Fyi:
Jay Jefferson Cooke of The Courier News joins Rev. Dr. Shirley B. Cathie of Plainfield’s Community Church of Christ in a rousing session on issues of Black Parenting in the 21st century, Thursday evening, December 20th at 6:30 P.M. at Plainfield Public Library.
Jay Jefferson Cooke has recently written some thought provoking editorials that deal directly with childhood development and critical issues that impact on proper development. Paying special attention to children and youth of the Black community, Jay Jefferson Cooke gives a sound commentary on issues that are often overlooked in the growth of our children.
Rev. Dr. Shirley B. Cathie is Plainfield’s foremost educator, who is pastor emeritus of Community Church of Christ, retired teacher and former member of Plainfield’s Board of education. She brings a wealth of knowledge and experience that highlight the pitfalls and the joys of the awesome journey of raising Black children in a multicultural society.
Presented by Plainfield’s NubianUnion nonprofit collaborative, Rev. Dr. Cathie and Jay Jefferson Cooke promise an informative evening of critical foundations and interactive conversation that will surely lead to positive child rearing, development and the impact on the Black community.
Plainfield Public Library offers ample parking space on its 9th Street side. All sessions begin at 6:30 P.M. and end at 8:30.
For more information:
822 Madison Avenue Unity Missionary Investors, Inc.
Plainfield, New Jersey 07060 Henry C. Rawls, President
The Nubian Cultural Center
908.315.3663 nubianunion@yahoo.com
fax: 908.315.3925
The Black Holocaust Series
Sunday, December 16, 2007
"Homework Help NJ"
Booker Helps Launch "Homework Help NJ"
WEBWIRE – Wednesday, December 12, 2007
State Library partnership with PSE&G means free after school homework help for students in 7 New Jersey communities
The New Jersey State Library, in partnership with PSE&G, and with help from Newark Mayor Cory Booker, today launched a major initiative to offer free homework help to the students, residents and users of seven major public libraries around the state.
Thanks to a new program called “Homework Help NJ,” students in grades 4 to 12 can get free help with their math, science, social studies and English assignments via the Internet. This online tutoring program delivered by Tutor.com allows students with library cards to chat online with tutors that can help them tackle their homework problems. Spanish-speaking tutors are available for help with math and science assignments.
“Homework Help NJ” is designed to provide the highest quality of one-on-one instruction. It is being piloted in Camden, Elizabeth, Jersey City, Newark, New Brunswick, Paterson and Willingboro - and thanks to a $265,000 grant from PSE&G – it will also be made available to all students enrolled in NJ After 3 afterschool programs. NJ After 3 is a statewide network of nonprofit run, after-school programs, currently serving over 15,000 children in more than 100 schools throughout New Jersey.
"This is a program that provides real value to the community" said Mayor Booker. "By helping kids do better in school, we boost their confidence and ensure that they stay engaged in academics, instead of the activity on the streets. This is the kind of programming we need more of, and the kind of public-private partnerships that I encourage"
With “Homework Help NJ,” there’s no scheduling, no appointments and no traveling. Tutors are available online and on demand, 7 days a week from 3 to 8 pm. Whether students need just a few minutes of help or a significant amount of time to better understand a complex concept, certified Tutor.com tutors work with students to help them build their confidence and do well in school.
“Kids deserve equal opportunity to succeed, and this program helps to provide that,” said Ralph LaRossa, President & COO of PSE&G. “We see tremendous potential in this program and are providing substantial funding to bring it into communities that we serve. While that’s a good start, more support is needed. My hope is that our corporate and foundation colleagues will step up and join the effort in Year Two, so that even more students can get the help they need.”
In addition to supporting students, “Homework Help NJ” is a valuable resource for parents, grandparents and caretakers who do not have the time or subject knowledge to help students with their homework on a regular basis.
“The New Jersey State Library, through the NJ Library Network, has long been committed to the education of young people and adults through a variety of programs we have funded and encouraged local public libraries to offer,” noted State Librarian Norma Blake. “The extra assistance available to students in these cities from live Homework Help tutors has the potential to instill a sense of success and accomplishment that will carry forward into the school day. With PSE&G’s generous support, we hope to build “Homework Help NJ” into a program that will expand and extend beyond its initial funding,” Blake said.
Students who live in one of the seven designated towns can connect to a “Homework Help NJ” tutor through their local libraries, or from their home PC or Mac, with their library card number. The program Web site is www.homeworkhelpnj.org. In addition, students enrolled in NJ After 3 can access “Homework Help NJ” at local program sites. NJ After 3 nonprofit partner sites include Boys & Girls Clubs, faith-based groups, museums, universities, community development corporations, YW/YMCAs, and others.
Tutor.com has been delivering its Live Homework Help® service to students in the U.S. through libraries since 2001. More than 2.5 million homework help sessions have been delivered to date--with an average of 4,000 sessions each evening this fall.
“Tutor.com has made a long-term commitment to working with state libraries and businesses to create successful public/private partnerships that benefit kids,” explained George Cigale, founder and CEO of Tutor.com. “We are excited to work with both the New Jersey State Library and PSE&G to ensure that students who need homework assistance in New Jersey have access to instant help to reach their academic goals.”
About New Jersey State Library
The New Jersey State Library has three bureaus: the Library Development Bureau (LDB), the NJ Library for the Blind and Handicapped (NJLBH) and the State Library Information Center (SLIC). It leads in the provision, promotion and support of quality library and information services to all people of New Jersey. The State Library, which is affiliated with Thomas Edison State College, coordinates, promotes and funds the New Jersey Library Network, of which we are a proud member. Last year, attendance in New Jersey’s public libraries was well over 46 million with total circulation of almost 54 million.
About PSE&G
Public Service Electric and Gas Company (PSE&G) is New Jersey’s oldest and largest regulated gas and electric delivery utility, serving nearly three-quarters of the state’s population. Each year, the company and its employees invest millions of dollars and thousands of hours to improve the quality of life in New Jersey. The company’s culture dictates that service to customers and community go hand-in-hand.
About Tutor.com
Tutor.com creates innovative, on demand homework help and tutoring services that connect students to a professional tutor online the moment they need help in math, science, social studies or English. Our network of over 2,200 professional tutors has delivered over 3 million one-to-one tutoring sessions. Tutor.com services include Tutor.com Direct, an on demand tutoring service for families and Live Homework Help, an after-school program offered at over 1,600 public libraries. Tutor.com also powers two statewide, governor-supported initiatives, HomeworkKansas and HomeworkAlabama. Tutor.com was named to Deloitte’s Technology Fast 50 Program for the New York Region in 2007 and 2006, was honored as one of the 25 Best Small Companies for Women 2007 by Working Mother and ranked in the first-ever Inc. 5,000 list of the fastest growing private companies in America. For more information or a free trial of the service please visit www.tutor.com or call (800) 411-1970.
About New Jersey After 3, Inc.
New Jersey After 3 (NJA3) is the first state-wide, private, nonprofit organization dedicated to expanding and improving after school opportunities for New Jersey’s kids – giving them the opportunity to participate in high-quality, comprehensive, structured and supervised and enriching after school activities. Currently NJA3 funds a network of programs serving over 15,000 children in over 100 schools throughout the state of New Jersey. For more information, including a complete list of afterschool programs – please visit www.njafter3.org
WEBWIRE – Wednesday, December 12, 2007
State Library partnership with PSE&G means free after school homework help for students in 7 New Jersey communities
The New Jersey State Library, in partnership with PSE&G, and with help from Newark Mayor Cory Booker, today launched a major initiative to offer free homework help to the students, residents and users of seven major public libraries around the state.
Thanks to a new program called “Homework Help NJ,” students in grades 4 to 12 can get free help with their math, science, social studies and English assignments via the Internet. This online tutoring program delivered by Tutor.com allows students with library cards to chat online with tutors that can help them tackle their homework problems. Spanish-speaking tutors are available for help with math and science assignments.
“Homework Help NJ” is designed to provide the highest quality of one-on-one instruction. It is being piloted in Camden, Elizabeth, Jersey City, Newark, New Brunswick, Paterson and Willingboro - and thanks to a $265,000 grant from PSE&G – it will also be made available to all students enrolled in NJ After 3 afterschool programs. NJ After 3 is a statewide network of nonprofit run, after-school programs, currently serving over 15,000 children in more than 100 schools throughout New Jersey.
"This is a program that provides real value to the community" said Mayor Booker. "By helping kids do better in school, we boost their confidence and ensure that they stay engaged in academics, instead of the activity on the streets. This is the kind of programming we need more of, and the kind of public-private partnerships that I encourage"
With “Homework Help NJ,” there’s no scheduling, no appointments and no traveling. Tutors are available online and on demand, 7 days a week from 3 to 8 pm. Whether students need just a few minutes of help or a significant amount of time to better understand a complex concept, certified Tutor.com tutors work with students to help them build their confidence and do well in school.
“Kids deserve equal opportunity to succeed, and this program helps to provide that,” said Ralph LaRossa, President & COO of PSE&G. “We see tremendous potential in this program and are providing substantial funding to bring it into communities that we serve. While that’s a good start, more support is needed. My hope is that our corporate and foundation colleagues will step up and join the effort in Year Two, so that even more students can get the help they need.”
In addition to supporting students, “Homework Help NJ” is a valuable resource for parents, grandparents and caretakers who do not have the time or subject knowledge to help students with their homework on a regular basis.
“The New Jersey State Library, through the NJ Library Network, has long been committed to the education of young people and adults through a variety of programs we have funded and encouraged local public libraries to offer,” noted State Librarian Norma Blake. “The extra assistance available to students in these cities from live Homework Help tutors has the potential to instill a sense of success and accomplishment that will carry forward into the school day. With PSE&G’s generous support, we hope to build “Homework Help NJ” into a program that will expand and extend beyond its initial funding,” Blake said.
Students who live in one of the seven designated towns can connect to a “Homework Help NJ” tutor through their local libraries, or from their home PC or Mac, with their library card number. The program Web site is www.homeworkhelpnj.org. In addition, students enrolled in NJ After 3 can access “Homework Help NJ” at local program sites. NJ After 3 nonprofit partner sites include Boys & Girls Clubs, faith-based groups, museums, universities, community development corporations, YW/YMCAs, and others.
Tutor.com has been delivering its Live Homework Help® service to students in the U.S. through libraries since 2001. More than 2.5 million homework help sessions have been delivered to date--with an average of 4,000 sessions each evening this fall.
“Tutor.com has made a long-term commitment to working with state libraries and businesses to create successful public/private partnerships that benefit kids,” explained George Cigale, founder and CEO of Tutor.com. “We are excited to work with both the New Jersey State Library and PSE&G to ensure that students who need homework assistance in New Jersey have access to instant help to reach their academic goals.”
