September 2006
Copyright © 2006, Queue, Inc.

Letters to the Editor

In our last issue, we published the following the following Letter to the Editor. It was not an editorial, nor an expression of our opinion, but a message from one of our readers. Following it are some of the responses we received. (You can see the past e-newsletters by visiting: http://www.queuenews.com/GAnews.html)

Georgia is close to becoming the first state in the nation to pass a bill mandating the development of curriculum to teach Bible studies in public schools.

Demand that Governor Perdue defend the Constitution and Georgia's citizens from the attack on the doctrine of separation of church and state.

To the delight of the radical religious right, the Georgia State Senate passed two pieces of legislation that pose a serious threat to the separation of church and state. One would create state-funded Bible classes in Georgia public schools. The second would allow the Ten Commandments to be displayed by county governments.

By singling out the Bible and the Ten Commandments as symbols to be promoted in the public sphere—one in classrooms and the other in government buildings—the government of Georgia is showing preferential treatment to a specific religion and violating the rights of its citizens. Both bills are on Governor Sonny Perdue's desk, and he is contemplating whether or not to sign them. That's why we need you to take action today.

The religious right will stop at nothing to push their theology in the public square or our public schools. And now, they want to use public dollars to do it!

Urge Georgia's Governor to veto these bills and protect the sanctity of our nation's Constitution and the doctrine separating church and state.

Sincerely,

Michael Lawley

Here are some of the responses we received:

I guess I am one of those religious fanatics!  I support both bills.

Thanks,
Eric Croft

Gov. Perdue, please sign!

—Peggy Fox

Way a go, Governor Purdue!!!!!!!!!!!!!!!!!!!!!!!!

—Sandra Robertson

WHO ARE YOU ANYWAY???  MOST TEACHERS IN WALKER COUNTY SUPPORT BIBLE IN OUR SCHOOLS.  WE DON’T NEED HEATHENS LIKE YOU ENCOURAGING US TO BLOCK GODLY BILLS.  YOU ARE WHAT IS WRONG WITH OUR SCHOOLS!!!!!

—HAVEN W. CONNER

I whole-heartedly support the governor in his actions to promote the teaching of the Bible in the public arena and the displaying of the Ten Commandments in governmental buildings. This nation was founded upon Godly principles and because of our founding fathers faith we were declared "one nation under God indivisible . . . " I for one, am tired of the attack against Christianity and I think it is high time for someone to stand up and declare that we will not sit by and let everything that this great country was founded upon be demolished by the politically correct!

—Annie Walker

REMOVE MY NAME FROM THIS LIST IF YOU ARE TOUTING REMOVAL OF THE 10 COMMANDMENTS AND BANNING PRAYER AND THE BIBLE FROM OUR CHILDREN.  EITHER ABIDE BY WHAT OUR FOREFATHERS MEANT FOR THIS COUNTRY TO BE, A GOD-FEARING, LAW ABIDING SOCIETY GOVERNED BY THE SAME PRINCIPLES, OR LEAVE AND GO WHERE YOU WON’T HAVE TO WORRY ABOUT ANY OF THIS—IRAQ, IRAN, CHINA, RUSSIA, TO NAME A FEW.  PLENTY OF US ARE READY TO PACK YOUR BAGS!

—Lea Duncan

After reading your editorial about the “radical religious,”  I insist on being taken off your mailing list.  I would rather be associated with a group that feels prayer in schools and the 10 commandments in a govt bldg  than a group that wishes it to all be extinguished from the schools.  Do not reply to me anymore.

—Lyra Veal

I am unsubscribing to your mailing. I don't know how I got on it in the first place. This bill is not a violation of church and state.

The "so called" separation of church and state is a myth that has misled millions of Americans and wreaked legal havoc on this nation.

I do realize that the real meaning of separation of church and state is not politically correct today.

—Floyd Battles, Jr.

You should put God first in your life and maybe you would not be so bitter!!

—Angella Burns

Please don't send this to me again.  I'm not interested in your opinions.

Sincerely,
Kenneth Beard

I am all for having religion back in our schools and to have the 10 commandments displayed in County and City buildings.  I work in the public school system and our children do not know the first thing about respecting others let alone themselves.  If more people practiced the 10 commandments just think what a perfect society we would live in.  If we can reach our children now don’t you think they would make better leaders as adults?  Kids today are being taught that they can get away with anything in the classroom as well as at home.  Teachers cannot touch them as well as their parents so basically they can do what they want.  On a side note that goes along with this subject is “The not child left behind act”.  You cannot reach children who do not want to be taught.  If we taught our children to love and respect one another and themselves, then we could probably reach them, but at the rate we are going the drop out rate will be greater than the graduation rate.  I have seen more teenagers become pregnant this year than any other year.  I for one do not want to have to pay their way through life.  Unfortunately because I pay taxes, that is exactly what I am doing.  I raised my children right and I used the Bible doing it.  They respect themselves and others and they have moral values which is more than I can say for MOST politicians!  Yes we have religious freedom in this country, but it is always the Christians that have to give up their way of life to please everyone else’s beliefs.  Well I am sorry!  If I want to pray at school I will do so, if I want to read my Bible at school I will do so, if I want to display a religious item in my office I will do so.  Other religions can display their religion in public so why discriminate?  The Bible has been proven to be sound doctrine by many people in this world, even unbelievers.  So in closing if you ever get the chance to read Revelations the last book of the New Testament, I would not want to be on the apposing end of the Bible.  This country has gone down hill ever since we started separating church and state.  The only people that the Bible offends are those that are not living a moral life.  We as humans do not like to be told that we are doing wrong.

