Toyota TAPESTRY Program Now Accepting Entries for 21st Annual Science Grant Competition

/PRNewswire/ -- Celebrating its 21st anniversary, the Toyota TAPESTRY Grants for Science Teachers program, the largest science teacher grant program of its kind in the nation, is now accepting entries for the 2011-2012 program year.

Sponsored by Toyota Motor Sales, (TMS) U.S.A., Inc., and administered by the National Science Teachers Association (NSTA), the program offers $10,000 grants to K-12 teachers for innovative science projects that enhance environmental science education in their school and/or district over a one-year period.

Fifty $10,000 grants totaling $500,000 will be awarded this year. Individual science teachers or a team of up to five teachers can submit proposals in the category of environmental science education. Subcategories from which applicants may choose include: biotic (all living factors) and abiotic (all non-living factors such as pollution, oil, energy, human interventions, water, soil, air, temperature, etc.)

"For 21 years Toyota TAPESTRY Grants for Science Teachers have provided thousands of teachers and students the opportunity to further explore the wonders of science. The focus on environmental science for this year's awards is important and will help both teachers and students to better understand and appreciate critical environmental issues that can and will have an impact on our nation's future," said Francis Eberle, NSTA executive director. "We greatly value our relationship with Toyota and applaud them for their commitment to science education."

The focus on environmental education is a shift from previous years when proposals also were accepted in the areas of physical science and integrating literacy and science. The emphasis closely reflects Toyota's global mission to work in cooperation with society by building relationships with those making environmental preservation a priority, and also aligns with the trend that NSTA has seen in the rising percentage of applications submitted to the environmental science education category.

"The new concentration of this year's Toyota TAPESTRY program allows us to maximize our ability to encourage solutions that lead to greener communities and greener technologies," said Jim Lentz, TMS president and chief operating officer. "Toyota is honored to be celebrating more than two decades of recognizing exceptional teachers who inspire students to form passionate connections with science. We look forward to enhancing environmental education as a result of our continued partnership with NSTA and America's educators."

A judging panel convened by the NSTA will select the award-winning projects based on several criteria, including the teachers' innovative approach to teaching science and their ability to create a stimulating, hands-on learning environment.

Applicants must either be an elementary teacher who teaches science in the classroom or a middle or high school science teacher, with a minimum of three years teaching experience. Applicants must be residents of one of the 50 states or a resident of Washington, D.C., Puerto Rico, or the U.S. territories including American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands.

For more information about the Toyota TAPESTRY Grants for Science Teachers program or to learn how to apply, visit http://www.nsta.org/pd/tapestry/. Applications must be submitted no later than February 23, 2011 to be considered.

Since the program's inception in 1990, Toyota TAPESTRY grants totaling more than $9.2 million have been awarded to science teachers across the country. More than 2,000 teachers have used those funds to develop and execute extraordinary programs that helped hundreds of thousands of students nationwide make real-world connections with science.

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GSU only Georgia institution to receive grant from new federal program to train more nurse practitioners

Georgia State's Byrdine F. Lewis School of Nursing has recently received a new federal grant to help train needed nurse practitioners who are an important part of the health care system.

The $831,600 grant from the Advanced Nursing Education Expansion program of the U.S. Department of Health and Human Services will provide funds for students for up to two years to help reduce the financial burden of attending school full time, and will help increase graduation rates.

"This highly competitive grant will allow GSU to increase the number of primary care providers available to consumers," said Susan Kelley, dean of the College of Health and Human Sciences. "Because of the quality of care which nurse practitioners provide, the demand for their services has grown immensely."

"We are very excited to receive this grant," said Barbara Woodring, chair of the Byrdine F. Lewis School of Nursing. "Nurse practitioners will be needed to aid in the health care system in the coming years. The Byrdine F. Lewis School of Nursing graduates one of the largest numbers of master's prepared nurse practitioners in the region, and the funding will go a long way in aiding our students."