About New Jersey State Library
The New Jersey State Library has three bureaus: the Library Development Bureau (LDB), the NJ Library for the Blind and Handicapped (NJLBH) and the State Library Information Center (SLIC). It leads in the provision, promotion and support of quality library and information services to all people of New Jersey. The State Library, which is affiliated with Thomas Edison State College, coordinates, promotes and funds the New Jersey Library Network, of which we are a proud member. Last year, attendance in New Jersey’s public libraries was well over 46 million with total circulation of almost 54 million.
About PSE&G
Public Service Electric and Gas Company (PSE&G) is New Jersey’s oldest and largest regulated gas and electric delivery utility, serving nearly three-quarters of the state’s population. Each year, the company and its employees invest millions of dollars and thousands of hours to improve the quality of life in New Jersey. The company’s culture dictates that service to customers and community go hand-in-hand.
About Tutor.com
Tutor.com creates innovative, on demand homework help and tutoring services that connect students to a professional tutor online the moment they need help in math, science, social studies or English. Our network of over 2,200 professional tutors has delivered over 3 million one-to-one tutoring sessions. Tutor.com services include Tutor.com Direct, an on demand tutoring service for families and Live Homework Help, an after-school program offered at over 1,600 public libraries. Tutor.com also powers two statewide, governor-supported initiatives, HomeworkKansas and HomeworkAlabama. Tutor.com was named to Deloitte’s Technology Fast 50 Program for the New York Region in 2007 and 2006, was honored as one of the 25 Best Small Companies for Women 2007 by Working Mother and ranked in the first-ever Inc. 5,000 list of the fastest growing private companies in America. For more information or a free trial of the service please visit www.tutor.com or call (800) 411-1970.
About New Jersey After 3, Inc.
New Jersey After 3 (NJA3) is the first state-wide, private, nonprofit organization dedicated to expanding and improving after school opportunities for New Jersey’s kids – giving them the opportunity to participate in high-quality, comprehensive, structured and supervised and enriching after school activities. Currently NJA3 funds a network of programs serving over 15,000 children in over 100 schools throughout the state of New Jersey. For more information, including a complete list of afterschool programs – please visit www.njafter3.org
Saturday, October 6, 2007
TANF Initiative for Parents (TIP) /Temporary Assistance for Needy Families (TANF)
TANF Initiative for Parents (TIP)
The TANF Initiative for Parents (TIP) was born out of the Child Welfare Reform effort, to help new parents with children under 12 months old who are on Temporary Assistance for Needy Families (TANF) improve their parenting skills and encourage their child's well-being and healthy development.
TIP offers parents the opportunity to choose between having a TIP representative come directly to their home to work one-on-one with them or participating in community sessions at their local One-Stop Career Center. Or they can choose a combination of the two.
Through its extended support network, TIP creates a training plan that best suits each parent's situation, providing them with guidance on good nutrition, available medical and child care services, resume writing, job interview skills and more. Parents are also given the opportunity to share their experiences with families like themselves and are referred to other services they may need.
View the TIP brochure (pdf format) - English; Español
The TANF Initiative for Parents (TIP) was born out of the Child Welfare Reform effort, to help new parents with children under 12 months old who are on Temporary Assistance for Needy Families (TANF) improve their parenting skills and encourage their child's well-being and healthy development.
TIP offers parents the opportunity to choose between having a TIP representative come directly to their home to work one-on-one with them or participating in community sessions at their local One-Stop Career Center. Or they can choose a combination of the two.
Through its extended support network, TIP creates a training plan that best suits each parent's situation, providing them with guidance on good nutrition, available medical and child care services, resume writing, job interview skills and more. Parents are also given the opportunity to share their experiences with families like themselves and are referred to other services they may need.
View the TIP brochure (pdf format) - English; Español
Early Childhood Resources (Tri-State and National)
main source of links: http://www.newjerseychildcarecenters.com/
Mother and More Chapters in New Jersey - Mothers & More is a non-profit organization dedicated to improving the lives of mothers through support, education and advocacy.
Matching Moms in New Jersey- Meet other moms in New Jersey for playdates, friendship, and support.
Mom To Mom Chat.com - A site for Moms, by Moms - Find support, encouragement, articles, discussion boards, business opportunities, resources, chat room, link and flyer exchanges. A friendly place to meet for ALL Moms. StepMoms, GrandMoms, Work-At-Home Moms, Divorced Moms, Charitable Moms, Moms of Special Needs Kids, and more can find other Moms to chat with, meet new friends, find work-at-home ideas, recipes, places for Moms to shop, share ideas and more!
MOPS Mothers of Preschoolers - MOPS helps moms through relationships established in the context of local groups that provide a caring atmosphere for today's mother of young children.
Newborn Baby Checklist - Preparing your baby is easy with TinyTotLots.com, the most comprehensive newborn checklist for your new baby.
New Jersey Newcomers and Mom's Club Directory - A directory of Newcomers and Moms clubs in New Jersey, which are designed to give people new to the area the opportunity to meet and develop friendships with others who live in the area. Many of these groups have general meetings and interest groups which encourage members to learn about their new city, its culture, activities, lifestyle, and to develop friendships by sharing interests and hobbies with each other.
The New Parents Guide . com - Parenting Information, Shopping and Family Travel. Lists of baby names and meanings; lists of the most popular names; buying guides; convenient shopping for baby products and gifts; family travel & vacation guides; family resorts and much more!
Visually Impaired Preschool Students - Offers appropriate services to infants, toddlers and preschoolers who are visually impaired from birth to school age and to their families; to maximize each child's developmental potential through direct services, advocacy, and community education.
New Jersey's School for the DeafKatzenbach Campus Ewing New Jersey
Mother and More Chapters in New Jersey - Mothers & More is a non-profit organization dedicated to improving the lives of mothers through support, education and advocacy.
Matching Moms in New Jersey- Meet other moms in New Jersey for playdates, friendship, and support.
Mom To Mom Chat.com - A site for Moms, by Moms - Find support, encouragement, articles, discussion boards, business opportunities, resources, chat room, link and flyer exchanges. A friendly place to meet for ALL Moms. StepMoms, GrandMoms, Work-At-Home Moms, Divorced Moms, Charitable Moms, Moms of Special Needs Kids, and more can find other Moms to chat with, meet new friends, find work-at-home ideas, recipes, places for Moms to shop, share ideas and more!
MOPS Mothers of Preschoolers - MOPS helps moms through relationships established in the context of local groups that provide a caring atmosphere for today's mother of young children.
Newborn Baby Checklist - Preparing your baby is easy with TinyTotLots.com, the most comprehensive newborn checklist for your new baby.
New Jersey Newcomers and Mom's Club Directory - A directory of Newcomers and Moms clubs in New Jersey, which are designed to give people new to the area the opportunity to meet and develop friendships with others who live in the area. Many of these groups have general meetings and interest groups which encourage members to learn about their new city, its culture, activities, lifestyle, and to develop friendships by sharing interests and hobbies with each other.
The New Parents Guide . com - Parenting Information, Shopping and Family Travel. Lists of baby names and meanings; lists of the most popular names; buying guides; convenient shopping for baby products and gifts; family travel & vacation guides; family resorts and much more!
Visually Impaired Preschool Students - Offers appropriate services to infants, toddlers and preschoolers who are visually impaired from birth to school age and to their families; to maximize each child's developmental potential through direct services, advocacy, and community education.
New Jersey's School for the DeafKatzenbach Campus Ewing New Jersey
Compass Needs Assessment for Middlesex County and Franklin Twp (Somerset County) by United Way of Central NJ
UNITED WAY OF CENTRAL JERSEY
COMPASS NEEDS ASSESSMENT
EXECUTIVE SUMMARY
The United Way of Central Jersey COMPASS Needs Assessment process was conducted
by The Eagleton Institute’s Center for Public Interest Polling in consultation with
representatives from the United Way of Central Jersey (“UWCJ”) and from Middlesex
County. The main objective of this study is to provide information on the social service
and related needs of residents within the UWCJ service area – which is defined as all of
Middlesex County and Franklin Township in Somerset County.
The specific issues addressed by this study include employment, health care access,
housing needs, child care, youth needs, senior social needs and respite care,
transportation needs, literacy issues, and barriers to accessing needed services.
Data Collection: June 2001 – May 2002
Blogger's Note: We have provided the link to the full report. This is an extensive document. It has 141 pages.
http://eagletonpoll.rutgers.edu/UWCJ_Report.pdf
COMPASS NEEDS ASSESSMENT
EXECUTIVE SUMMARY
The United Way of Central Jersey COMPASS Needs Assessment process was conducted
by The Eagleton Institute’s Center for Public Interest Polling in consultation with
representatives from the United Way of Central Jersey (“UWCJ”) and from Middlesex
County. The main objective of this study is to provide information on the social service
and related needs of residents within the UWCJ service area – which is defined as all of
Middlesex County and Franklin Township in Somerset County.
The specific issues addressed by this study include employment, health care access,
housing needs, child care, youth needs, senior social needs and respite care,
transportation needs, literacy issues, and barriers to accessing needed services.
Data Collection: June 2001 – May 2002
Blogger's Note: We have provided the link to the full report. This is an extensive document. It has 141 pages.
http://eagletonpoll.rutgers.edu/UWCJ_Report.pdf
Friday, September 28, 2007
NJ After 3 - evaluation of afterschool program
New Jersey After 3 was established in 2004 by the state’s governor as a private, non-profit corporation to address the growing need for safe, accessible, high quality after-school opportunities for school children in New Jersey. During the 2006-07 school year, New Jersey After 3 served approximately 13,500 children in 66 after-school programs serving 95 schools throughout the state.
A three-year Policy Studies Associates (PSA) evaluation aims to yield information that state and local policymakers and program administrators can use to improve the quality, availability, and effectiveness of New Jersey After 3. The program is the nation’s first statewide public/private partnership that focuses exclusively on support for after-school programs. New Jersey After 3 works with youth-serving nonprofit organizations, community-based organizations, universities, hospitals, foundations, corporations, faith-based organizations, cultural institutions, and others to provide a range of resources for after-school programming.
Here is the link to the full report: http://www.policystudies.com/studies/youth/NJA3.html
New Jersey After 3 (NJA3) is a statewide after-school organization modeled after The After-School Corporation (TASC). It is dedicated to expanding and improving after-school opportunities for New Jersey students in grades K-8. TASC has provided extended technical assistance to NJA3 staff in program development, fund development, grant selection, and evaluation. NJA 3 is also a partner in TASC’s Building Healthy Communities initiative, which is funded by the Corporation for National & Community Service’s Learn and Serve America.