Thank you for your time, but I will have to pass on signing this petition!

—Sherri Cary

Dear Editor;

Kindly read the Constitution.  Amendment I reads "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; . . . "

—Jeff Fletcher

I'll pray for ya'll.

—Bobbie Key

I would prefer NOT to receive your liberal publication. Take me off any email list you have immediately and cease sending me your left-wing opinionated rag.

—L. Hanie
 

I hope Governor Perdue signs the bill. This country was founded by God, and the Ten Commandments should be displayed anywhere and everywhere. We would not have the killing and violence that we have today if everyone lived by the Ten Commandments. Bible classes should be taught in schools. It should not be required for everyone to take Bible classes if they have a different religion, but let it be available for students to decide. This country would be in much better shape if prayer and Bible classes are available for students. Some students need the morale guidance found in prayer and in the Bible that they do not get at home. Don't ever send me anything about taking religion out of schools and public buildings again.

—Nadine Crumley

I think if your going to teach evolution that it would be okay to teach Bible classes.  All of these should be elective classes that each individual could choose whether or not to take them.  After all our country was founded on biblical practices.  "In God We Trust"  Then again that might explain why we have school shootings and America being attached and killings on the streets of America everyday.  We have forgotten who we should trust.

—K Reece

I am a Conservative and I am offended by this letter. I believe Jesus is Lord and I don't like being told about the religious right. I am a part of the religious right and the Kingdom of God. I will lobby my Congressmen to support this bill.                

—Mark Carlock

I received an e-mail from Michael Lawley telling me to help keep the Bible and Ten Commandments out of schools.  I think that if they are going to tell us how to vote against this bill, there should also be an option for those of us in favor of this bill.  I do not feel that this e-mail was appropriate.  This e-mail violated my rights as a Christian.   You should either give the option to promote both sides or not at all.

Thank you,
Jennifer Schimek

There are many teachers who are Christians.  Our nation was founded on Christian principles which is why we are the most blessed nation in the world—Psalms 33:12  Blessed is the nation whose God is the lord (Jesus).  Other cultures have invaded this country and will stop at nothing to remove these Christian principles.  I would look into and see if the lord is who he says he is before condemning this.  If he is who he says he is then there will be terrible consequences to pay for a life of sin.  The bible teaches that Jesus said “people have rejected me because they don’t won’t to give up their life of sin”.  Look into it first!  The bible also says people will be destroyed for their lack of knowledge about me (Jesus).

—Jon M Sharretts

Dear Editor,

"The religious right will stop at nothing to push their theology in the public square or our public schools."  That is the most offensive, inaccurate, and irresponsible statement in a letter filled with misleading assumptions and alarmist nonsense.  "Stop at nothing" seems to imply criminal or terrorist or unethical behavior—a very serious charge in today's global political climate.  But what evidence does he cite or who is supposed to be up to this nefarious behavior?  Stick to facts, please, if you are going to make accusations!  Besides, "to push their theology in the public square" is the right of every citizen.  This is a democracy and Christians may speak freely, just as Moslems, Buddhists, Atheists, and anyone else may do so.  Why is it so important to Mr. Lawley to single out the Bible as a book to be barred from public mention?  As to theology being pushed in public schools, lawmakers have been discussing teaching the Bible as an important historical, literary, and social document, not as theological dogma.

Far from granting Christianity "special status" or establishing it as a state religion, measures to merely present the ten commandments simply recognize the influence of these moral dictates on the formation of our system of law.  To study the Bible could help inform students of the significance of the book, and its influence—for better and for worse—upon movements that have shaped our society.  In my opinion, a comparative religions class would be a better choice, but it should not be against the law to teach about the "holy book" of any particular religion.  To single out a religion for elimination from "the public square and the public schools" is unconstitutional.

Why is Mr. Lawley so afraid to allow the exchange of ideas in these forums?  Our kids are constantly exposed to all kinds of moral and ethical views in the marketplace of ideas in America today -- and very few espouse the Christian message that Mr. Lawley feels so threatened by.  Give the kids a little credit:  They are not so stupid as to be unable to think and choose for themselves.  Please calm your rhetoric and name-calling and let democracy work.

