginia and has been validated through rigorous research.

"These new regulations represent an important step in raising the bar on quality in Head Start programs," HHS Secretary Kathleen Sebelius said. "Head Start has a critical mission - to help vulnerable children achieve their full potential. It is a top priority for the Obama Administration to ensure that the program fulfills that mission by holding programs accountable for classroom quality and high standards of program integrity."

Under the proposed rule, at least 25 percent of grantees will be required to compete for funding. This proposal goes beyond a recommendation from an advisory committee convened in early 2008 that 15 to 20 percent of programs compete for funding. The Head Start proposed rule is consistent with the Administration's broad commitment to hold those that receive federal funding accountable and to use competition to ensure that only the highest quality entities receive federal funding.

HHS is also announcing this week, four new national training and technical assistance centers which will identify and disseminate evidence-based best practices to local Head Start programs. Head Start training and technical assistance centers will support Head Start programs to bring best practices into Head Start classrooms around the country, promoting continuous improvement and innovation at the ground level. HHS is also placing expert mentors/coaches in a number of Head Start programs across the country to provide on-the-ground training to teachers and program directors, to help them improve their classrooms. Further, 10 exceptional local Head Start programs, each nominated by the governor in its state, are being named as Centers of Excellence and will provide peer-to-peer technical assistance. A goal of all of these training and technical assistance initiatives is to help Head Start grantees meet the standards articulated in the proposed rule that is also being released today.

"These important reforms will directly benefit the children and families we serve," said David Hansell, Acting Assistant Secretary for Children and Families. "Head Start and Early Head Start serve nearly a million of our most vulnerable children during the critical first few years of cognitive and social development. Holding programs accountable for meeting quality standards, and providing the help grantees need to meet these standards, will ensure that programs provide a quality Head Start experience that children need to be successful in school and life."

"A renewed era of innovation, improvement and integrity in Head Start is here," Secretary Sebelius said. "Helping all children realize their dreams and potential will help us build tomorrow's workforce, strengthen our economy, and fulfill American's promise. Giving poor children and families the tools they need to succeed is in everyone's best interest."

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Lack of Funding Limits Community College Ability to Meet National Need

/PRNewswire/ -- Community colleges have for decades received the short end of the funding stick--both at state and national levels. Now a new policy brief from the American Association of Community Colleges (AACC) points to the consequences of that funding disparity--both for student access and for the nation's economic progress.

Doing More With Less: The Inequitable Funding of Community Colleges paints a bleak and worsening scenario for the institutions that currently educate almost half of all U.S. undergraduates and the highest percentages of first-generation and minority students. During the current economic recession, community college enrollments have surged an average 17% over the last two years, as students and families sought a lower-cost college option. But heightened student demand--coupled with persistent state budget cuts--is now impacting core college activities, the brief asserts, as course reductions, enrollment caps and other cost-saving measures result in denied access for thousands of students.

Ironically, the unremitting belt-tightening on community college campuses comes at a time when both the Obama administration and leading foundations have identified these low-cost, highly accessible institutions as a key solution to increasing the numbers of college-educated Americans over the next decade to ensure U.S. global competitiveness.

Following are key findings from the study.

For the full brief, see http://www.aacc.nche.edu/Publications/Briefs/Pages/rb09082010.aspx.

-- Community colleges received just 27% of total federal, state, and
local revenues for public degree-granting institutions from 2007 to
2008, while serving 43% of all U.S. undergraduates.
-- State investment in public higher education has consistently declined,
from 7% in 1989 to 5.4% in 1993 to 4.5% in 2008. (Community colleges
receive close to 60% of operating funds from state and local sources.)
-- Of the $36.4 billion invested directly in higher education by the
federal government, community colleges received significantly less
than did other higher ed sectors for grant programs such as Academic
Competitiveness, SMART and TEACH grants and Federal Work-Study.
-- While community colleges committed a higher percentage of dollars to
instruction (44.5%) than did other sectors of higher education, they
have been unable to allocate adequate amounts to other activities with
demonstrated impact on student success, such as counseling, especially
in advising students how to navigate the complex financial aid
process. Of Pell-eligible students, only 58% at community colleges
applied for financial aid compared to 77% at 4-year public
institutions and 84% at private 4-year institutions.
-- Reduced capacity has especially affected the numbers of students
admitted to high-demand programs such as health care, for which
community colleges prepare more than half of new
professionals--despite a projected need for workers to fill 2.7
million jobs over the next 8 years.