The school of nursing is the only Georgia nursing school to receive a federal grant under this award program, which aims to train 600 advanced nursing professionals nationwide by 2015.

Since they were first trained in 1965, nurse practitioners have aided in the primary health care system, providing services similar to those of a doctor. They diagnose and treat a wide range of health problems, and also focus on health promotion, disease prevention, health education and counseling.

Because of their services, they help to lower the cost of patient care. According to the American Academy of Nurse Practitioners, there are about 14,000 of these professionals in the United States.

Georgia State's program has five areas of focus, including adult health, pediatrics, family health, women's health, and psychiatric/mental health. The federal grant covers all five areas of the program, and must be used for direct support such as tuition, fees and a small stipend for students to attend full time.

The Advanced Nursing Education Expansion program is part of $320 million in grants under the Affordable Care Act.

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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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National Alliance for Public Charter Schools Issues a Statement on the Selection of Round Two Race to the Top Winners

/PRNewswire/ -- The National Alliance for Public Charter Schools today released the following statement from its President and CEO, Peter Groff, on the states selected for funding by the U.S. Department of Education in the second round of the Race to the Top competition:

"We are pleased to see five states that are strongly supportive of public charter schools among those awarded Race to the Top grants today. According to the National Alliance for Public Charter Schools' annual rankings of state charter laws, the District of Columbia has the second strongest law in the country. Georgia has the fourth strongest, followed by Massachusetts, New York and Florida, with the fifth, eighth and eleventh strongest charter laws, respectively. These states are boldly incorporating public charter schools into their overall efforts to improve public education.

However, we are concerned that the selection of three states - Maryland, North Carolina and Ohio - sends the wrong message. They have clearly shown a resistance to embracing the role of public charter schools in education reform. Even the U.S. Department of Education scored theses states among the lowest of those awarded grants. Sadly, these states are still being rewarded for actively limiting public-education options for the families that need them the most. Maryland has the worst charter law in the country, North Carolina has a cap of 100 charters that it reached almost 10 years ago, and Ohio has some of the most arbitrary caps in the country.

Since the Race to the Top grants competition was announced in June 2009, 15 states have lifted their caps on charter schools and one state has enacted a charter law. We applaud the Obama Administration for its role in encouraging these positive changes. Overall, six of the 12 winners in the first and second rounds have removed restrictions on growth: Delaware, Hawaii, Massachusetts, New York, Rhode Island and Tennessee.

As we approach the potential third round of funding, we urge the Administration to recommit to only awarding grants to those states that are truly committed to all facets of education reform."

The National Alliance for Public Charter Schools (http://www.publiccharters.org/) is the national nonprofit organization committed to advancing the charter school movement. The Alliance works to increase the number of high-performing charter schools available to all families, particularly low-income and minority families who currently do not have access to quality public schools. The Alliance provides assistance to state charter school associations and resource centers, develops and advocates for improved public policies, and serves as the united voice for this large and diverse movement. More than 1.6 million students attend nearly 5,000 charter schools in 40 states and the District of Columbia.

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The Arthur M. Blank Family Foundation Announces $185,000 in New Grants

/PRNewswire/ -- Trustees of The Arthur M. Blank Family Foundation have awarded grants totaling $185,000 to nonprofit organizations working to improve education in Georgia.

The investments include a two-year $75,000 award to Quality Care for Children, an Atlanta nonprofit organization that will use the funds to implement a Shared Services Alliance. By pooling resources and strengthening buying power, the Shared Services Alliance will help childcare centers across 46 counties cut costs, streamline administrative processes and improve quality of care.

"With these grants, the Foundation is deepening its commitment to providing high-quality education to every young child in Georgia, regardless of their family's economic situation," said Foundation President Penelope McPhee. "Georgia's economic future rests on raising the bar on education, starting with our youngest children from birth through pre-K."