—N. Broe

Michael:

“The religious right will stop at nothing to push their theology in the public square or our public schools. And
now, they want to use public dollars to do it!

Urge Georgia's Governor to veto these bills and protect the sanctity of our nation's Constitution and the doctrine
separating church and state.”

All this propaganda is nothing more than the other side (yours) to push everything this country was FOUNDED ON, out.
If you dislike it so much move ALL of your cohorts with you and take over some other country. Go to any other country
and try the things you try in the GREAT UNITED STATES, YOU CAN NOT!! The Constitution does state the seperation of church and state. It is talking about the state can not have a state appointed church.

Thanks
Doug Hughes

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Education News

For back issues of this newsletter, as well as current and back issues of our other newsletters, U.S. Education News and Education Research Report, please go to: http://www.queuenews.com/

For the latest education research news, please go to:
http://www.queuenews.typepad.com/education_research_report/

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State Technology Report 2006—Georgia

Access to technology: B-
Use of technology: A-
Capacity to use technology: B
Overall grade: B

While the No Child Left Behind Act has touched off a boom in school data collection, much work needs to be done before the vast amounts of student information can be harnessed to improve learning, according to Technology Counts 2006: The Information Edge: Using Data to Accelerate Achievement, a new report from Education Week and the Editorial Projects in Education (EPE) Research Center. The report is based on a systematic analysis by the EPE Research Center of the structure and quality of states’ computerized data systems, and how those systems are being used. It comes at a time when states are under tremendous pressure to get technology systems and access to data up and running as genuinely useful tools to accelerate student learning on a broad scale. In a survey of state education officials conducted for the report, the EPE Research Center finds that despite the federal government’s push to make data central to instructional decisions, states are still far away from putting their electronic information into a form that local educators can easily use. . . .

Report Cards: Grading the States

For the first time ever, Technology Counts issues letter grades for all 50 states and the District of Columbia, ranking their efforts to improve access to and use of school technology and the ability of teachers to use it more effectively. While the nation earned an overall grade of C-plus, West Virginia, and Virginia earned the highest marks, with grades of A and A-minus, respectively. At the opposite end of the spectrum, a small group of states is lagging behind. Minnesota, Oregon, and Rhode Island all received an overall D grade, while Nevada ranked last in the nation with a D-minus. Grades are based on where states stand in three core areas of state policy and practice, including access to instructional technology, use of technology, and capacity to effectively use technology. They are contained both in the print version of the report and in new online-only State Technology Reports created by the EPE Research Center.

For the complete article, please go to: http://www.edweek.org/media/ew/tc/2006/TC06_press.pdf

To access individual state reports, please go to: http://www.edweek.org/ew/toc/2006/05/04/index.html?levelId=1000

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Georgia’s Southern Regional Education Board 2006 State Report

The Southern Regional Educational Board has issued reports for each state in its region. These reports, customized for each state, provide information about SREB states' progress toward meeting the Challenge to Lead education goals. Data related to each of the 12 goals are displayed in presentation-style slides, which include commentary to help states understand their data in a national context. Here is a summary of their findings for Georgia:

State Profile

Georgia’s K-12 enrollment will continue to increase but at a slower pace.
Georgia had a higher percentage of children living in poverty than the nation.
Half of students in Georgia lived in low-income households.
The proportions of high school graduates from minority groups will increase in Georgia.

First-Grade Readiness

Children in poverty had full access to Georgia’s public pre-K programs.

Achievement in the Early Grades

Georgia has made significant progress in fourth-grade reading since 1998.
Georgia fourth-graders trailed the U.S. and the region in reading.
Black, Hispanic and white fourth-graders in Georgia improved in reading.
Georgia’s youth trailed the nation in NAEP reading, especially in rural areas.

Achievement in the Middle Grades

Georgia eighth-graders trailed the nation but nearly matched the region in NAEP math.
Georgia’s black and white eighth-graders improved in math.
Georgia eighth-graders eligible for the lunch program trailed the nation in NAEP math.
Georgia beat SREB states in students taking algebra or pre-algebra in eighth grade.

High School Graduation

Georgia’s high school graduation rate trailed the national average.
In Georgia, all groups graduated at lower rates than their national counterparts. Challenge

College and Career Readiness

Georgia requires an essential core of mathematics for college-prep students. Recent
Georgia requires courses in an academic or career pathway for all students.
Student participation in Advanced Placement in Georgia exceeded the national average.
Georgia’s percentage of students taking the SAT academic core trailed the national average.
The average SAT score improved in Georgia.
Achievement gaps among student groups on the SAT did not close in Georgia.

School Performance Standards

Georgia’s state standards for fourth-grade reading appeared lower than NAEP Basic.
Georgia’s state standards for eighth-grade math appeared lower than NAEP Basic.
Nearly one-fifth of Georgia’s public schools were on the NCLB “school improvement” list.