Mission:
New Jersey After 3 is a private, non-profit corporation dedicated to expanding and improving afterschool opportunities for New Jersey’s kids. Our vision is that all New Jersey children will have the opportunity to participate in vibrant, high-quality, comprehensive, structured, supervised and enriching afterschool activities. New Jersey After 3 is formed as a public-private partnership to maximize the resources available to afterschool programs for New Jersey kids.
Here is the link to the full report: http://www.policystudies.com/studies/youth/NJA3.html
Here is the link to NJ After 3: http://www.njafter3.org
A three-year Policy Studies Associates (PSA) evaluation aims to yield information that state and local policymakers and program administrators can use to improve the quality, availability, and effectiveness of New Jersey After 3. The program is the nation’s first statewide public/private partnership that focuses exclusively on support for after-school programs. New Jersey After 3 works with youth-serving nonprofit organizations, community-based organizations, universities, hospitals, foundations, corporations, faith-based organizations, cultural institutions, and others to provide a range of resources for after-school programming.
Here is the link to the full report: http://www.policystudies.com/studies/youth/NJA3.html
New Jersey After 3 (NJA3) is a statewide after-school organization modeled after The After-School Corporation (TASC). It is dedicated to expanding and improving after-school opportunities for New Jersey students in grades K-8. TASC has provided extended technical assistance to NJA3 staff in program development, fund development, grant selection, and evaluation. NJA 3 is also a partner in TASC’s Building Healthy Communities initiative, which is funded by the Corporation for National & Community Service’s Learn and Serve America.
Mission:
New Jersey After 3 is a private, non-profit corporation dedicated to expanding and improving afterschool opportunities for New Jersey’s kids. Our vision is that all New Jersey children will have the opportunity to participate in vibrant, high-quality, comprehensive, structured, supervised and enriching afterschool activities. New Jersey After 3 is formed as a public-private partnership to maximize the resources available to afterschool programs for New Jersey kids.
Here is the link to the full report: http://www.policystudies.com/studies/youth/NJA3.html
Here is the link to NJ After 3: http://www.njafter3.org
Journalism internships
JOURNALISM INTERNSHIPS
American Society of Newspaper Editors Internship Database
http://www.asne.org/index.cfm?id=3749
Atlanta Journal-Constitution Summer Internship
http://www.ajc.com/services/content/services/internship/index.html
Associated Press Internships
http://www.ap.org/apjobs/internship.html
Austin American-Statesman Summer Internship
http://www.statesman.com/search/content/internships/
Boston Globe Summer Internship Program
https://bostonglobe.com/aboutus/careeropps/internscoops/newsintern.stm
CBS News Internships
http://www.cbsnews.com/stories/2004/04/26/broadcasts/main613839.shtml
Chips Quinn Internships
http://www.chipsquinn.org/
Dow Jones Internships
http://www.dowjones.org/Careers/Internships/Internships.htm
Emma L. Bowen Foundation
http://www.emmabowenfoundation.com/main.html
ESPN Internships
http://www.joinourteam.espn.com/joinourteam/college_relations.html
Fisher Broadcasting Scholarships for Minorities
http://www.fsci.com/x100.xml
Institute for Political Journalism
http://www.dcinternships.org/ipj/about/index.asp
International Radio & Television Society Foundation, Inc, Summer Programs
http://www.irts.org/programs/sfp/sfp.html
Kaiser Media Internships in Urban Health Reporting
http://www.kff.org/about/mediainternships.cfm
Kentucky Press Association Internships
http://www.kypress.com/intern/
Landmark Communications Internships
http://www.landmarkcom.com/employment/intern.php
LIN Television Corporation Minority Scholarship and Training Program
http://www.lintv.com/minority.pdf
Louis Carr Foundation (Advertising, Marketing, Media Information Technology)
http://www.louiscarrfoundation.org/
Media General Convergence Internships
http://www.mediageneral.com/internship/Convergence_Internship_2005_ext.htm
Minneapolis (Minn.) Star-Tribune Internship Program
http://www.startribunecompany.com/158
Minority Editorial Training Program
http://www.metpronews.com/
MTV Networks Internships
https://jobhuntweb.viacom.com/jobhunt/main/internships.asp
National Association of Black Journalists Internships
http://www.nabj.org/programs/internships/index.html
National Association of Broadcasters, Scholarships, Seminars, Events
http://www.nabef.org/events.asp
National Public Radio Internships
http://www.npr.org/about/jobs/intern/
New York Times Summer Internships
http://www.nytco.com/intern.html
New York Times Institute
http://www.nytimes-institute.com/
Palm Beach Post Summer Internships
http://www.palmbeachpost.com/info/content/info/internships.html
Poynter Summer Program/Fellowship for Recent College Graduates
http://www.poynter.org/column.asp?id=79&aid=110510
Pulliam Journalism Fellowship
http://www2.indystar.com/pjf/
Scripps Howard Foundation Wire
http://www.shfwire.com/aboutshfw.phtml
Sports Journalism Institute
http://www.sportsjournalisminstitute.org/
The T. Howard Foundation (full-time paid summer internships in media for eligible undergrad and graduate students)
http://www.t-howard.org/
Toronto Star
http://www.thestar.com/NASApp/cs/ContentServer?pagename=thestar/Render&c=Page&cid=995369321419
Washington Post Summer Internship Program
http://www.washpost.com/news_ed/summer_internships/index.shtml
American Society of Newspaper Editors Internship Database
http://www.asne.org/index.cfm?id=3749
Atlanta Journal-Constitution Summer Internship
http://www.ajc.com/services/content/services/internship/index.html
Associated Press Internships
http://www.ap.org/apjobs/internship.html
Austin American-Statesman Summer Internship
http://www.statesman.com/search/content/internships/
Boston Globe Summer Internship Program
https://bostonglobe.com/aboutus/careeropps/internscoops/newsintern.stm
CBS News Internships
http://www.cbsnews.com/stories/2004/04/26/broadcasts/main613839.shtml
Chips Quinn Internships
http://www.chipsquinn.org/
Dow Jones Internships
http://www.dowjones.org/Careers/Internships/Internships.htm
Emma L. Bowen Foundation
http://www.emmabowenfoundation.com/main.html
ESPN Internships
http://www.joinourteam.espn.com/joinourteam/college_relations.html
Fisher Broadcasting Scholarships for Minorities
http://www.fsci.com/x100.xml
Institute for Political Journalism
http://www.dcinternships.org/ipj/about/index.asp
International Radio & Television Society Foundation, Inc, Summer Programs
http://www.irts.org/programs/sfp/sfp.html
Kaiser Media Internships in Urban Health Reporting
http://www.kff.org/about/mediainternships.cfm
Kentucky Press Association Internships
http://www.kypress.com/intern/
Landmark Communications Internships
http://www.landmarkcom.com/employment/intern.php
LIN Television Corporation Minority Scholarship and Training Program
http://www.lintv.com/minority.pdf
Louis Carr Foundation (Advertising, Marketing, Media Information Technology)
http://www.louiscarrfoundation.org/
Media General Convergence Internships
http://www.mediageneral.com/internship/Convergence_Internship_2005_ext.htm
Minneapolis (Minn.) Star-Tribune Internship Program
http://www.startribunecompany.com/158
Minority Editorial Training Program
http://www.metpronews.com/
MTV Networks Internships
https://jobhuntweb.viacom.com/jobhunt/main/internships.asp
National Association of Black Journalists Internships
http://www.nabj.org/programs/internships/index.html
National Association of Broadcasters, Scholarships, Seminars, Events
http://www.nabef.org/events.asp
National Public Radio Internships
http://www.npr.org/about/jobs/intern/
New York Times Summer Internships
http://www.nytco.com/intern.html
New York Times Institute
http://www.nytimes-institute.com/
Palm Beach Post Summer Internships
http://www.palmbeachpost.com/info/content/info/internships.html
Poynter Summer Program/Fellowship for Recent College Graduates
http://www.poynter.org/column.asp?id=79&aid=110510
Pulliam Journalism Fellowship
http://www2.indystar.com/pjf/
Scripps Howard Foundation Wire
http://www.shfwire.com/aboutshfw.phtml
Sports Journalism Institute
http://www.sportsjournalisminstitute.org/
The T. Howard Foundation (full-time paid summer internships in media for eligible undergrad and graduate students)
http://www.t-howard.org/
Toronto Star
http://www.thestar.com/NASApp/cs/ContentServer?pagename=thestar/Render&c=Page&cid=995369321419
Washington Post Summer Internship Program
http://www.washpost.com/news_ed/summer_internships/index.shtml
Monday, August 13, 2007
Child Abuse Prevention: Parents Anonymous
Parents Anonymous
http://www.parentsanonymous.org/
As the nation’s premier child abuse prevention
organization, Parents Anonymous® Inc. is a
community of parents, organizations and
volunteers committed to strengthening families
and building strong communities, achieving
meaningful parent leadership and shared
leadership, and leading the field of child abuse
and neglect. In addition to a description of the
leadership initiative, publications, resources, and
related links, this site describes training programs
and technical assistance services for promoting
and implementing meaningful Parent Leadership
and Shared Leadership in communities.
http://www.parentsanonymous.org/
As the nation’s premier child abuse prevention
organization, Parents Anonymous® Inc. is a
community of parents, organizations and
volunteers committed to strengthening families
and building strong communities, achieving
meaningful parent leadership and shared
leadership, and leading the field of child abuse
and neglect. In addition to a description of the
leadership initiative, publications, resources, and
related links, this site describes training programs
and technical assistance services for promoting
and implementing meaningful Parent Leadership
and Shared Leadership in communities.
Teen Pregnancy an Issue in NJ
Did you know the following about Teen Pregnancy?
Highest Black Teen Pregnancy in NJ: Among black teenagers aged 15–19, pregnancy rates were highest in New Jersey (209 per 1,000) source: Guttmacher 2006 report
• High incidence of unwanted pregnancy / abortion in NJ: Teenage abortion rates were highest in the District of Columbia, New Jersey, New York, Maryland, Nevada and California. Fifty percent or more of teenage pregnancies end in abortion in New Jersey, New York, Massachusetts and the District of Columbia. (2006 report from Guttmacher)
Inadequate pre-natal care: About 1/3 of pregnant teens receive inadequate prenatal care; babies born to young mothers are more likely to be low-birth-weight, to have childhood health problems and to be hospitalized than are those born to older mothers. Teens who give birth are much more likely to come from poor or low-income families (83%) than are teens who have abortions (61%) or teens in general (38%).