The American Association of Community Colleges is a national organization representing the nation's close to 1,200 community, junior and technical colleges and their more than 12 million students. Community colleges are the largest and fastest growing sector of U.S. higher education.


This policy brief was supported in part by Lumina Foundation for Education. The views expressed in this publication are those of the author and do not necessarily represent those of Lumina Foundation for Education, its officers, or employees. Lumina Foundation for Education works to ensure that 60% of Americans have high-quality degrees or credentials by 2025. 

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Parents to Charter School Commission: Obey the Law on Virtual School Funding

/PRNewswire/ -- A coalition representing more than 5,000 public virtual charter school students, parents, teachers, and supporters from across Georgia charged the state's Charter School Commission (Commission) with ignoring state law by refusing to create a funding formula based on sound research and actual costs of public virtual charter schools. As a result, for the third consecutive year, over 6,000 students in Georgia's public online schools will receive only a fraction of funds the law provides for their education.

Georgia Families for Public Virtual Education released a letter today demanding the Commission immediately reconsider its decision to fund virtual public school students at one-third of the allotment of other public school students. Students at traditional brick-and-mortar public schools and brick-and-mortar charter schools receive an average of $8,800 per pupil. The letter, penned by Georgia attorney Douglas Rosenbloom, requests a meeting with the Commission to review the arbitrary and unexplained decision to fund virtual public school students at less than $3,200.

"In 2008, the Legislature passed and Governor Perdue signed HB 881, mandating public funds follow each student from one public school to another, ensuring every public school student receives fair and equitable funding," said Renee Lord, President of the Georgia Families for Public Virtual Education and parent of a student at Georgia Cyber Academy (GCA), the only statewide virtual charter school.

"Students in public charter schools-both brick-and-mortar and virtual-were promised full and fair funding," Lord continued. "We expected the Commission, which was itself created by HB 881, to follow the law, do the research, and provide our students and teachers the resources they need and deserve. Instead, the Commission members chose to ignore the law, ignore the data, forget about research, and deny our schools the funds they need-funds that already exist in the system but are still being sent to the public schools our children previously attended."

"We are asking the Commission to do the right thing, look at the research and actual costs of fulltime virtual charter schools. Set a funding formula that allows some of the funds already allocated for our students to follow them to their new public school. It may be too late to open any new public virtual schools for the upcoming school year. But the Commission can and should ensure students at the state's only operating statewide virtual public school finally get the fair and equitable funding promised by the law."

In the letter to the Commission, attorney Rosenbloom notes that, under HB 881, a virtual charter school student's funding could be reduced only if the Commission followed a four-step process that included research and study into the actual costs of virtual education and identified any specific savings or efficiencies unique to the virtual education model.

"The 2008 passage of House Bill 881, which created the Commission as a charter schools authorizer, had the explicit purpose of providing equitable funding for charter school students. The average per pupil funding in Georgia for traditional brick-and-mortar schools is $8,800. The Commission announced last month to provide only $3,200 per pupil. This decision, it appears, was not supported by any legitimate cost study. In response to [the Coalition's] request for the basis of this funding decision, the Commission has provided only a one-page spreadsheet reflecting no research or investigation into virtual education costs... We hope the Commission (1) reconsiders its unwise funding decision and (2) re-visits its illegal and incomprehensible decision-making process."

According to Rosenbloom, the Commission conducted no analysis of "actual costs" or "efficiencies" to support its low funding decision for virtual charter schools. The result, he concludes, is a new school year beginning without any new public virtual school options in Georgia. Last month, two virtual charter schools withdrew their applications following the Commission's decision to provide inadequate funding.

Students at GCA will be under-funded for the third year in a row; they currently receive around $3,200 per pupil. While they await the additional funding promised by HB 881, school officials have been forced to increase class sizes and eliminate art, music, and foreign language classes from the planned curriculum. Despite funding challenges, GCA continues to make significant gains in student achievement, outperforming Georgia state (brick-and-mortar school) averages.

Rosenbloom points out that despite common misconceptions that quality virtual schools are significantly less costly than brick-and-mortar schools, data-driven research concludes the costs of operating a virtual school are about the same as those of a regular brick-and-mortar school.