School Leadership

Georgia is making some progress in reforming school leadership.

Qualified Teachers

Georgia trailed the nation in middle grades mathematics teachers certified in mathematics.
Georgia paid beginning teachers more than its surrounding states.

Education System That Is Aligned

Too many eighth-graders in Georgia were not ready for high school.

Education System That Is Accountable

Georgia increased K-12 per student funding, adjusted for inflation.
Georgia’s four-year institutions fell behind in per student funding, adjusted for inflation.
Georgia’s two-year colleges declined in per student funding, adjusted for inflation.
Georgia reported that it had implemented nine of the 10 essential elements.

To see full report, please go to: http://www.sreb.org/main/Goals/Publications/06Color_PDF/GA-color.pdf

For Power Point presentation: http://www.sreb.org/main/Goals/Publications/State_Goals_Reports_2006.asp

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Georgia School District Issues 8,000 Dell Notebooks for Teachers

Cobb County School District in Georgia has teamed with Dell to roll out 8,000 Dell(TM) notebook computers to its teachers.

As part of a contract valued at more than $10 million, Dell has begun training teachers on how to use the new technology and integrate it into their instruction. Upon completing an initial two-hour training course, teachers can use the Dell Latitude(TM) D620 notebooks as a classroom teaching tool and as a productivity tool after school and at home.

"Our teachers are deserving of the best teaching tools that we can provide them," said Fred Sanderson, Cobb County Public Schools superintendent. "Thanks to the leadership of the Cobb County Board of Education, these computers have placed a world of information in our teachers' hands. Most exciting is that our students will benefit because the technology will open new avenues of learning in our classrooms."

Karen Bruett, vice president of Dell's K-12 business, said Cobb County's leadership in education technology punctuates a trend she is seeing in schools around the country. In the Dell-sponsored 2005 NetDay Speak Up survey of more than 200,000 students and teachers, nearly 60 percent of teacher respondents said they'd like more professional development and training on integrating technology into the curriculum.

Cobb County, near Atlanta, has the second-largest school system in Georgia, serving a diverse population of more than 104,000 students in 110 schools.

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Almost 100 Schools Lose Needs Improvement Label

The “Needs Improvement” label has been removed from nearly 100 Georgia schools, the Georgia Department of Education (GaDOE) announced.

The state’s annual Adequate Yearly Progress report—required by the Federal No Child Left Behind Act—was released Tuesday afternoon. State Superintendent of Schools Kathy Cox said the number of schools losing the “Needs Improvement” label is a testament to the hard work that is going on around the state.

"These schools have been taking bold steps and have been making smart, data-driven decisions for instructing their students, and it is paying off,” Superintendent Cox said.

Nearly 79 percent of schools made Adequate Yearly Progress (AYP) even though the state’s new, more rigorous curriculum was implemented this past school year—meaning many of the tests used to determine AYP were more difficult to pass. This was especially true of the Reading and English tests in elementary and middle schools, as well as the 6th grade math test.

Additionally, the bar for making Adequate Yearly Progress (AYP) was raised in high school this year. A higher percentage of students had to pass the Georgia High School Graduation Tests in English and math in order for high schools to meet the academic goals. This year, 68.6 percent of 11th graders had to pass the high school math test and 84.7 percent had to pass the English/Language Arts test. Last year, 62.3 percent had to pass the math test and 81.6 percent had to pass the English/Language Arts test.

“We raised expectations of our students and teachers at all levels and they rose to the challenge,” Superintendent Cox said. “I’m very proud of the hard work that is happening all across Georgia.”

Among the highlights of the AYP report:

• There were 99 schools removed from needs improvement status. The total number of schools in needs improvement dropped to 310 this year—the lowest total ever.
• There were 1,630 schools that made Adequate Yearly Progress this year, approximately 78.7 percent.
• About 67 percent of the state’s middle schools made AYP, an increase of nearly ten percentage points.
• There were 54 school systems that had every school in the district make AYP.

Superintendent Cox also highlighted the work of the GaDOE’s School Improvement Division. In 2003, the School Improvement Division began working with the 533 schools that were in needs improvement status that year. Of those, 430 schools—more than 80 percent—have been removed from needs improvement status.

“Through School Improvement, we have been able to offer support and best practices to our needs improvement schools at the ground level,” Superintendent Cox said. “Clearly this work is having a big impact.”

While the news was good in elementary and middle schools, the percentage of high schools making Adequate Yearly Progress dropped from 63 percent in 2005 to 51.1 percent in 2006.

“The AYP results show us that we must continue our work at the state and local levels to improve high schools,” Superintendent Cox said. “That work is well underway.” Among the many efforts that are underway at the state level to improve high school performance are:

• The new, more rigorous curriculum.
  
• Graduation Specialists that will be placed in each high school thanks to Governor Perdue and the state legislature.
  
• A comprehensive effort to redesign our secondary schools so they offer students a rigorous and relevant education.
  