Highest Black Teen Pregnancy in NJ: Among black teenagers aged 15–19, pregnancy rates were highest in New Jersey (209 per1,000) source: Guttmacher 2006
Through our information blog and parenting workshops, NENI hopes to improve the likelihood of a healthy childbirth and reduce the number of subsequent births during teen years. About 1/4 of teenage mothers have a second child within 2 years of their first. About 13% of all U.S. births are to teens. Our intention with this grant is to provide online and/or in person pre-natal education in partnership with educators and physicians. When our funding expands, we will add pre-natal workshops.
Main Statistics Source: The Alan Guttmacher Institute (AGI) http://www.guttmacher.org/pubs/fb_teen_sex.html)
Check out additional parent resources on our website at http://www.neni.us/
Highest Black Teen Pregnancy in NJ: Among black teenagers aged 15–19, pregnancy rates were highest in New Jersey (209 per 1,000) source: Guttmacher 2006 report
• High incidence of unwanted pregnancy / abortion in NJ: Teenage abortion rates were highest in the District of Columbia, New Jersey, New York, Maryland, Nevada and California. Fifty percent or more of teenage pregnancies end in abortion in New Jersey, New York, Massachusetts and the District of Columbia. (2006 report from Guttmacher)
Inadequate pre-natal care: About 1/3 of pregnant teens receive inadequate prenatal care; babies born to young mothers are more likely to be low-birth-weight, to have childhood health problems and to be hospitalized than are those born to older mothers. Teens who give birth are much more likely to come from poor or low-income families (83%) than are teens who have abortions (61%) or teens in general (38%).
Highest Black Teen Pregnancy in NJ: Among black teenagers aged 15–19, pregnancy rates were highest in New Jersey (209 per1,000) source: Guttmacher 2006
Through our information blog and parenting workshops, NENI hopes to improve the likelihood of a healthy childbirth and reduce the number of subsequent births during teen years. About 1/4 of teenage mothers have a second child within 2 years of their first. About 13% of all U.S. births are to teens. Our intention with this grant is to provide online and/or in person pre-natal education in partnership with educators and physicians. When our funding expands, we will add pre-natal workshops.
Main Statistics Source: The Alan Guttmacher Institute (AGI) http://www.guttmacher.org/pubs/fb_teen_sex.html)
Check out additional parent resources on our website at http://www.neni.us/
Sunday, August 12, 2007
NJ School Report Card
There are several tools that parents can use to measure their school’s yearly performance in a comparative way. One is the New Jersey School Report Card produced annually since mandated by law in 1995. Report cards are issued for every public school, including charter schools and vocational and special services school districts. The report card contains statistical, demographic, programmatic, and local information in order to inform parents and other citizens about the progress of public schools throughout the state. Each school also is required to add a two-page narrative to the School Report Card to inform parents about exemplary programs and noteworthy achievements of that school. The school district may distribute the report card to parents, but all of the school data is accessible on the Department of Education’s Web site.
Beginning in August 2003 as required by the No Child Left Behind Act (NCLB), the department has issued disaggregated reports for each of the state assessments that include NJ ASK 3, 4, 5, 6, and 7, the Grade Eight Proficiency Assessment (GEPA); and the High School Proficiency Assessment HSPA). One measure of how well your school is doing is to look at past years’ scores for your school and determine whether the scores show an upward trend or not.
Beginning in August 2003 as required by the No Child Left Behind Act (NCLB), the department has issued disaggregated reports for each of the state assessments that include NJ ASK 3, 4, 5, 6, and 7, the Grade Eight Proficiency Assessment (GEPA); and the High School Proficiency Assessment HSPA). One measure of how well your school is doing is to look at past years’ scores for your school and determine whether the scores show an upward trend or not.
NJ Governor’s Education News Service - free e-mail news service for parents
The New Jersey Department of EducationAnnounces The Launch of the Governor’s Education News Service
gens-public
You can have the latest news and information from the New Jersey Department of Education automatically e-mailed to you as soon as it is publicly released to the media.
Instead of searching newspapers or the DOE Web site for the latest news and information about state actions that affect your local schools, now you can enjoy the advantage of having first-hand education news and information automatically delivered directly to you electronically whenever it is issued.
The New Jersey Department of Education is inviting all New Jersey residents to subscribe to gens-public -- our comprehensive e-mail news service to keep you informed of education news in New Jersey.
Who should subscribe to gens-public? -- parents, students, and all other citizens with an interest in education.
By subscribing to this free service, you will receive news releases, reports, speeches, testimony, opinions, administrative code, and data, as well as any other information that the department distributes to educators and the media. The DOE’s gens-public will also be a source of information about upcoming events and award ceremonies.
All gens-public information will be transmitted to you by e-mail, as soon as the information is released. With this feature, you also will know when there is new information on the department’s Web site at www.nj.gov/education.
To sign up for this free service, go to http://www.state.nj.us/education/parents/
gens-public
You can have the latest news and information from the New Jersey Department of Education automatically e-mailed to you as soon as it is publicly released to the media.
Instead of searching newspapers or the DOE Web site for the latest news and information about state actions that affect your local schools, now you can enjoy the advantage of having first-hand education news and information automatically delivered directly to you electronically whenever it is issued.
The New Jersey Department of Education is inviting all New Jersey residents to subscribe to gens-public -- our comprehensive e-mail news service to keep you informed of education news in New Jersey.
Who should subscribe to gens-public? -- parents, students, and all other citizens with an interest in education.
By subscribing to this free service, you will receive news releases, reports, speeches, testimony, opinions, administrative code, and data, as well as any other information that the department distributes to educators and the media. The DOE’s gens-public will also be a source of information about upcoming events and award ceremonies.
All gens-public information will be transmitted to you by e-mail, as soon as the information is released. With this feature, you also will know when there is new information on the department’s Web site at www.nj.gov/education.
To sign up for this free service, go to http://www.state.nj.us/education/parents/
Thursday, August 2, 2007
language dictionaries
Language Dictionaries http://www.yourdictionary.com/languages.html
There are over 6,800 known languages spoken in the 200 countries of the world. 2,261 have writing systems (the others are only spoken) and about 300 are represented by on-line dictionaries as of May 11, 2004. This site by yourDictionary.com presents its currently list. New languages and dictionaries are constantly being added to yourDictionary.com; as a result, this site contains one of the widest and deepest set of dictionaries, grammars, and other language resources on the web.
There are over 6,800 known languages spoken in the 200 countries of the world. 2,261 have writing systems (the others are only spoken) and about 300 are represented by on-line dictionaries as of May 11, 2004. This site by yourDictionary.com presents its currently list. New languages and dictionaries are constantly being added to yourDictionary.com; as a result, this site contains one of the widest and deepest set of dictionaries, grammars, and other language resources on the web.
Monday, May 28, 2007
NJ Child Welfare Updates
Update from state officials below:
Dear Colleagues,Governor Corzine and I are pleased to share the latest round of data on the child welfare system, which continues to point toprogress in a number of key areas. You can find the new data on our Web site by visiting this link:http://nj.gov/dcf/home/childdata/index.html (if the link does notdirectly open, please cut and paste into your Internet browser).This is our largest single production of data to date, andincludes demographic information on children, substantiation andoutcome data, information on DYFS caseloads for every office in the State, adoption data, and referrals from the hotline to DYFS and the Institutional Abuse Investigation Unit (IAIU).
As many of you know, we experienced our first net gain of 209 resource families in 2006, and we have already surpassed that netgain in the first three months of this year - 331 new families between January and March of this year.Caseloads continue to decline across DYFS. As of March, 60percent of our DYFS offices complied with caseload standards forintake; 68 percent complied with caseload standards for ouradoption practice; and 71 percent complied with caseloadstandards for permanency (ongoing) work. Sixty-five percent of our offices complied with supervisor to staff ratios (5 to 1),not counting the casework supervisors in each office. When thecasework supervisors are included, every office complied. Ourinternal tracking indicates that we will see significantimprovement in every category by July.Another indication of progress in reducing caseloads is thedecline in the number of DYFS staff serving more than 30families. As of this March, 0.7 percent of our staff served morethan 30 families, compared to 6 percent of DYFS staff a year ago.Ten percent of DYFS staff served 21 to 30 families in March ofthis year, compared to 20 percent last year. Forty-nine percentof DYFS staff served 11 to 20 families this March (last year itwas 41 percent) and 40 percent of DYFS staff served one to 10families this March, compared to 33 percent last March. The data indicates modest improvement in placing sibling groups togetherin foster care, and placing children within 10 miles of theirhomes when they are removed from their families. I'm eager to see bigger advances in these areas as we implement the case practice model.
The data also indicates a continued downward trend in the number of children who are abused or neglected in foster care, and asharp reduction in the number of legally free children awaitingadoption from January 2006 to March 2007. There is a lot of work ahead of us, but we're heading in theright direction.
Kevin M. Ryan
NJ Commissioner Department of Children and Families
Dear Colleagues,Governor Corzine and I are pleased to share the latest round of data on the child welfare system, which continues to point toprogress in a number of key areas. You can find the new data on our Web site by visiting this link:http://nj.gov/dcf/home/childdata/index.html (if the link does notdirectly open, please cut and paste into your Internet browser).This is our largest single production of data to date, andincludes demographic information on children, substantiation andoutcome data, information on DYFS caseloads for every office in the State, adoption data, and referrals from the hotline to DYFS and the Institutional Abuse Investigation Unit (IAIU).
As many of you know, we experienced our first net gain of 209 resource families in 2006, and we have already surpassed that netgain in the first three months of this year - 331 new families between January and March of this year.Caseloads continue to decline across DYFS. As of March, 60percent of our DYFS offices complied with caseload standards forintake; 68 percent complied with caseload standards for ouradoption practice; and 71 percent complied with caseloadstandards for permanency (ongoing) work. Sixty-five percent of our offices complied with supervisor to staff ratios (5 to 1),not counting the casework supervisors in each office. When thecasework supervisors are included, every office complied. Ourinternal tracking indicates that we will see significantimprovement in every category by July.Another indication of progress in reducing caseloads is thedecline in the number of DYFS staff serving more than 30families. As of this March, 0.7 percent of our staff served morethan 30 families, compared to 6 percent of DYFS staff a year ago.Ten percent of DYFS staff served 21 to 30 families in March ofthis year, compared to 20 percent last year. Forty-nine percentof DYFS staff served 11 to 20 families this March (last year itwas 41 percent) and 40 percent of DYFS staff served one to 10families this March, compared to 33 percent last March. The data indicates modest improvement in placing sibling groups togetherin foster care, and placing children within 10 miles of theirhomes when they are removed from their families. I'm eager to see bigger advances in these areas as we implement the case practice model.
The data also indicates a continued downward trend in the number of children who are abused or neglected in foster care, and asharp reduction in the number of legally free children awaitingadoption from January 2006 to March 2007. There is a lot of work ahead of us, but we're heading in theright direction.