He adds that none of the virtual charter school applicants, nor the state's existing Georgia Cyber Academy, ever requested the full funding allocation available under the law. Most of the new applicants, as well as Georgia Cyber Academy, have sought to operate at around two-thirds of the full funding legally available-around $6,500 per pupil.

GCA, the only statewide virtual charter, teaches 6,000 students and is the largest public school (brick-and-mortar or virtual charter) in Georgia. The Academy also looks to add ninth grade in August with approximately 600 new students.

Virtual public charter schools are statewide, full-time public schools that employ state-certified public school teachers to oversee and guide students' work. Under this program students are able to work at home via computer and Internet connection under the guidance of a parent or responsible adult.

Accountability requirements are the same for virtual public charters as for every public school in the state. Students participate in state assessment tests and are required to meet attendance protocol. The school uses an established curriculum that consists of thousands of lessons in the typical core subjects that align with state standards and all of the teachers are also publicly certified.

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Online School Options for Georgia Parents, Students Face Major Setback

/PRNewswire -- Georgia Families for Public Virtual Education raises strong concerns that two approved online high schools were forced to withdrawal due to low and unfair funding from the state. This week both Kaplan Academy of Georgia and Provost Academy Georgia will no longer provide virtual high school curriculum to students.

In 2008, Georgia passed landmark legislation HB881, requiring the Georgia Charter School Commission to provide fair and equitable funding for online public charter schools. The typical student in Georgia receives over $8,000, yet virtual charter schools only receive around $3,500 --among the lowest of any state.

Thousands of public school children are being denied funding despite a law mandating equal treatment. According to the International Association for K12 Online Learning (iNACOL), the national average of funding provided to online public schools is $6,500 per pupil. Still significantly less than the average child receives in brick and mortar schools.

"It is concerning that two new online schools set to provide high-level education to Georgia students are forced to close because the state refuses to uphold a law providing equal funding for virtual schools," said Rene Lord, Chairman of the Georgia Families for Public Virtual Education. "Experts and national studies all say funding for virtual schools should be at or near the national average. The Commission has failed the children by its disregard for their education and future."

The unenforced law creates a serious lack of options for parents and children. Currently, Odyssey School operated by Georgia Cyber Academy, is the only statewide virtual charter school alternative for kindergarten through middle school students and their parents.

Odyssey teaches around 6,000 students and is the largest public school (brick and mortar or virtual charter) in Georgia. The Academy is also looking to add ninth grade in August with approximately 600 new students. Odyssey continues to make significant gains in student achievement, outperforming Georgia state (brick and mortar school) averages.

Virtual charter schools are statewide, full-time public schools that employ state-certified public school teachers to oversee and guide students' work. Under this program students are able to work at home via computer and internet connection under the guidance of a parent or responsible adult.

Accountability requirements are the same for virtual charters as every public school in the state. Students participate in state assessment tests and are required to meet attendance protocol. The school uses an established curriculum that consists of thousands of lessons in the typical core subjects that align with state standards and all of the teachers are also publicly certified.

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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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National Alliance for Public Charter Schools Hails Appropriations Conference Agreement

/PRNewswire/ -- National Alliance for Public Charter Schools President and CEO Nelson Smith issued the following statement on the Senate-House Conference agreement approved last night that will fund the U.S. Department of Education and the federal charter school programs for Fiscal Year 2010:

"The Conference Report agreed upon last night includes a $40 million increase over the current fiscal year funding for the federal charter school programs and marks a significant down-payment on President Obama's promise to double federal charter support during his term. It also includes significant innovations sought by the Administration and the Alliance that will speed the deployment of our highest-performing models to communities that need them the most.

"For the first time the Secretary of Education will now be able to reserve a portion of Charter School Program (CSP) funding for direct grants that support the replication and expansion of successful charter school models. This authority will give new hope to students in need of better options by putting high-achieving new schools in their communities. At the same time, the appropriations will continue to support the creation of innovative new schools by providing ample start-up and implementation funding to be distributed through state education agencies.

"We applaud Congress and the Administration for insisting that states use these new funds not just to start more charter schools, but to create high-quality schools that have the freedom to operate and are held accountable for results. This is the approach strongly advocated by the National Alliance and charter leaders in the states. Chairman Obey, Chairman Inouye, Chairman Miller, Chairman Harkin, and the Administration have worked to include these quality assurances in the bill, and we appreciate their efforts. They have put the needs of students above all else in this appropriations process."