• The use of technology to give all students access to rigorous classes and the tools of success, including the Georgia Virtual School and the free Online SAT Prep Course.

For a full report, please visit the GaDOE AYP Website at http://www.gadoe.org/ayp2006

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Georgia ACT Scores at a Record High

Georgia's average score on the ACT rose to an all-time high in 2006 even as the number of students taking the test increased dramatically.

"The 2006 ACT results are yet another sign that Georgia is improving student achievement across the board," Superintendent of Schools Kathy Cox said. "It demonstrates that we are doing the right things at the right time."

2006 High School Graduates from Georgia had an average composite score of 20.2 on the test, up from 20 last year. The ACT is scored on a scale from 1–36.

Georgia Students Improve in Every Area

Georgia students improved on every portion of the test, as well as in the composite score. The most significant improvement was in English, where Georgia graduating seniors scored 19.8, which is a .4 increase from 2005.

CHART 1: AVERAGE 2006 SCORE FOR GEORGIA GRADUATING SENIORS

Achievement Goes Up Even as Participation Goes Up

Superintendent Cox said the gains were even more impressive considering Georgia had a 7 percent jump in the number of students who took the test. In 2006, 25,064 graduating seniors took the ACT. That is up 1,740 students from 2005 and up 6,201 students since 2003.

"Conventional wisdom would dictate that when you see a dramatic increase in the number of students taking a test, you would see a drop-off in score," the Superintendent said. "But that's just not the case in Georgia – our performance goes up even as our participation goes up."

While most Georgia high school students take the SAT, the ACT has been growing in popularity for the past five years.

CHART 2: 2006 PARTICIPATION FOR ALL STUDENTS AND SUB-GROUPS

Students in Racial Sub-Groups are Improving

Superintendent Cox said she was greatly encouraged by the performance of Georgia's subgroups, all of which showed improvement this year.

"When compared to their peers across the nation, our students are performing at or above the national average," Superintendent Cox said. "That’s a testament to the hard work going on across Georgia."

She noted that Hispanic and White students showed greater improvement than the nation, while African-American and Asian-American students showed similar gains.

“We still have work to do in closing the achievement gap, but with our new curriculum and higher expectations for all of our students, I know we are on the right path,” Superintendent Cox said.

CHART 3: AVERAGE 2006 SCORE BY RACIAL SUB-GROUP
(Change from 2005 in parentheses)

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Twelve Schools Receive "CAPS" Grants

Twelve Georgia schools have been awarded grants to initiate the Comprehensive Academic Performance System (CAPS) program. The pilot project is aimed at increasing student achievement. It is modeled after successful systems currently in use by schools in Gainesville and Glynn County.

The grants will be used to implement an accountability system and an online communications system that enables teachers to track student progress, individualize instruction and provide parents with regular information about the academic progress of their children.

“The Gainesville and Glynn County models of accountability are the closest thing to the ideal virtual scoreboard that I’ve ever seen,” said Governor Sonny Perdue. “And like Coach Vince Lombardi said, if you’re not keeping score, you’re just practicing.”

Superintendent Cox, a classroom teacher for 15 years, said the CAPS program reinforces the idea that data is an effective tool for education.

“Good data, used the right way, allows teachers to collaboratively target their instruction and keeps parents informed and involved,” said Superintendent Cox. “I look forward to hearing from these 12 schools about the impact the CAPS program is having on improving student achievement and increasing parental involvement.”

Participants in the CAPS program will use a standards-based curriculum and will test students before teaching a certain set of standards. The results of those tests will be used collaboratively by teachers to determine which areas of the curriculum and which students need extra attention. After the unit is over, another assessment is given to measure student progress. This process will be repeated throughout the school year.

The CAPS program uses a web-based communication system to give parents access to data about their children’s test scores and to provide the public with online access to performance data for local schools.

Each school will receive $50,000 to hire an instructional coach who will work with teachers on how to effectively use the data and information and $16,666 for development of the web-based accountability system.

The 12 schools were selected due to their commitment to standards-based education and a commitment to implementing the CAPS model. The grants have been awarded to the following schools:

School, District

Ware County High, Ware County
Staley Middle School, Sumter County
Locust Grove Elementary, Henry County
Pine Street Elementary, Rockdale County
Bleckley County High School, Bleckley County
Dade County Middle School, Dade County
Hartwell Elementary School, Hart County
Putnam County Middle School, Putnam County
Rockmart High School, Polk County
Hancock Central High School, Hancock County
Langston Chapel Middle School, Bulloch County
Canal Program at Morrow HS, Clayton County

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Two Georgia Schools Named Winners of Schools of Distinction Awards

Sixteen elementary and secondary schools across the United States have been honored today as recipients of the 2006 Intel and Scholastic Schools of Distinction Awards. Two were from Georgia. Sponsored by Intel Corporation, the world's leader in silicon innovation and long-time champion of educational improvement, and Scholastic, the global children's publishing, education and media company, the annual awards program honors schools for implementing innovative and replicable programs that support positive educational outcomes and impact student achievement.