In addition to improvements that will enhance their efficiency, members of the new alliance will also benefit from new services for children and families. In particular, alliance members will gain access to discounted food, payroll services, marketing assistance and training.

The Foundation's trustees also approved grants to:

Teach for America

$50,000 to expand the Georgia initiatives of this national nonprofit that trains outstanding college graduates to commit to teach for two years in urban and rural public schools. Teach for America will recruit and place 25 new teachers in early childhood education programs and expand its K-12 teaching corps in Atlanta, Cobb, DeKalb and Clayton school systems.

Emory University

$50,000 challenge grant to provide a six-week math and science summer residential program for 72 Atlanta high school students in 2010 and 2011. Students receive intensive instruction in chemistry, biology and math and preparation for college-entrance exams.

VOICES for Georgia's Children

$10,000 to identify and analyze financial models for future investment of state lottery funds in support of Georgia's Pre-K program and the HOPE Scholarship. At present, state lottery proceeds fund both the HOPE Scholarships and Georgia Pre-K programs. Economic forecasts indicate that by 2012 lottery funds will be unable to support both programs fully.

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Gateway to College National Network Receives $13 Million to Expand Programs

/PRNewswire/ -- The Gateway to College National Network has received $13 million in grants from four leading foundations to expand a program that transforms high school dropouts into college-ready students.

Now in operation in 27 colleges in 16 states, these new investments will allow Gateway to College to expand into 15 new community colleges and to make the program a model for colleges serving students who need remedial academic help.

Without a program like Gateway to College, national statistics suggest only 19 percent of dropouts will get a diploma within eight years of their expected graduation date. Through dual credit, Gateway to College graduates earn not only a high school diploma, but also have an average of 41 college credits by the time they complete the program; 90 percent indicate that they will continue their educations in college. These are remarkable statistics when you consider that the average student entered Gateway to College with a high school GPA of 1.6.

The grants announced today include $7.28 million from the Bill & Melinda Gates Foundation, $3.8 million from the Foundation to Promote Open Society, a sister organization of the Open Society Institute, and nearly $1 million each from Carnegie Corporation of New York and The Kresge Foundation.

Ensuring that more young people in America have the opportunity to complete college is crucial to our country's economic growth and stability, as the U.S. Department of Labor estimates that by 2016, half of all U.S. jobs will require college-level skills. Between 2005 and 2007, the average high school dropout earned $18,800 a year, while the average community college graduate brought home more than $34,500.

"As a nation, we can't afford to write off any of our young people," said Laurel Dukehart, Executive Director of Gateway to College National Network. "We have to do everything we can to reengage them and help them earn the high school and college credentials they'll need to become successful adults."

In addition, the Gateway to College model will be adapted to serve 18 to 26-year-olds who need to hone basic skills in reading, writing and math. The Gateway to College National Network will work with nine colleges to pilot the new program, called Project DEgree.

Gateway to College's success is due to a combination of intensive academic and non-academic supports, and can be an important model for community colleges nationwide which are struggling with sky-high remedial rates. Nationally, as many as two-thirds of all community college students enter with inadequate academic skills.

"Gateway to College offers at-risk youth an opportunity to thrive," said Mimi Corcoran, director of the Open Society Institute's Special Fund for Poverty Alleviation. "By providing a responsive education in a flexible environment, this program helps underserved students excel at school and beyond and aims to break the cycle of poverty."

The Obama administration has called on states and education leaders to help the United States lead the world in percentage of college graduates by 2020. Until recently, education reform efforts and national policies have focused on increasing access to college, but have done little to help students graduate with credentials that employers value. Programs like Gateway to College are taking the important step of helping students succeed by developing individual college graduation plans, teaching time management and stress management skills along with note taking and communication skills.