Kevin M. Ryan
NJ Commissioner Department of Children and Families
Wednesday, May 23, 2007
NJ Troubled Youth Get a Helping Hand from State Program
Youth transitioning from foster care, homeless youth and children with behavioral health needs benefit
TRENTON - Department of Children and Families Commissioner Kevin M. Ryan announced the expansion of residential facilities and services to aid youth who are homeless or transitioning out of foster care, as well as children with highly specialized behavioral health needs. This expanded capacity, working in partnership with the Department of Community Affairs (DCA) and the Housing and Mortgage Finance Agency (HMFA), will allow the department to accommodate an additional 200 youth in residential settings and is the state's largest ever one-time expansion.
to view the state's full press release, go to http://www.state.nj.us/dcf/news/press/approved/070502_residentialbedexpansion.html
TRENTON - Department of Children and Families Commissioner Kevin M. Ryan announced the expansion of residential facilities and services to aid youth who are homeless or transitioning out of foster care, as well as children with highly specialized behavioral health needs. This expanded capacity, working in partnership with the Department of Community Affairs (DCA) and the Housing and Mortgage Finance Agency (HMFA), will allow the department to accommodate an additional 200 youth in residential settings and is the state's largest ever one-time expansion.
to view the state's full press release, go to http://www.state.nj.us/dcf/news/press/approved/070502_residentialbedexpansion.html
NJ Kids on Parent's Health Insurance Until 30 Yrs Old
Did you know that New Jersey's insurance law changed and parents can keep their children on their health insurance policies until they are 30? (Note their are some exceptions) See some articles about this topic below. Also see info below about insurance for low income families or people who recently lost their jobs.
The state Department of Banking and Insurance has prepared answers to frequently asked questions about health insurance coverage for dependents to age 30. See the Web site: www.state.nj.us/dobi/dependentsunder30.htm
http://insurancenewsnet.com/article.asp?a=prod_lh&id=73573
http://www.truthout.org/cgi-bin/artman/exec/view.cgi/60/20030
http://www.larslarson.com/NationalHeadlines/129461.aspx
Parents, are you looking for information on low-cost health insurance for yourselves and your children? NJ FamilyCare provides information that will help you determine whether you qualify for low-cost or no-cost health insurance. You can also download an application or view frequently asked questions. http://www.njfamilycare.org/
The state Department of Banking and Insurance has prepared answers to frequently asked questions about health insurance coverage for dependents to age 30. See the Web site: www.state.nj.us/dobi/dependentsunder30.htm
http://insurancenewsnet.com/article.asp?a=prod_lh&id=73573
http://www.truthout.org/cgi-bin/artman/exec/view.cgi/60/20030
http://www.larslarson.com/NationalHeadlines/129461.aspx
Parents, are you looking for information on low-cost health insurance for yourselves and your children? NJ FamilyCare provides information that will help you determine whether you qualify for low-cost or no-cost health insurance. You can also download an application or view frequently asked questions. http://www.njfamilycare.org/
Thursday, April 5, 2007
Univ. of Pittsburgh -Summer High School Minority Computer/Tech Program
I received the following information about a summer program for at-risk youth. Note-- they have scholarships for this program. See contact information below for more info.
-Dana
ANOTHER OPPORTUNITY FOR OUR YOUTH ----------
The Technology Leadership Institute is a six week pre-college program at the University of Pittsburgh designed for minority and underrepresented high school students interested in computers and technology. The students will take classes in computer programming, web design, mathematics and computer systems. The classes are supplemented by workshops on college, careers and academic success. We are looking for students entering grades 10 - 12 next fall and who are interested in exploring Computer Science.
Did I forget to mention -- we provide scholarships (full and partial) for all students. Last year we were able to provide full scholarships to all of our stud ents! Applications are accepted on a rolling basis until May 1, 2007. It is never too early to start the application. We strongly encourage students to apply early - spaces are limited To learn more about TLI and the application process, visit: www.cs.pitt.edu/tli. Please forward this opportunity to any high school students you may know or work with, as well as your colleagues.
If you have any further questions, please contact: -- Tonya R. Groover Director, Technology Leadership Institute 6502 Sennott Square University of Pittsburgh Pittsburgh, PA 15260 Phone: 412-624-4765 Fax: 412-624-8854 Email: trg4@cs.pitt.edu Web: www.cs.pitt.edu/tli
-Dana
ANOTHER OPPORTUNITY FOR OUR YOUTH ----------
The Technology Leadership Institute is a six week pre-college program at the University of Pittsburgh designed for minority and underrepresented high school students interested in computers and technology. The students will take classes in computer programming, web design, mathematics and computer systems. The classes are supplemented by workshops on college, careers and academic success. We are looking for students entering grades 10 - 12 next fall and who are interested in exploring Computer Science.
Did I forget to mention -- we provide scholarships (full and partial) for all students. Last year we were able to provide full scholarships to all of our stud ents! Applications are accepted on a rolling basis until May 1, 2007. It is never too early to start the application. We strongly encourage students to apply early - spaces are limited To learn more about TLI and the application process, visit: www.cs.pitt.edu/tli. Please forward this opportunity to any high school students you may know or work with, as well as your colleagues.
If you have any further questions, please contact: -- Tonya R. Groover Director, Technology Leadership Institute 6502 Sennott Square University of Pittsburgh Pittsburgh, PA 15260 Phone: 412-624-4765 Fax: 412-624-8854 Email: trg4@cs.pitt.edu Web: www.cs.pitt.edu/tli
Saturday, March 31, 2007
State Scholars Initiative
PRESS RELEASE:
State Scholars Initiative Program Aimed at Increasing Number of Students Taking Rigorous High School Courses
Missouri, New Hampshire, South Dakota, Wyoming Added to Previous List of 20 states
Contact: Jim Bradshaw(202) 401-2310 or jim.bradshaw@ed.gov
Four new states have been selected for participation in the State Scholars Initiative, a national business-education partnership effort designed to increase the number of students who take a rigorous curriculum in high school, the U.S. Education Department announced today.
The states are: Missouri, New Hampshire, South Dakota and Wyoming.
The four new states join 20 others previously chosen for participation. They include: Arizona, Arkansas, Connecticut, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Mississippi, Nebraska, New Jersey, New Mexico, Oklahoma, Rhode Island, Tennessee, Utah, Virginia, Washington, and West Virginia.
Under the State Scholars Initiative, each state will receive up to $300,000 during a two-year period to implement scholars programs in at least four school districts. Local business-education partnerships will work with students in those districts, encouraging them to take a rigorous course of study—one that will give them a boost no matter whether they go to college or straight to work.
Academic Competitiveness Grants will be available to students for their first and second academic years of college, while National SMART Grants will help support students in their third and fourth years of school.
In the State Scholars Initiative, a high-impact strategy is used to motivate students to tackle demanding high school courses that prepare them for college and careers. The program features business people making presentations to eighth-graders just before they select their high school courses.
Business volunteers help students understand the career options and monetary benefits of taking challenging courses. Students may receive academic support, incentives, and special recognition that help ensure their success, especially in the more difficult courses.
The State Scholars Initiative is funded by the Education Department's Office of Vocational and Adult Education, headed by Assistant Secretary Troy Justesen. The program is overseen by the Western Interstate Commission for Higher Education in Boulder, Colo.
For more information on the State Scholars Initiative, see the program's Web site, which includes a brochure, fact sheet, newsletter, as well as links to state briefs and each of the participating states' Web sites at www.wiche.edu/statescholars.
Details on the Academic Competitiveness and National SMART Grants can be found at http://www.ed.gov/about/offices/list/ope/ac-smart.html.
###
State Scholars Initiative Program Aimed at Increasing Number of Students Taking Rigorous High School Courses
Missouri, New Hampshire, South Dakota, Wyoming Added to Previous List of 20 states
Contact: Jim Bradshaw(202) 401-2310 or jim.bradshaw@ed.gov
Four new states have been selected for participation in the State Scholars Initiative, a national business-education partnership effort designed to increase the number of students who take a rigorous curriculum in high school, the U.S. Education Department announced today.
The states are: Missouri, New Hampshire, South Dakota and Wyoming.
The four new states join 20 others previously chosen for participation. They include: Arizona, Arkansas, Connecticut, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Mississippi, Nebraska, New Jersey, New Mexico, Oklahoma, Rhode Island, Tennessee, Utah, Virginia, Washington, and West Virginia.
Under the State Scholars Initiative, each state will receive up to $300,000 during a two-year period to implement scholars programs in at least four school districts. Local business-education partnerships will work with students in those districts, encouraging them to take a rigorous course of study—one that will give them a boost no matter whether they go to college or straight to work.
The Scholars Core Course of Study includes:
- Four years of English.
- Three years of math (algebra I and II and geometry).
- Three years of science (biology, chemistry and physics).
- Three and a half years of social studies (U.S. history, world history, geography, economics or government).
- And, Two years of a language other than English.
"Students who take rigorous courses in high school stand a far greater chance of succeeding in college and the workplace," said U.S. Secretary of Education Margaret Spellings. "We congratulate the states of Missouri, New Hampshire, South Dakota, and Wyoming for recognizing the potential of this program and the considerable benefit that it can provide young people."
Besides the State Scholars Initiative, President Bush earlier this year launched two other significant programs designed to encourage students to take challenging courses in high school. In February, the president signed legislation setting aside more than $790 million in Academic Competitiveness Grants and National Science and Mathematics Access to Retain Talent (National SMART grants).
Those awards will encourage students to pursue rigorous classes in high school and college majors in high demand in the global economy, such as science, mathematics, technology, engineering and critical foreign languages.
Academic Competitiveness Grants will be available to students for their first and second academic years of college, while National SMART Grants will help support students in their third and fourth years of school.
In the State Scholars Initiative, a high-impact strategy is used to motivate students to tackle demanding high school courses that prepare them for college and careers. The program features business people making presentations to eighth-graders just before they select their high school courses.
Business volunteers help students understand the career options and monetary benefits of taking challenging courses. Students may receive academic support, incentives, and special recognition that help ensure their success, especially in the more difficult courses.
The State Scholars Initiative is funded by the Education Department's Office of Vocational and Adult Education, headed by Assistant Secretary Troy Justesen. The program is overseen by the Western Interstate Commission for Higher Education in Boulder, Colo.
For more information on the State Scholars Initiative, see the program's Web site, which includes a brochure, fact sheet, newsletter, as well as links to state briefs and each of the participating states' Web sites at www.wiche.edu/statescholars.
Details on the Academic Competitiveness and National SMART Grants can be found at http://www.ed.gov/about/offices/list/ope/ac-smart.html.