The Schools of Distinction Awards bring national attention to best practices in education. The innovative programs currently in place in the 16 winning schools include a Sci-Tech lab, which offers the opportunity to explore science and technology though hands-on experiments; a team-oriented educational environment that prepares immigrant parents to assist children and teachers in the classroom; and implementation of a school-wide application, which combines classroom and collaborative learning with software to enhance mathematics achievement.

To honor their extraordinary commitment to educational excellence and innovation, each school will receive a $10,000 cash grant from the Intel Foundation and a host of prizes ranging from curriculum materials and professional development resources to software and hardware.

Representatives from the winning schools will attend an awards gala in Washington, D.C. on October 5 at which one elementary and one secondary school from this year's 16 honorees will be named "Best of the Best." These two winners will each receive an additional $15,000 grant from the Intel Foundation. Schools winning this award must have a comprehensive program addressing technology.

Winning elementary and secondary schools were chosen in each of the following eight categories: academic achievement, literacy achievement, mathematics achievement, science achievement, technology excellence, leadership excellence, professional development, and collaboration and teamwork. Winners from Georgia are:

• Alton C. Crews Middle School, Lawrenceville for Professional Development
• Ruskin Elementary School, Waycross for Leadership Excellence

For more information about the Schools of Distinction Awards, visit www.schoolsofdistinction.com.

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Georgia's George Washington Carver Elementary School Wins Smith Barney's 2006 National Stock Portfolio Contest

The winner of the 2006 National Stock Portfolio Contest is Ms. Mary Matthew's 5th grade class at George Washington Elementary School in Richmond Hills, Georgia. Within the three-month timeframe of the contest, the team's portfolio increased 12.41 percent, while the S&P 500 Index increased 2.77 percent (on a price only basis). They also surpassed the performance of 101 classes from schools in 20 states that participated in this year's program. The contest marks the conclusion of the firm's annual Take Your Parents to School Day(R) Program.

"It was interesting to watch the children grow from zero knowledge of the stock market to knowing what a stock is, what a diversified portfolio is, and understanding that their portfolio outperformed the market," Ms. Matthew said, "They've grown throughout this experience and they appreciate the opportunity to participate."

"Given the dire need to introduce financial education in classrooms today, Smith Barney has worked with parents and teachers over the past eight years to raise the awareness of future investors on the dynamics of money and investing. The knowledge gained through programs, such as ours, will likely stay with them for a lifetime," commented Mindy S. Ross, managing director at Smith Barney. "We believe it's never too early to encourage fiscal responsibility and begin a dialogue on planning for short and long-term goals. These early discussions are designed to lay solid groundwork for future investors to help them achieve their life goals and successfully manage their own money."

The Take Your Parents to School Day(R) Program included a three-day financial education curriculum taught in participating middle schools across the country from February 14 to February 16, 2006. On the third day of the program, each participating class formed teams to create a hypothetical portfolio consisting of five shares of stock selected from a list provided by the firm. The portfolio was then entered in Smith Barney's National Stock Portfolio Contest.

Savannah's Smith Barney Financial Advisor, Kathleen Patterson added, "This was a valuable and rewarding experience for everyone involved. The students monitored the performance of the stocks in their portfolios and were eager to apply the financial planning and investment strategies that they learned during the program."

During the contest, students from all of the participating schools tracked their portfolio's performance online through the firm's Young Investors Network(SM) Web site at www.younginvestorsnetwork.com

Each student in the winning class, based on the portfolio with the largest increase in value at the end of the contest period, will receive one share of Citigroup stock currently valued at $49.37 (indicative as of May 12, 2006).

As one of several Citigroup Financial Education programs, Smith Barney's Young Investors Initiative focuses on educating middle school students on the basic fundamentals of investing and how these skills will enable them to become financially responsible adults. The initiative is supported by the firm's website that offers young investors, parents and teachers a variety of materials and financial games to help further their financial education.

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Seven Georgia Schools Win HP Awards

HP will award $4.5 million in cash and equipment to teams of five teachers at 130 K-12 public schools in the United States. Preference was given to schools serving low-income students and projects including a math or science component.

The award package, valued at more than $35,000 for each team, will include five HP Tablet PCs, five HP multimedia projectors, five HP digital cameras, five HP PSC all-in-one printer/scanner/copiers, software and accessories, and a cash stipend for each teacher.

Teachers also will participate in a professional development program led by HP's partner, the International Society for Technology in Education, during which they will receive mentoring and customized learning opportunities and will participate in an online learning community for teachers to share best practices.

The program is designed to improve student achievement through the innovative uses of technology in the classroom while encouraging student interest in careers in science, technology, engineering and math.