"With our business leaders warning us that good-paying jobs require a college degree, we have to drastically improve the number of students completing college," said Hilary Pennington, Director of Education, Postsecondary Success & Special Initiatives at the Gates Foundation. "Scholarships and tuition assistance aren't enough. Schools must look to programs like Gateway to College to improve the services they offer and to give students the support they need to finish what they start."

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GSU, Morehouse School of Medicine to partner on developmental disabilities

The Center for Leadership in Disability (CLD) at Georgia State University has been awarded a three-year, $675,000 grant to develop a joint program on developmental disabilities with the Satcher Health Leadership Institute (SHLI) at the Morehouse School of Medicine.

Funding will come from the Administration on Developmental Disabilities of the U.S. Department of Health and Human Services. The disability partnership will serve as a vehicle for exchanging ideas and innovation in research, training and services between the faculty, staff and students of the two institutions, with the goal of reducing disparities in health and well-being related to disability and minority status in Georgia.

"This is a fantastic development for our center," said Daniel Crimmins, director of the CLD and clinical professor of public health. "We are a new program at GSU, and have received tremendous support from so many people here and in the disability community.

"We're off to a good start, but there's still much to do," he said. "This grant provides an opportunity to work closely with SHLI, one of the premiere programs in the country addressing health disparities, to focus on some critical needs in Georgia. The grant also requires us to develop the partnership as a model for other programs across the country."

The grant builds on CLD's designation as a University Center for Excellence in Developmental Disabilities, and its mission to translate research into sustainable community practices that support independent, fulfilling, productive lives.

CLD is based in the GSU Institute of Public Health and Center for Healthy Development, within the College of Health and Human Sciences. In July, CLD received a five-year grant of over $2 million as part of its designation as a UCEDD.

SHLI is directed by former U.S. Surgeon General Dr. David Satcher, with the mission to develop a diverse group of public health leaders, foster and support leadership strategies, and influence policies toward the reduction and ultimate elimination of disparities in health.

"We at SHLI and Morehouse School of Medicine are delighted to be able to join in partnership with GSU in taking advantage of this opportunity to advance the lives and productivity of persons living with disabilities," said Satcher. "This opportunity is consistent with our commitment to eliminate disparities in health as they impact the lives of persons living with disabilities."

The partnership reflects CLD's expertise in developmental disabilities and SHLI's expertise in addressing the needs of minority communities. The partnership will focus on improving access to services and supports to reduce and ultimately eliminate health disparities for individuals with disabilities and their families from minority backgrounds. The plan is aligned with the goals and priorities for both programs.

There are 67 UCEDDs in the U.S., with at least one in every state and territory. Centers are in a unique position to facilitate the flow of disability-related information between community and university. UCEDDs provide training, technical assistance, service, research, and information in working with people with disabilities, family members, state and local government, and community providers.


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College Access Grant Targets Low-Income Families, Returning Adult Students

A College Access Challenge Grant is enabling the University System of Georgia (USG) and its partners to target the two-thirds of adult Georgians who do not hold a college degree. The goal is to galvanize these individuals to change their situation, thereby boosting the state’s economic growth. In an update delivered to members of the Board of Regents today, those responsible for implementing the grant outlined the strategies being used that focus specifically on low-income families as well as people who started but failed to complete work on their college degrees.

“Young people from low-income families are much less likely to graduate from high school, attend college or earn a bachelor’s degree,” said Lynne Weisenbach, a USG vice chancellor. “We know that we can significantly impact key social and economic indicators in Georgia such as median income, life expectancy and even reduce the size of the state’s prison population by boosting the number of residents who hold college degrees, so we are using this funding to target low-income K-12 students and adults with some college but no degree.”

The U.S. Department of Education grant — $2 million per year for up to two years — places the University System in a partnership with the Governor’s Office, community and business groups across the state, as well as the Alliance of Education Agency Heads (AEAH), which collaborates on policies and programs to ensure that all Georgia students receive an excellent education, from pre-K to Ph.D.