This year's Labor, Health and Human Services, Education and Related Agencies bill includes $256 million for the federal charter school programs, the highest amount ever appropriated and a $40 million increase over FY2009. The total includes $50 million that can be directly competed by the U.S. Department of Education to support the replication and expansion of successful charter models; over $23 million to support the Credit Enhancement for Charter School Facilities Program and the State Facilities Incentive Grants; and up to $10 million dollars to support National Activities grants to further develop a sound infrastructure of support for high quality charter schools.

Additionally, $10 million dollars was included in the U.S. Department of Education FY2010 appropriation to support planning grants for the Administration's Promise Neighborhoods Initiative, a new program (in collaboration with the Department of Housing and Urban Development's Choice Neighborhoods Initiative) inspired by the Harlem Children's Zone. The Conference agreement also includes $400 million dollars for the Teacher Incentive Fund, a $303 million increase from FY2009, providing strong new support for performance-based teacher compensation programs.

Congress must now approve this package and send it to the President for his signature before the current Continuing Resolution funding the U.S. Department of Education and other federal departments and agencies expires on December 18th.

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More than 500 Educators 'Storm the Hill' to Support Technology in Education

/PRNewswire/ -- More than 500 educators from 48 states and territories took part in a once in a lifetime event during the 30th Annual National Education and Computing Conference. On Tuesday, June 30, participants met with their US Congressional delegations - including 91 senators and 207 representatives - to discuss the importance of educational technology programs and funding.

These Hill visitors expressed great concern about the Obama Administration's proposal to reduce Enhancing Education Through Technology (EETT) program funding in 2010 by as much as 63 percent. As classrooms are moving towards technology-rich learning environments, educators are working tirelessly to ensure program funding is adequately provided to meet these needs. EETT dollars have been used for improving student achievement in reading and math, engaging in data-driven decision making and launching online assessment programs.

"Funding for education technology is at risk in President Obama's FY10 budget," says ISTE's director of government affairs Hilary Goldmann. "We know our students will be negatively impacted if this cut is realized."

"It is so important for members of Congress to hear from their constituents about the vital role technology plays in educating our students and ultimately keeping our country competitive globally," said Don Knezek, CEO of ISTE. "The educators who participated in our event on Capitol Hill did an excellent job of carrying the message that education technology funding must be a priority so our students have the best opportunity for success."

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Georgia Tech Holds Information Sessions About NSF Funding For Graduate Students

The National Science Foundation is increasing its funding opportunities for young researchers. Georgia Tech has three NSF Graduate Research Fellowship information sessions scheduled to assist students as they plan for their November applications. Session will include information from an NSF reviewer as well as from Dr. Karen Adams from the Fellowship Program.

The three NSF Graduate Research Fellowship information sessions planned are as follows:

• June 16, 11:00, Piedmont Room, Student Center
• September 1, 11:00, Piedmont Room, Student Center
• September 29, 11:00, Crescent Room, Student Center

Undergraduates are encouraged to attend the sessions to learn what they need to do to prepare when they are eligible to apply.

Students eligible to apply in November are seniors, first-year graduate students, and second-year graduate students who have not completed MORE than 12 months of graduate work. (August to August is 12 months. When students apply in November, they have not completed MORE than 12 months.)

Awards are $30,000 a year for three years of graduate study plus $10,500 each year to the university to go toward tuition, and $1000 for travel to an international conference. NSF awards can be deferred up to two years.

Students are encouraged to work on their three NSF essays this summer and can contact Dr. Karen Adams in the Fellowship Office for information (Karen.adams@provost.gatech.edu).

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State School Board to hold Special Meeting re: Federal Stimulus Funding

Board to discuss first allocations of Federal Stimulus funding to schools

The State Board of Education will hold a specially-called meeting on April 28 to allocate the first wave of stimulus funds to local school districts.

The meeting will be held Tuesday, April 28, at 8 a.m. in the State Board Room, 2070 Twin Towers East. To save resources and time, the meeting will be held via conference call. The agenda for this meeting is posted on the State Board of Education's eBoard Website.

The purpose of this meeting is to award the first part of the American Recovery and Reinvestment Act (ARRA) funding to local school districts. This first allocation is for grants that go to the education of Students with Disabilities (IDEA) and economically-disadvantaged students (Title I).