This year's recipients from Georgia are:

• A.L. Burruss Elementary School, Marietta
• Berrien Middle School, Nashville
• Ellijay Elementary School, Ellijay
• Georgia Institute of Technology, Savannah
• Spalding Drive Charter Elementary School, Atlanta\
• Whitesburg Elementary, Whitesburg
• Wynbrooke Elementary Traditional Theme School, Stone Mountain

More information about 2006 HP Technology for Teaching program and grant recipients is available at www.hp.com/go/hpteach

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The Walker School Attracts Ivy League Academic to Oversee Its Lower School

The Walker School, one of Georgia's preeminent private schools, hasa nnounced that Dr. Edwin P. Gordon will become the school's new Lower School Principal. He will replace retiring principal, Mrs. Billie Walker, who has served the school for more than 30 years. Dr. Gordon will oversee the educational direction of students in grades one to five. He was most recently the Director of the K-12 Executive Education Program at the University of Pennsylvania's Graduate School of Education.

"Dr. Gordon brings significant experience to this position not only as an administrator, but also as a former elementary school teacher," says Headmaster Don Robertson. "His philosophy on education and his commitment to addressing the needs of young students within our global society will be a fundamental component to his administration."

Gordon is a graduate of Baylor University and Cornell University where he earned the Cornell University Award for Leadership and Educational Excellence. He holds degrees in English, Sociology and Public Administration. At the University of Pennsylvania, he managed the academic quality of the graduate school program for PK-12th grade educators, while mentoring teachers and administrators on the appropriate curriculum for a competitive global society.

"I am committed to the pursuit of raising young children to appreciate and love the gift of education and the process of learning," says Gordon. "Education should foster good citizenship and moral discipline, self-esteem and strength of character along with intellectual power and creativity."

Gordon's past experience includes serving as Head of Lower School and an elementary teacher at the Country Day School of Arlington, Arlington, Texas; Assistant Director of Institutional Research and Planning for the Arlington Independent School District; and Adjunct Assistant Professor of Educational Administration and Policy Studies at the University of Texas at Arlington.

He is a recipient of the United States Department of Education, Office of Educational Research and Improvement Award. Gordon also later served as a policy research analyst, assisting in the design of a cost-benefits model for the U.S. Department of Education.

The Walker School is accredited by the Southern Association of Colleges and Schools providing educational opportunities for pre-kindergarten up to 12th grade with an enrollment of just under 1100. The school emphasizes educational excellence in a supportive and nurturing environment. Located on 30 acres, nine buildings make up The Walker School campus which includes three libraries, two gymnasiums, three dining halls, a technology center, athletic fields for football, soccer, softball and baseball as well as tennis courts. The average tenure of a teacher at The Walker School is 17 years with nearly 75% holding advanced degrees. More than 85% of upper school students participate in a sport. One hundred percent of all Walker School graduates go on to pursue four year degrees. For more information, log onto www.thewalkerschool.org.

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Two Georgia Youth Honored for Volunteerism

Two Georgia students, Sydney McRee, 15, of Milledgeville and Ryan Ernstes, 13, of Canton were honored in the nation's capital for their outstanding volunteer work during the presentation of The 2006 Prudential Spirit of Community Awards. The two young people—along with 100 other top youth volunteers from across the country—received $1,000 awards.

Sydney and Ryan were named the top high school and middle level youth volunteers in Georgia in February. In addition to their cash awards, they received engraved silver medallions and an all-expense-paid trip to Washington, D.C.

Conducted in partnership with the National Association of Secondary School Principals (NASSP), The Prudential Spirit of Community Awards were created 11 years ago by Prudential Financial, Inc. to encourage youth volunteerism and to identify and reward young role models. Since then, the program has honored more than 70,000 young volunteers at the local, state and national level.

Sydney, a sophomore at Baldwin High School, raised more than $12,000 to copy microfilm rolls of historical documents in other states and house them at the Washington Memorial Library in Macon, Ga., to make them more accessible to genealogists and historians in the Southeast. "I have always been taught to never forget the past," Sydney said. "I can't think of a better way to keep the past in the present than by preserving historical documents."

Sydney, who conducted her project as Georgia State President of the National Society of the Children of the American Revolution, first talked to officials at the Washington Memorial Library about their needs, then contacted the North Carolina Archives to purchase microfilm of select Revolutionary War documents. During a visit to the archives, Sydney and her family found more than 1,800 original documents that had not been indexed, which increased the size of her project significantly. With help from her mother, Sydney designed and sold "Preserve Our Heritage" T-shirts and lapel pins, raising more than $12,000 for document preservation and microfilm copying. "I've had the opportunity to help others discover the importance of patriotic education," Sydney said. "This project brings us one step closer to our ancestors and the role they played in the American Revolution."