Principal Investigator Patricia Paterson described for the regents an effort that includes:

updating, enhancing and expanding access to GAcollege411, a free online resource provided by the state that helps students plan for, apply and pay for college;
promoting an understanding of the benefits and opportunities of postsecondary education to students from low-income families;
staging an annual event, Georgia Apply to College Week, at high schools serving large numbers of students from low-income families;
conducting outreach activities and enhancing programs for adults returning to college;
working to engage chambers of commerce, civic groups, PTAs, graduation coaches, after-school caregivers and others around the state in setting high expectations for and nurturing the aspirations of low-income students; and
boosting participation by low-income students in dual-enrollment courses which allow them to earn college credit while still in high school by providing funds for books and mandatory student fees.

One of the ways in which the University System of Georgia is serving low-income students is through its Early College Initiative, which enables students underserved by higher education to earn up to two years of college credit from USG institutions while completing high school. Just two weeks ago, the charter participants in this initiative, from Atlanta’s Carver Early College, celebrated a 100 percent graduation rate and 100 percent of them have been accepted to at least one college.

Paterson also used the presentation to the regents to announce the creation of an Adult Learning Consortium comprising five USG institutions — Atlanta Metropolitan College, Bainbridge College, Fort Valley State University, Georgia Southwestern State University and Valdosta State University (which will serve as the lead institution). The five campuses have each received $25,000 of the College Access Challenge Grant funds to work together to improve services for adult students returning to college, expand programs that focus on strategic regional workforce needs, test the awarding of credit for learning acquired through life experience and pass on their best practices to the entire University System.

“The Adult Learning Consortium is an exciting new project that focuses on bringing adults back to college,” Paterson told the regents. “There are nearly 1 million Georgians — 22 percent of the workforce — who have earned some college credit, but have no degree to show for it. We have developed strategies that can transform the way we as a University System work with these students, who have complex needs and concerns different from those of our traditional-age students.”

Valdosta State University (VSU) piloted an adult-learning initiative this past year and has successfully experimented with a prior-learning assessment program (PLA). Paterson introduced a VSU freshman, Retired Air Force Master Sgt. Mark Smith, who recently returned to college after a 25-year career in the military and was able to earn credit for what he learned during those years away from the classroom.

“It has always been a goal of mine to go back to college, but while I was working, it was difficult to fit it into my schedule,” Smith said. “Now that I’m free to go back to school, the PLA program has really helped me to expedite my goal of obtaining a degree in psychology. It allows me, as a non-traditional student, to use my training and work experience as it relates to specific courses at VSU, and the counseling I’ve received as part of the assessment process has really benefitted me.”

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Regents Approve Allocation of Funds for Major Repair and Renovations on USG Campuses

The University System of Georgia (USG) Board of Regents last week approved 236 projects on the System’s 35 campuses slated for repair and renovation. Funds totaling $57,493,596 were allocated for projects ranging from replacing aging roofs and upgrading fire safety systems to energy efficiency improvements such as window replacement and the installation of occupancy sensors for classroom lighting.

Each institution annually submits a request to the regents for, in USG terminology, Major Repair and Renovation (MRR) projects. For the upcoming fiscal year, which begins July 1, campus officials submitted 530 projects for MRR funding. All submitted projects are reviewed and evaluated by Board of Regents staff with selected projects being recommended to the board for consideration for approval in one large package each year.

“Every homeowner knows that roofs don't last forever and that you have to replace your air conditioner every 20 years or so,” said Linda Daniels, USG vice chancellor for facilities. “Imagine multiplying those types of needs by 35 institutions and hundreds of buildings, and you begin to grasp the length and complexity of the list of repairs and renovations submitted to the Board of Regents every year.” The requests for MRR needs from USG institutions for fiscal year 2010 approached $136 million, against the $60 million received in state funding, more than double the current funding level. Daniels said the final list of projects recommended to the board by USG staff is not intended to serve as a comprehensive view of total system-wide MRR needs. It is a list of projects that can be undertaken with the funding allocated for that fiscal year. Some examples from this year’s list of approved projects include:

$265,000 to replace academic building windows at Georgia Perimeter College’s Decatur Campus.
$789,000 to replace or repair multiple roofs at Macon State College.
$86,000 to replace water meters in seven buildings at Albany State University.
$100,000 to replace fire alarm systems in two buildings at Georgia Southern University.
$300,00 for the sanitary sewer replacement program at UGA.