Under ARRA, Georgia school districts will get a total of about $351 million in additional Title I funds and $314 million in additional IDEA funds. About half the funds will be allocated at this meeting. The U.S. Department of Education is expected to make the remaining Title I and IDEA funds available in the fall.

In addition to the Title I and IDEA funds, ARRA is expected to provide Georgia schools with other funding. Estimated funding includes:

- More than $22 million in Education Technology State Grants
- More than $10 million in IDEA grants for pre-school students
- About $900 million in "fiscal stabilization" funds that the Governor can use for K-12 education

To see proposed district-level allocations and other information, go to: http://www.gadoe.org/pea_communications.aspx?ViewMode=1&obj=1791
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USG Reports $906.5 Million in Extramural Income from Grants and Contracts in FY2008

One of the Board of Regents’ strategic goals is to increase research funding in the University System of Georgia (USG), and a new report shows the System is on track. Extramural funding increased 7.8 percent in Fiscal Year 2008 over the previous fiscal year, to $906,534,509, an increase of $65,914,281.

“This increase is another indication of the importance of continued investment in the research activities of our institutions,” said Dr. Susan Herbst, the USG’s chief academic officer and executive vice chancellor. “During tight budget times, our ability to generate increased funding through research and service missions is even more important to our ability to sustain and strengthen the academic enterprise.”

The rise in the USG’s extramural funding is particularly welcome, Herbst notes, in light of a new report by the National Science Foundation that finds federal spending on research and development has declined in real terms from 2007 to 2008 and that 2008 funds for basic research dropped to the lowest level since 2002 in constant dollars.

Related to the regents’ strategic focus -- strengthening research as well as economic development efforts -- the Board heard two separate reports on research activities and the board’s Intellectual Capital Partnership Program (ICAPP) economic development efforts. The research report, given by Dr. David Lee, vice president for research at the University of Georgia (UGA), highlighted why research is so important and must have continued investment to keep the University System competitive in terms of faculty and attracting funds, which multiply through the regional economy, creating jobs in a host of sectors.

Terry Durden, interim assistant vice chancellor for the board’s office of economic development, reported on the System’s economic development efforts and how those programs benefit the state. ICAPP, housed in the Regents’ Office of Economic Development, created more than 5,000 new jobs in 100 Georgia counties since it began in 1996, Durden noted. ICAPP creates programs to respond to Georgia’s college-educated workforce needs and works with University System institutions and Georgia employers to benefit the state’s economic development by producing college graduates that are in high demand and low supply.

In the extramural funding report, of the $906.5 million, $704,462,546 was for research, $120,447,949 was for public service and $81,624,014 was for instruction. Federal funds made up the greatest portion of the funding for System research income, with 65 percent coming from this source. The state of Georgia was the source of 8 percent of the System’s extramural funding and the non-profit sector accounted for 9 percent of the total. Business and industry provided 12 percent of the funds and other sources combined for the remaining 6 percent.

The report also details extramural income from sales of intellectual property at the five senior institutions in the University System. The FY08 total income from entrepreneurial activities such as inventions, software, copyrights and trademarks was $21,831,205, an increase of $7,354,575, or over 51 percent, over FY07. The five institutions producing this income included the Georgia Institute of Technology, Georgia State University, the Medical College of Georgia, the University of Georgia and Georgia Southern University.

“Federal funding for research plays a vital role in the System’s extramural funding,” said Dr. Cathie Hudson, the USG’s vice chancellor for research and policy analysis. “The ability of our institutions to attract federal funding shows the quality of our institutions and that the federal government considers the System to be good stewards of taxpayer’s dollars.”

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Facing a Tuition Payment Deadline? Don’t Worry. Sallie Mae Offers Last-Minute Options to Help Students, Parents Pay for College

BUSINESS WIRE --As back-to-school season approaches, parents and students still have time to find money to foot this fall’s college tuition bill. Sallie Mae—the nation’s leading saving-and-paying-for-college company—offers several affordable options available in time to meet the cost of higher education.

“The good news is that families do not have to turn to credit cards or tap retirement savings to pay for college,” said Martha Holler, spokeswoman, Sallie Mae. “If you have your financial aid but are still coming up short, get educated on these no- and low-interest options to cover this semester’s tuition bill.”