Ryan, an eighth-grader at The Walker School in Marietta, organized a five-kilometer "Hot Lips Hustle" race that raised $4,500 to pay for reconstructive surgery for 18 needy children with cleft lips or palates. "All of my life I have been very fortunate in receiving good medical treatment for my birth deformity, a cleft lip," Ryan said. "Realizing how lucky I was and how needy these children are, I decided to raise money for cleft children."

After deciding upon a 5K run, Ryan secured a race date and location, recruited sponsors and volunteers, and began promoting the event. She also gathered supplies, printed T-shirts, ordered trophies, and purchased food for the race. With 225 registered runners, the race was a great success, generating thousands of dollars for The Smile Train, a nonprofit organization that provides training and funding to doctors around the world to perform cleft surgery at no charge for needy children. Ryan hopes to make the race an annual event. "The experience taught me that the most rewarding thing you can do is help others, even those who you do not know," she said.

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Atlanta School Adds More Thin Client Terminals

Devon IT, the information technology products subsidiary of the Devon International Group, has seen a significant increase in successful thin client implementation at K-12 school districts.

"As schools expand access from a computer lab supported by a technology coordinator or special instructor to computers in every classroom at a ratio of four students per device, the cost for support and training will skyrocket," stated Joe Makoid, President, Devon IT. "Rather than add more staff to support increased technology, schools can take advantage of thin client technologies that reduce the number of hours it takes to support each machine and improve reliability while giving students the same desktop experience."

Morris Brandon Elementary School, in the Atlanta Public Schools district, recently implemented a Linux open source, server-based thin client solution that proved the lower total cost of ownership benefits of thin client solutions such as those from NTAVO.

"We realized that with budgetary and technology constraints, new desktop PCs were not the answer," explained William Fragakis, Technology Consultant—Morris Brandon PTA. "Devon IT's thin client terminals coupled with open source software, provided us with a fully capable technology solution at Brandon Elementary that was a tenth of the cost of traditional school computers, and, most importantly, allowed us to fundamentally change the use of technology in the educational process. Technology is now an integral part of the curriculum, and initial results also suggest that there has been a significant impact on student performance as well. Brandon went from last place in test scores in a cluster of similar schools to first place in the district, and third in the state, and the teachers all credit the new thin client technology as part of the reason behind the test score improvements."

The Devon IT whitepaper, "Thin-Client Solutions for K-12 Schools," examines the barriers to affordable technology for schools and reviews thin-client technology as a solution to this problem. This whitepaper is available at http://www.ntavo.com/whitepaperform.php?id=3

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Broad Institute Trains Atlanta School Board Members on Leadership Strategies to Improve Student Achievement

The Broad Institute for School Boards has trained 29 new school board members from 11 urban school districts across the country on how to improve school board governance in order to achieve dramatic increases in academic performance for all children. Norfolk Public Schools was among the participants. The six-day training program was held in Park City, Utah, from June 10 through June 15.

School board members from Atlanta Public Schools attended this year's Broad Institute.

The Broad Foundation, a Los Angeles-based education venture philanthropy, covered all expenses, including travel, training, lodging and meals. The Broad Foundation partners with the Houston-based Center for Reform of School Systems to run the Institute.

"School board members who are keenly focused on how to improve student achievement, rather than on distracting issues like school paint color and bus schedules, can make decisions that truly allow students to succeed," said Eli Broad, founder of The Broad Foundation. "Too many school board members across the country do not know how to prioritize issues or ask the right questions to have an impact on learning. The Broad Institute is designed to give them a 'crash course' in how to demand—and achieve—better student performance."

During the session, school board members completed intensive work that included analyzing case studies on local reform efforts to improve education in: Buffalo, N.Y., Houston, New Orleans, Oakland, Calif., Philadelphia, San Diego and St. Louis. Additionally, they learned about policy development, civic involvement, district accountability, and how to ensure their board and district are designed to achieve dramatic increases in achievement for all children.

The Broad Institute's faculty includes the following prominent national education leaders:

• Rod Paige, former U.S. Secretary of Education
  
• Arlene Ackerman, former superintendent of the San Francisco Unified School District
  
• Kati Haycock, director of The Education Trust in Washington, D.C.
• Caprice Young, president and CEO of the California Charter Schools Association
• Jim Nevels, chairman of the School Reform Commission in Philadelphia
• Don McAdams, president of the Center for Reform of School Systems in Texas

"These school board members now have the tools and networks they need to challenge the status quo," McAdams said. "With this intensive training on successful efforts in other cities, these leaders are better prepared to improve education in their districts and close ethnic and income achievement gaps."

Since 2002, The Broad Institute has trained 120 school board members from 32 school districts, representing 2.8 million school children. Participation in the training is by invitation.

The Broad Institute is a program of The Broad Foundation, a Los Angeles-based venture philanthropic organization established in 1999 by Eli and Edythe Broad. The Foundation's mission is to dramatically improve student achievement in urban public schools through better governance, management, labor relations and competition. The Broad Foundation's Internet address is www.broadfoundation.org.

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