###
Top Four College Grants / Scholarships for NJ students
1) Federal Pell Grants provide financial assistance to students enrolled in an eligible program as determined by a national formula. The amount of the award is based on (1) eligibility as determined by the Pell Grant formula, (2) the cost of the program, and (3) enrollment status.
Academic Competitiveness Grant (ACG) is a federal grant program that provides additional grants to eligible students that pursued a rigorous program of study in high school on or after January 1, 2005. For more information on rigorous program click on Academic Competitiveness Grant.
2) Federal Supplemental Educational Opportunity Grant (SEOG) is a federal program, which provides money to undergraduate students with financial need.
Tuition Aid Grant (TAG), a New Jersey program, which provides aid to full-time students who are New Jersey residents. N.J. county college students enrolled for 6-11 credits may be eligible for an award through the part-time TAG Program.
Educational Opportunity Fund (EOF) is a New Jersey grant program for students from educationally disadvantaged backgrounds who have exceptional financial need. It is available to New Jersey residents only.
3) NJ STARS: Starting with the class of 2004, New Jersey high school students who graduate in the top 20 percent of their New Jersey high school class may be eligible for NJ STARS.
NJ STARS covers up to five semesters of tuition and approved fees at your local community college. NJ STARS students must take at least 12 college-level credits each semester and can take up to 15 college-level credits each semester.
NJ STARS students have up to two years after graduating high school to enroll at a New Jersey community college.
NJ STARS students must be enrolled in an associate degree program at a New Jersey community college.
NJ STARS students must maintain continuous full-time enrollment at a New Jersey community college.
After their first year enrolled at a New Jersey community college, NJ STARS students must hold a 3.0 grade point average by the beginning of their second year to be eligible for scholarship renewal for the second year.
For more information on NJ STARS, call 1-800-334-NJCC or send email to info@njccc.org.
4) NJ TAG
New Jersey’s Tuition Aid Grant (TAG) program is one of the nation’s largest financial aid programs, and New Jersey ranks among the top states in providing aid for needy students. Depending on your need, a TAG award can cover close to the full cost of tuition at a public college or a portion of that cost. The program also offers sizeable awards to attend in-state private institutions. One in every three full-time New Jersey students receives TAG, and awards may be used at nearly all New Jersey postsecondary institutions, including community colleges, state colleges and private schools. To get the best idea of a family’s ability to pay higher education expenses, eligibility for TAG is determined by a review of many factors, such as family income and assets, family size and the number in college. The cost of attendance is also taken into consideration, so you should never feel that a school is beyond your reach just because it is more expensive.
The Part-Time Tuition Aid Grant (TAG) Program for County College Students began as a pilot program with the 2003-04 academic year. Within the limits of available funding, this program provides pro-rated awards to New Jersey county college students taking 6 - 11 credits per term, who are otherwise eligible for the Tuition Aid Grant Program. (To review eligiblity requirements, click "Student Eligibility")
The maximum 2006-07 award for students enrolled half-time (6-8 credits) is $419 per term. Students enrolled three-quarter time (9-11 credits) may receive a maximum of $628 per term.
For more information on other state-sponsored scholarships and financial aid programs, visit the New Jersey Higher Education Student Assistance Authority http://www.njccc.org/njstars.htm.
Other resources:
http://college.enotes.com/scholarships-loans/NJ Lists scholarships by state
Tuition Aid Grant Award Estimator - 2006-2007
https://www.hesaa.org/eadmin/tag0607/studentstatus.asp
Academic Competitiveness Grant (ACG) is a federal grant program that provides additional grants to eligible students that pursued a rigorous program of study in high school on or after January 1, 2005. For more information on rigorous program click on Academic Competitiveness Grant.
2) Federal Supplemental Educational Opportunity Grant (SEOG) is a federal program, which provides money to undergraduate students with financial need.
Tuition Aid Grant (TAG), a New Jersey program, which provides aid to full-time students who are New Jersey residents. N.J. county college students enrolled for 6-11 credits may be eligible for an award through the part-time TAG Program.
Educational Opportunity Fund (EOF) is a New Jersey grant program for students from educationally disadvantaged backgrounds who have exceptional financial need. It is available to New Jersey residents only.
3) NJ STARS: Starting with the class of 2004, New Jersey high school students who graduate in the top 20 percent of their New Jersey high school class may be eligible for NJ STARS.
NJ STARS covers up to five semesters of tuition and approved fees at your local community college. NJ STARS students must take at least 12 college-level credits each semester and can take up to 15 college-level credits each semester.
NJ STARS students have up to two years after graduating high school to enroll at a New Jersey community college.
NJ STARS students must be enrolled in an associate degree program at a New Jersey community college.
NJ STARS students must maintain continuous full-time enrollment at a New Jersey community college.
After their first year enrolled at a New Jersey community college, NJ STARS students must hold a 3.0 grade point average by the beginning of their second year to be eligible for scholarship renewal for the second year.
For more information on NJ STARS, call 1-800-334-NJCC or send email to info@njccc.org.
4) NJ TAG
New Jersey’s Tuition Aid Grant (TAG) program is one of the nation’s largest financial aid programs, and New Jersey ranks among the top states in providing aid for needy students. Depending on your need, a TAG award can cover close to the full cost of tuition at a public college or a portion of that cost. The program also offers sizeable awards to attend in-state private institutions. One in every three full-time New Jersey students receives TAG, and awards may be used at nearly all New Jersey postsecondary institutions, including community colleges, state colleges and private schools. To get the best idea of a family’s ability to pay higher education expenses, eligibility for TAG is determined by a review of many factors, such as family income and assets, family size and the number in college. The cost of attendance is also taken into consideration, so you should never feel that a school is beyond your reach just because it is more expensive.
The Part-Time Tuition Aid Grant (TAG) Program for County College Students began as a pilot program with the 2003-04 academic year. Within the limits of available funding, this program provides pro-rated awards to New Jersey county college students taking 6 - 11 credits per term, who are otherwise eligible for the Tuition Aid Grant Program. (To review eligiblity requirements, click "Student Eligibility")
The maximum 2006-07 award for students enrolled half-time (6-8 credits) is $419 per term. Students enrolled three-quarter time (9-11 credits) may receive a maximum of $628 per term.
For more information on other state-sponsored scholarships and financial aid programs, visit the New Jersey Higher Education Student Assistance Authority http://www.njccc.org/njstars.htm.
Other resources:
http://college.enotes.com/scholarships-loans/NJ Lists scholarships by state
Tuition Aid Grant Award Estimator - 2006-2007
https://www.hesaa.org/eadmin/tag0607/studentstatus.asp
Friday, March 2, 2007
The Nation's Report Card: by NAEP
Results of the National Assessment of Educational Progress (NAEP) 2005 twelfth-grade reading and mathematics assessments and the 2005 NAEP High School Transcript Study (HSTS) were just released.
The twelfth-grade reading and mathematics report provides national results on the performance of America's high school seniors on NAEP.
The Nation's Report Card: America's High School Graduates presents information about the types of courses 2005 high school graduates completed, how many credits they earned, and the grades they received. Information on the relationships between high school academic records and performance on the NAEP mathematics and science assessments is also included.
Both reports examine results for student groups including race/ethnicity and gender.
Reading findings include:
* Decline in scores and the percentages of students at or above Proficient and at or above Basic compared with 1992. There have been no significant changes at these levels since 2002.
* No significant change in the White-Black or White-Hispanic gap compared with previous years.
Mathematics findings include:
* Sixty-one percent performed at or above Basic, and 23 percent were at or above Proficient.
* NOTE: Due to changes to the framework for 2005, results can't be compared to previous years.
High School Transcript Study findings include:
* Graduates in 2005 completed more rigorous curricula than previous graduates.
* The overall grade point average (GPA) has been climbing since 1990 and was 2.98 in 2005.
* Graduates with stronger academic records obtain higher NAEP scores.
Full results are available at:
http://nationsreportcard.gov
Including 2005 twelfth-grade science results released earlier, at:
http://nationsreportcard.gov/science_2005/
To download, view and print the publications as PDF files, please visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007467
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007468
To obtain hard copy of many IES products as well as hard copy and
electronic versions of hundreds of other U.S. Department of Education
products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).
The twelfth-grade reading and mathematics report provides national results on the performance of America's high school seniors on NAEP.
The Nation's Report Card: America's High School Graduates presents information about the types of courses 2005 high school graduates completed, how many credits they earned, and the grades they received. Information on the relationships between high school academic records and performance on the NAEP mathematics and science assessments is also included.
Both reports examine results for student groups including race/ethnicity and gender.
Reading findings include:
* Decline in scores and the percentages of students at or above Proficient and at or above Basic compared with 1992. There have been no significant changes at these levels since 2002.
* No significant change in the White-Black or White-Hispanic gap compared with previous years.
Mathematics findings include:
* Sixty-one percent performed at or above Basic, and 23 percent were at or above Proficient.
* NOTE: Due to changes to the framework for 2005, results can't be compared to previous years.
High School Transcript Study findings include:
* Graduates in 2005 completed more rigorous curricula than previous graduates.
* The overall grade point average (GPA) has been climbing since 1990 and was 2.98 in 2005.
* Graduates with stronger academic records obtain higher NAEP scores.
Full results are available at:
http://nationsreportcard.gov
Including 2005 twelfth-grade science results released earlier, at:
http://nationsreportcard.gov/science_2005/
To download, view and print the publications as PDF files, please visit:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007467
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007468
To obtain hard copy of many IES products as well as hard copy and
electronic versions of hundreds of other U.S. Department of Education
products please visit http://www.edpubs.org or call 1-877-433-7827 (877-4-EDPUBS).
Sunday, February 25, 2007
National Study Comparing Public and Private Schools
National Study Comparing Public and Private Schools
On July 14, 2006, the National Center for Education Statistics released a study titled "Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling" that uses a sophisticated statistical analysis to examine the National Assessment of Educational Progress (NAEP) scores of public and private school students.
The goal of the study was to examine differences in mean (NAEP) reading and mathematics scores (grade 4 and grade 8) between public and private schools when selected characteristics of students and/or schools were taken into account. Among the student demographic characteristics considered were gender, race/ethnicity, disability status, income and identification as an English language learner.
Among the school characteristics considered were school size and location, and
composition of the student body and of the teaching staff. In particular, if the student populations enrolled in the two types of schools differed systematically with
respect to background characteristics related to achievement, then those differences would be confounded with straightforward comparisons between school types.
The full report from NCES can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006461
The National Catholic Education Association points out that this study looks at results on one test score at a given time – it does not measure progress over time. The NCEA argues that the single-year snapshots of test scores provide limited information about student achievement and nothing about the relative quality of public and private schools.