Sallie Mae advises families to consider these solutions to a last-minute college financing gap:

--		Tuition Payment Plans
		Many schools offer families the opportunity to make monthly tuition payments over the course of the school year as an alternative to a large, lump-sum payment due at the start of the term. Sallie Mae's TuitionPay is an interest-free, monthly installment option that helps families better manage the cost of education. TuitionPay plans can save families money by reducing the amount needed to borrow, and by letting funds stay longer in interest-bearing accounts. For more information, visit www.TuitionPay.com or call 800-635-0120 to speak with a TuitionPay consultant.
--		Sallie Mae PLUS Loan
		Federal PLUS Loans allow graduate and professional students and parents of undergraduate, dependent college students to finance their unmet financial need, up to the full cost of education, as certified by the student's school. Federal PLUS Loans carry a fixed interest rate of 8.5%, regardless of the customer's credit history, income, assets or collateral. The loan may be used to cover education expenses in addition to tuition, including room, board, books, supplies and even travel.
		New federal legislation has made qualifying for PLUS loans easier this year as borrowers may be up to 180 days late on payments on their primary mortgage or medical bills and still qualify. Also new this school year: Parents with new PLUS loans may postpone making payments until six months after their beneficiary student completes college or drops below half-time status. In addition, Sallie Mae assists parents and graduate and professional students who do not immediately qualify for a PLUS loan in resolving outstanding or erroneous credit issues. More information is available on www.SallieMae.com/PLUS.
--		Sallie Mae Signature Student Loan
		For students who have explored all federal student loan programs and still have unmet financial need, the Sallie Mae Signature Student Loan is the next best option. Sallie Mae's Signature Student Loan is a private education loan for qualified undergraduate, graduate and health profession students that offers competitive interest rates that reward creditworthiness. Applicants who do not have an established credit history are encouraged to apply with a creditworthy cosigner to help qualify for the loan. Those who have an established credit history may be eligible for a lower interest rate by applying with a creditworthy cosigner. By logging onto www.SallieMae.com/Signature, students can learn more about the Signature Student Loan, use the online pre-approval feature to receive credit results quickly and complete the entire application using the e-signature process.

Sallie Mae encourages families to use its 1-2-3 approach to paying for college: First, use free money. Fill out the FAFSA to access need-based grants, and research and apply for scholarships. Consider supplementing with current income, college savings, and an interest-free monthly tuition payment plan. Second, explore federal loans. Available to both students and parents, they can offer low, fixed interest rates and flexible repayment options. Third, fill any gap with private education loans. They are convenient and designed to help students meet the total cost of college.

SLM Corporation (NYSE:SLM), commonly known as Sallie Mae, is the nation’s leading provider of saving- and paying-for-college programs. The company manages nearly $172 billion in education loans and serves 10 million student and parent customers. Through its Upromise affiliates, the company also manages more than $19 billion in 529 college-savings plans, and is a major, private source of college funding contributions in America with 9 million members and $425 million in member rewards. Sallie Mae and its subsidiaries offer debt management services as well as business and technical products to a range of business clients, including higher education institutions, student loan guarantors and state and federal agencies. More information is available at www.salliemae.com. SLM Corporation and its subsidiaries are not sponsored by or agencies of the United States of America.

$3.3 billion Invested in Georgia's Pre-K Program

PRNewswire-USNewswire/ -- Georgia Lottery Corporation announced that it has transferred a total of $10 billion for education to the state of Georgia since its inception in 1993. Gov. Sonny Perdue accepted the oversized check marking the significant milestone of the corporation's contribution to programs such as Georgia's HOPE Scholarship Program and Georgia's Pre-K Program.

Approximately $3.3 billion of those funds have gone towards the education of more than 860,000 children who participated in Georgia's Pre-K Program during the last 15 years. Georgia's Pre-K Program is administered by Bright from the Start: Georgia Department of Early Care and Learning (Bright from the Start).

"Georgia's Pre-K Program was first funded by the Georgia Lottery Corporation for education in 1993. We received $37 million and served 8,700 children," said Holly Robinson, Commissioner of Bright from the Start. "During 2007-08, the program received $325 million ensuring that 78,000 of Georgia's four year olds would receive quality early learning experiences."

This is the first year that Georgia's Pre-K Program earliest participants are eligible to enroll in colleges and universities across the state. Gov. Perdue recognized some of these students during his annual State of the State address earlier this year.

In addition to its direct impact on Georgia's children, Georgia's Pre-K Program has generated national attention for the state, contributed to an increase in early learning and development, and, more importantly, supported parents in their role as a child's first and most vital teacher.