Repair and renovation of facilities is a significant undertaking and an ongoing process. The Board of Regents owns 3,224 buildings and facilities, currently valued at more than $6.2 billion. This represents more than 25 per cent of all state of Georgia property holdings.

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Georgia's "Race to the Top" by State Superintendent Kathy Cox

Georgia is in a "Race to the Top" and, in many respects, we're leading the way.

U.S. Secretary of Education Arne Duncan announced recently that $5 billion in grants are being made available to states that – in his words – adopt "college and career-ready internationally benchmarked standards" and "state of the art data collection systems, assessments and curricula to meet these higher standards."

To me, it sounds like Secretary Duncan was reading straight from our Strategic Plan. For six years, Georgia has been focused on implementing a world-class curriculum, raising expectations and using quality data to make decisions. We have received high marks for the policies and standards we’ve put in place from groups across the nation.

But the journey to “the top” is not always smooth and raising standards is not easy. The truth is that the material that Georgia students are learning today is more rigorous than it has ever been and, consequently, the assessments they are taking are more difficult.

Over the past few years, we’ve seen the pass rates on our state tests – like the CRCT and End of Course Tests – drop in the first year we’ve implemented our new curriculum and given the new state exams. This is to be expected: Whenever you raise the bar, there’s going to be a temporary drop in the number of people that can reach that bar. That’s true in any situation.

The good news is that in the second and third year of the new curriculum we have seen test scores increase in all subjects and all grades.

However, in all the focus on tests, pass rates and percentages, it’s easy to forget the big picture: The mission of our public school system is to prepare students to be successful in life. In the 21st century we must make sure our students have higher order thinking and analytical skills, the ability to communicate clearly and a deeper understanding of mathematics and science.

We could certainly keep our standards low and get high test scores that make everyone feel good, but how does that help our students? Ultimately, we would be setting them up for failure later as they go on in their education and in life.

Instead, we are following a national, bipartisan call for higher standards and higher expectations for all students, regardless of whether they plan to attend college, go right into the workplace or both.

So, what does this rigor look like?

Most of this year’s 9th graders took the new Mathematics I or Accelerated Mathematics I classes, which include parts of Algebra, Geometry and Statistics. These new courses are certainly more challenging than the old Algebra I class, as is the new Mathematics I End of Course Test (EOCT).

This is a “field test” year for the Math I EOCT, so the results won’t count, but I’m sure any 9th grader will tell you the test was very challenging (and I’m sure I’ll get a full report from my 9th grader!)

In the coming weeks we will release some of the questions from the Math I EOCT to give the public an idea of what we are asking students to learn. When you see the questions, I think you’ll agree that we are asking our students to learn more rigorous mathematics.

Georgia is not going down this road alone. There are 35 states across the USA that are raising standards and asking all students – regardless of their plans after high school – to take a rigorous core of classes in mathematics, science, English language arts and social studies.

But in Georgia, we are ahead of the game and are combining those core academics with improved Career, Technical and Agricultural Education programs, increased public school choice options and innovative approaches that allow school-level educators to decide what is best for their students.

So, as the results of our state tests roll in over the next several weeks and months, please keep this in mind: If our students are going to win the race to the top, we must be dedicated to giving them the tools and information they need to run that race.

It won’t always be easy but, in the end, it will be worth it.

Kathy Cox, a parent and a veteran classroom teacher, is Georgia’s Superintendent of Schools.