Catholic Schools: Trend Toward Consolidation
Major trends for northeast Catholic schools include a large increase in regionalized school systems and partnerships with outside Catholic agencies.
Many large Dioceses are creating regional or interparochial schools to offset declining enrollment and financial struggles. By consolidating, many of the schools state they able to increase resources, such as computer labs. The Boston Diocese also recently created a partnership with a Catholic University.
Across the nation in 2003, 123 Catholic schools were closed or consolidated in areas of declining enrollment while 34 new schools opened, according to statistics from the National Catholic Educational Association.
Here are several examples:
NEW JERSEY:
Many large Dioceses are creating regional or interparochial schools to offset declining enrollment and financial struggles. By consolidating, many of the schools state they able to increase resources, such as computer labs. The Boston Diocese also recently created a partnership with a Catholic University.
Across the nation in 2003, 123 Catholic schools were closed or consolidated in areas of declining enrollment while 34 new schools opened, according to statistics from the National Catholic Educational Association.
Here are several examples:
NEW JERSEY:
- MERCER COUNTY: TRENTON, NEW JERSEY: A few years ago, the Trenton Diocese consolidated all of its preK-8 schools into one school, now known as the Trenton Catholic Academy. Trenton Catholic Academy, a preK-12 Diocesan Regional school, is located in the heart of Hamilton, New Jersey at the McCorristin Campus that spreads across 62 acres, which was formerly the Kuser Estate. The main campus building houses classrooms, a gymnasium, three computer labs, a library, dining facilities and the administrative offices. The campus also includes a football stadium, two baseball diamonds, two softball fields, and two soccer fields. http://trentoncatholic.org/
- UNION COUNTY: HILLSIDE, NJ: Hillside Catholic Academy opened its doors on July 1, 2004. The school was formed by the merging of Christ the King School, Hillside and St. Catherine’s of Sienna School, Elizabeth.
- HUDSON COUNTY: HOBOKEN, NJ: Hoboken Catholic Academy is a Catholic elementary school for children Pre-K through Grade 8. The school is co-sponsored by the parishes of St. Ann's,Our Lady of Grace, St. Francis, St. Joseph andSts. Peter & Paul in Hoboken and St. Lawrence in Weehawken. The school has an enrollment of about 325 students with an average class size of 25 students.
- Archdiocese of Newark: BERGEN COUNTY, NJ: Transfiguration Academy represents a new model for Catholic school education which they believe will lead the way in academic excellence in the 21st Century. Co-sponsored by the parishes of St. Mary’s, Dumont, St. John’s, Bergenfield and Ascension, New Milford, the Academy says it offers an enhanced curriculum, extra-curricular activities and a new organizational structure. Through these enhancements they hope to attract more students at all grade levels, Pre-K 3 through the 8th Grade. In order to achieve this objective, they said they "enhanced the curriculum in the lower school, Pre-K3 to grade 4, at the Bergenfield campus and established a superior Middle School, at our New Milford location, for grades 5 through 8".
(source http://www.transfigurationacademy.org) - BERGEN COUNTY, NJ : Catholic Academy of Northern Valley: The parishioners of St. Joseph in Demarest, Sacred Heart in Haworth, and St. Mary in Closter combined their "energies, talents, financial resources and prayers to ensure the continued viability of quality Catholic education in our parishes". The school officially started on July 1, 2004 and serves students from Pre-K through 8th grade. (source:http://www.catholicacademynorthernvalley.org/)
- BERGEN COUNTY: Visitation Academy, formerly Our Lady of the Visitation School, was established as a parish school in 1958. In 1991, it became inter-parochial and are affiliated with three parishes, Our Lady of the Visitation and Annunciation, both in Paramus and Sacred Heart Church in Rochelle Park. Visitation Academy serves Grades PreK3 though grade 8.
- BERGEN COUNTY: St. John Academy began as St. John the Baptist Parish School in 1955. In 1997 the name was changed to St. John’s Academy to better reflect growth from a small parish school to an interparochial academic institution co-sponsored by four area parishes: (Source: http://www.sja-hillsdale.org/pages/about.html)
St. John the BaptistHillsdale
St. Andrew’s ChurchWestwood
Our Lady Mother of the ChurchWoodcliff Lake
St. Gabriel the ArchangelSaddle River
New York City, NY trends: Declining school enrollment and major parish realignment
2005, The Roman Catholic Archdiocese of Brooklyn and Queens announced that 22 parochial schools in the two boroughs would close. Nine of those are in Queens -- none were high schools.
In Jan 2007: The Archdiocese of New York announced its parish realignment decisions. A committee of lay, religious, and clergy, known as the Archdiocesan Realignment Advisory Panel, reviewed all of the recommendations and made valuable suggestions. All parishes potentially affected by a realignment recommendation were given the opportunity to discuss their observations about the recommendation with Bishop Sullivan and his review committee. In all, ten parishes will be closed, and eleven parishes will merge with other parishes.
NENI will continue to monitor how this affects Catholic Schools in the area.
"These decisions are the culmination of an extensive three-year planning process, which involved long and careful consultation. This process, established by Edward Cardinal Egan, was designed to identify the religious, spiritual, and education needs of the Catholic faithful throughout the entire Archdiocese, and determine how those needs could best be met." according to a Jan 19, 2007 press release http://archny.org/news-events/news-press-releases/index.cfm?i=3501. Complete list of Archdiocesan parish realignment decisions
BOSTON, MASS: (Boston source: see full article in NYT: http://www.nytimes.com/2007/02/24/us/24religion.html
- Boston is also consolidating its schools. St. Edith Stein and two other churches in this city of 94,000 about 25 miles south of Boston, are consolidating their schools, which together serve 500 children in kindergarten through eighth grade, and ceding control to a board of directors. The arrangement, which starts in September, will result in two newly renovated schools, one for lower grades and another for upper grades, at two different churches. (source: see full article in NYT: http://www.nytimes.com/2007/02/24/us/24religion.html)
- Last year the Boston archdiocese partnered with Boston College to run a Boston elementary school, becoming the first diocese in the country to hand over educational responsibility to a university, said Sister Dale McDonald, director of public policy and education research for the National Catholic Education Association.
NJEA: Good News about New Jersey's public schools
The New Jersey Education Association has a website with a collection of statistics about how NJ public school education compares to other states.
http://www.njea.org/page.aspx?z=1013&pz=3
http://www.njea.org/page.aspx?z=1013&pz=3
Grades Rise, but Reading Skills Do Not
It is important for parents to have a better understanding of how to compare their student's state test scores. Parents can have free access to not only their individual students scores, but also scores by grade, scores by school, scores by district, scores by state and scores by national average. Although test scores are not a full indication of a student's progress, they can often send a red flag of an area that needs attention.
NENI will periodically forward information about trends in test scores and issues related to NCLB. Here is an exerpt from the New York Times that address the fact that grades and test scores are very different measures of progress.
An exerpt from article is below.
To read the full article: http://www.nytimes.com/2007/02/23/education/23tests.html
Grades Rise, but Reading Skills Do Not
Federal reports found that high school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving.
By DIANA JEAN SCHEMO
Published: February 23, 2007
WASHINGTON, Feb. 22 — High school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving through the effort, according to two federal reports released here Thursday that cite grade inflation as a possible explanation.
Skip to next paragraph
RelatedStudy by National Assessment of Educational Progress (nationsreportcard.gov)
The National Assessment of Educational Progress, an exam commonly known as the nation’s report card, found that the reading skills of 12th graders tested in 2005 were significantly worse than those of students in 1992, when a comparable test was first given, and essentially flat since students previously took the exam in 2002.
The test results also showed that the overwhelming majority of high school seniors have not fully mastered high-school-level math.
At the same time, however, grade-point averages have risen nationwide, according to a separate survey by the National Assessment, of the transcripts of 26,000 students, which compared them with a study of students’ coursework in 1990.
“There’s a disconnect between what we want and expect our 12th graders to know and do, and what our schools are actually delivering through instruction in the classroom,” David W. Gordon, the superintendent of schools in Sacramento, said at a news conference announcing the results.
NENI will periodically forward information about trends in test scores and issues related to NCLB. Here is an exerpt from the New York Times that address the fact that grades and test scores are very different measures of progress.
An exerpt from article is below.
To read the full article: http://www.nytimes.com/2007/02/23/education/23tests.html
Grades Rise, but Reading Skills Do Not
Federal reports found that high school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving.
By DIANA JEAN SCHEMO
Published: February 23, 2007
WASHINGTON, Feb. 22 — High school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving through the effort, according to two federal reports released here Thursday that cite grade inflation as a possible explanation.
Skip to next paragraph
RelatedStudy by National Assessment of Educational Progress (nationsreportcard.gov)
The National Assessment of Educational Progress, an exam commonly known as the nation’s report card, found that the reading skills of 12th graders tested in 2005 were significantly worse than those of students in 1992, when a comparable test was first given, and essentially flat since students previously took the exam in 2002.
The test results also showed that the overwhelming majority of high school seniors have not fully mastered high-school-level math.
At the same time, however, grade-point averages have risen nationwide, according to a separate survey by the National Assessment, of the transcripts of 26,000 students, which compared them with a study of students’ coursework in 1990.
“There’s a disconnect between what we want and expect our 12th graders to know and do, and what our schools are actually delivering through instruction in the classroom,” David W. Gordon, the superintendent of schools in Sacramento, said at a news conference announcing the results.
Thursday, February 22, 2007
USDOE Charter School Conference April 5-6 in Wash DC
Registration Open
www.sei2003.com/OII/CSPShowcase/index.htm
U.S. Department of Education
2007 National Charter Schools Program Showcase
One City at a Time:
Expanding High Quality Charter Schools
April 5-6, 2007
Fairmont Washington
Washington, D.C.
Welcome to the National Charter Schools Program Showcase to be held on April 5th- 6th, 2007, at The Fairmont Washington DC in Washington, DC. The theme of this year's Showcase is "One City at a Time: Expanding High Quality Charter Schools" and will bring together State and Federal educational professionals committed to expanding high quality charter schools and increasing the national understanding of the charter school model in their cities and states.
The purpose of this Showcase is to:
· Expand the national dialogue about how States can use chartering as an intervention in low performing schools.
· Identify successful State practices using chartering to comply with the No Child Left Behind (NCLB) Act.
· Provide local and State leaders with current knowledge about successful charter school models and practices.
· Share up-to-date information about partnerships, initiatives, and technical assistance available to States seeking to leverage their resources and expand the number of high quality charter schools.
A varied and inclusive format has been developed to address these critical topics. Key Department of Education program offices will be presenting initiatives and resources. Special guests include eight of the nation’s most highly successful charter high schools that have closed the achievement gap.