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ING Announces Awards Program for Schools Nationwide

/PRNewswire/ -- ING has launched a new awards program that will provide 50 $2,000 grants to schools that desire to establish a school-based running program or expand an existing one. ING is expanding its efforts to help fight childhood obesity and introduce kids to the benefits of running, a habit of physical fitness and healthy lifestyle choices through the ING Run For Something Better School Awards Program in partnership with the National Association for Sport and Physical Education (NASPE).

"The ING Run For Something Better School Awards is a natural enhancement to ING Run For Something Better, allowing us to empower even more children nationwide with the opportunity to achieve and maintain healthier lifestyles," said Rhonda Mims, president of the ING Foundation and senior vice president, Office of Corporate Responsibility and Multicultural Affairs. Through activity plans created by NASPE and based on the National Standards for Physical Education (NASPE, 2004), the grant awards program will help offer children a healthy start to life and foster their desire to exercise before obesity ever begins. "NASPE is thrilled to partner with ING Run For Something Better to help get children more physically active," said Fran Cleland, NASPE president and professor at West Chester University of Pennsylvania. "Quality physical activity programs introduce children to the joys of movement and are truly the beginning of health care reform."

The grant awards are available in all states to public elementary or middle schools for running programs that target fifth- though eighth-grade students. Schools must implement a minimum of an eight-week running program with a culminating event by Dec. 31, 2009. Applications for the ING Run For Something Better School Awards are being accepted through June 1, 2009. Applications, including complete eligibility requirements, are accessible at www.orangelaces.com/site/index/get_your_school_involved. Public donations to ING Run For Something Better fund the school awards program.

As the sponsor of a number of premier running events in the U.S., ING has been encouraging young people to get physically fit. The company developed ING Run For Something Better in 2003 as a way to give back to local communities. The national campaign provides funding for free, school-based running programs while teaching kids about the benefits of exercise and healthy lifestyle choices. Since the program's inception, over 40,000 children have participated in ING Run For Something Better, collectively running over 1.2 million miles.

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State Seeks Input on Special Education

The Georgia Department of Education has posted its annual application for federal grants that assist with the education of students with disabilities and will be seeking public comment on the application throughout April.

In Fiscal Year 2009, school systems in Georgia received more than $300 million in grants under the Individuals with Disabilities Education Act (IDEA) and is anticipating another $310 million in IDEA funds through the federal stimulus package. In order to continue to receive that funding, the state must post its Annual State Application for IDEA Grants Funds for public review for 60 days. The state must also have a 30-day public comment window.

Georgia's Annual State Application for IDEA Grant Funds has been posted on the GaDOE's website at this location: http://www.gadoe.org/ci_exceptional.aspx?PageReq=CIEXCIdea

The public comment period will run from April 1 through April 30.

Written comments should be sent to:
Nancy O’Hara, Director
Division for Special Education Services
1870 Twin Towers East
Atlanta, Ga. 30334

Comments can be emailed to:
nohara@doe.k12.ga.us

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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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Emory Financial Aid: Resources Remain Strong

Emory University remains committed to "need blind" admissions and to meeting the full, demonstrated financial need for dependent, traditional undergraduate students during these challenging financial times.

"Emory, like all institutions and businesses, is having to adjust to a new economic reality and this will impact the budget in a variety of ways. However, financial aid is among our top priorities and we expect to devote more – not fewer – resources to financial aid in the coming years to ensure that all students who are admitted can attend independent of economic background," says Santa Ono, senior vice provost for undergraduate education.

Emory also is increasing accessibility for low- and middle-income students through the Emory Advantage grant and loan relief program as well as other financial aid programs. Overall, Emory's Office of Financial Aid is seeing increased demand for assistance due to the recent economic downturn. The financial aid staff is urging parents and students (prospective and current) to plan ahead to determine their budgets, apply early for aid and carefully weigh options.

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