Register now at www.sei2003.com/OII/CSPShowcase/index.htm For information on accommodations and the conference schedule please visit the Logistics and Agenda pages.
www.sei2003.com/OII/CSPShowcase/index.htm
U.S. Department of Education
2007 National Charter Schools Program Showcase
One City at a Time:
Expanding High Quality Charter Schools
April 5-6, 2007
Fairmont Washington
Washington, D.C.
Welcome to the National Charter Schools Program Showcase to be held on April 5th- 6th, 2007, at The Fairmont Washington DC in Washington, DC. The theme of this year's Showcase is "One City at a Time: Expanding High Quality Charter Schools" and will bring together State and Federal educational professionals committed to expanding high quality charter schools and increasing the national understanding of the charter school model in their cities and states.
The purpose of this Showcase is to:
· Expand the national dialogue about how States can use chartering as an intervention in low performing schools.
· Identify successful State practices using chartering to comply with the No Child Left Behind (NCLB) Act.
· Provide local and State leaders with current knowledge about successful charter school models and practices.
· Share up-to-date information about partnerships, initiatives, and technical assistance available to States seeking to leverage their resources and expand the number of high quality charter schools.
A varied and inclusive format has been developed to address these critical topics. Key Department of Education program offices will be presenting initiatives and resources. Special guests include eight of the nation’s most highly successful charter high schools that have closed the achievement gap.
Register now at www.sei2003.com/OII/CSPShowcase/index.htm For information on accommodations and the conference schedule please visit the Logistics and Agenda pages.
Academic Competitiveness Grant (ACG) for Undergraduates
The law created a new student aid grant program called the Academic Competitiveness Grant (ACG). Congress has provided funding and the grants are available for the 2007-2008 award year. First-year undergraduate students will be eligible to receive up to $750. Second-year undergraduate students will be eligible to receive up to $1,300. The ACG eligibility criteria are listed below: To be eligible for an ACG each academic year, a student must: Be a U.S. citizen; Be Federal Pell Grant eligible; Be enrolled full-time in a degree program; Be enrolled in the first or second academic year of his or her program of study at a two-year or four-year degree-granting institution; Have completed a rigorous secondary school program of study (after January 1, 2006, if a first-year student, and after January 1, 2005, if a second year student); If a first-year student, not have been previously enrolled in an undergraduate program; and If a second-year student, have at least a cumulative 3.0 grade point average on a 4.0 scale for the first academic year. If you have not filed a FAFSA or Renewal FAFSA, at the time that you complete your application, FAFSA on the Web will predetermine if you are eligible to answer the ACG questions.If you have submitted a paper FAFSA and have received your Student Aid Report (SAR) indicating that you may be eligible to answer the ACG questions, please call the Federal Student Aid Information Center at 1-800-4FED-AID. You may also contact the financial aid office at your school for assistance regarding ACG.
Thursday, February 8, 2007
Strengthening Family Child Care In Low-Income Communities
Blog Editor's note:
This is an extensive 42 page article that would be of interest to child care providers, parents, and parents who provide care care in their homes.
http://www.surdna.org/usr_doc/childcare.pdf
Summary source: Surdna Foundation
Community-based organizations, especially community development corporations, are playing a significant role in family child care. This report shows how community-based nonprofits are key to the emergence of an infrastructure of support for family-based care through networks and systems. The family child care systems and networks serve to support, organize and increase the supply and quality of family child care providers. We see the most successful strategies implemented through community-based institutions offering a combination of services and supports in both business and child development to address the multi-layered needs of providers.
This is an extensive 42 page article that would be of interest to child care providers, parents, and parents who provide care care in their homes.
http://www.surdna.org/usr_doc/childcare.pdf
Summary source: Surdna Foundation
Community-based organizations, especially community development corporations, are playing a significant role in family child care. This report shows how community-based nonprofits are key to the emergence of an infrastructure of support for family-based care through networks and systems. The family child care systems and networks serve to support, organize and increase the supply and quality of family child care providers. We see the most successful strategies implemented through community-based institutions offering a combination of services and supports in both business and child development to address the multi-layered needs of providers.
Sunday, February 4, 2007
School Choice
School Choice:
summary source: Institute of Educational Sciences, National Center for Educational Statistics
http://nces.ed.gov/fastfacts/display.asp?id=6
Question:What percentage of students are enrolled in school choice programs?
Response:Between 1993 and 2003, the percentage of students in grades 1–12 attending a “chosen” public school (a public school other than their assigned public school) increased from 11 to 15 percent, while the percentage attending assigned public schools decreased from 80 to 74 percent. The percentages of students attending private schools also increased during this period (0.9 percentage points for private church-related schools and 0.8 percentage points for private not church-related schools); these increases, however, were smaller than the increase in the percentage of students attending chosen public schools. Public school choice programs allow students to enroll in another public school or district outside their attendance area without justification based on special needs. These programs can include within-district or out-of-district schools. Estimates presented are based on parents' responses and parents may or may not know whether such choice is available.
When asked whether they could send their child to a chosen public school, the parents of 51 percent of students reported having such a choice. Not all students’ parents, however, were equally likely to report that they had this choice. For instance, parents of students in grades 9–12 were more likely to report having choice over their child’s public school than parents of students in grades 1–5 (54 vs. 50 percent), as well as parents of students in the West compared with those in the Northeast and South (61 vs. 39 and 47 percent, respectively), were more likely to report having choice over their child’s public school.
Among students whose parents reported having public school choice, approximately 27 percent attended a chosen public school, while 65 percent attended their assigned school. In addition, students in grades 1–5 were more likely to attend a chosen public school than students in grades 9–12 (30 vs. 25 percent). Black students compared with White or Hispanic students (42 vs. 22 and 27 percent, respectively), as well as students in the South compared with students in the Midwest (30 vs. 22 percent), were more likely to attend chosen public schools.
Another way in which parents can choose schools is to move to a neighborhood so that their children can attend a particular school. In 2003, the parents of 24 percent of students reported that they moved to their current neighborhood so that their children could attend their current school.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006–071), Indicator 36.
Percentage distribution of students in grades 1–12, by type of school: 1993 and 2003
Type of school
1993
2003
Public, assigned
79.9
73.9
Public, chosen
11.0
15.4
Private, church-related
7.5
8.4
Private, not church-related
1.6
2.4
NOTE: Includes homeschooled students enrolled in public or private schools for 9 or more hours per week. Detail may not sum to totals because of rounding. SOURCE: SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006-071), Table 36-1a .
Other Resources: (Listed by Release Date)
2004, The Nation's Report Card: America's Charter Schools
2003, Overview and Inventory of State Education Reforms: 1990 to 2000
2003, Trends in the Use of School Choice: 1993 to 1999
2002, Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools
Tri-State Regional Information on School Choice:
The Interdistrict Public School Choice Program (School Choice Program) is a five-year pilot program designed to increase educational opportunities for New Jersey students and their families by providing students with the option of attending a public school outside their district of residence without cost to their parents. Under the School Choice Program, interested New Jersey school districts apply to become choice districts, that is, districts that designate specific open seats into which they will accept non-resident students at the expense of the state. Each year the New Jersey State Department of Education selects the choice districts from those districts that have submitted a competitive application.
href="http://www.state.nj.us/njded/choice/genfo.htm">http://www.state.nj.us/njded/choice/genfo.htm
http://schools.nyc.gov/Administration/NCLB/PSC/default.htm In accordance with the No Child Left Behind Act of 2001 (NCLB), students who attend schools identified as Title I Schools in Need of Improvement (SINI) and Schools Under Registration Review (SURR) must be provided with the opportunity to request transfers to schools not in need of improvement.
http://schools.nyc.gov/Administration/NCLB/PSC/FAQs.htm Frequently Asked Questions on School Choice in NYC
School Choice in New York City After Three Years: An Evaluation of
the School Choice Scholarships Programhttp://www.heritage.org/research/education/parchoice.cfm http://www.nyschoolchoice.com/ This website provides information on the growing number of choices in schools for students in New York State http://www.edreform.com/ParentPower/school_choice/index.htm http://www.state.nj.us/njded/parents/title1.htm Intradistrict School ChoiceA Q & A on Options for NJ Children Enrolled in Title I Schools in Need of Improvement http://www.nysun.com/article/29057 N.Y. School Choice Is Under Attack in State Senate, The New York Sun, 3/14/06 http://www.nysun.com/article/47333 Bush, Bloomberg Plans for School Choice May Clash, The New York Sun, 1/25/07 http://www.ksg.harvard.edu/pepg/PDF/Papers/ny1ex.pdf An Evaluation of the New York City School Choice Scholarships Program: The First Year http://www.ppionline.org/ppi_sub.cfm?knlgAreaID=110&subsecID=134 Progressive Policy Institute
summary source: Institute of Educational Sciences, National Center for Educational Statistics
http://nces.ed.gov/fastfacts/display.asp?id=6
Question:What percentage of students are enrolled in school choice programs?
Response:Between 1993 and 2003, the percentage of students in grades 1–12 attending a “chosen” public school (a public school other than their assigned public school) increased from 11 to 15 percent, while the percentage attending assigned public schools decreased from 80 to 74 percent. The percentages of students attending private schools also increased during this period (0.9 percentage points for private church-related schools and 0.8 percentage points for private not church-related schools); these increases, however, were smaller than the increase in the percentage of students attending chosen public schools. Public school choice programs allow students to enroll in another public school or district outside their attendance area without justification based on special needs. These programs can include within-district or out-of-district schools. Estimates presented are based on parents' responses and parents may or may not know whether such choice is available.
When asked whether they could send their child to a chosen public school, the parents of 51 percent of students reported having such a choice. Not all students’ parents, however, were equally likely to report that they had this choice. For instance, parents of students in grades 9–12 were more likely to report having choice over their child’s public school than parents of students in grades 1–5 (54 vs. 50 percent), as well as parents of students in the West compared with those in the Northeast and South (61 vs. 39 and 47 percent, respectively), were more likely to report having choice over their child’s public school.
Among students whose parents reported having public school choice, approximately 27 percent attended a chosen public school, while 65 percent attended their assigned school. In addition, students in grades 1–5 were more likely to attend a chosen public school than students in grades 9–12 (30 vs. 25 percent). Black students compared with White or Hispanic students (42 vs. 22 and 27 percent, respectively), as well as students in the South compared with students in the Midwest (30 vs. 22 percent), were more likely to attend chosen public schools.
Another way in which parents can choose schools is to move to a neighborhood so that their children can attend a particular school. In 2003, the parents of 24 percent of students reported that they moved to their current neighborhood so that their children could attend their current school.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006–071), Indicator 36.
Percentage distribution of students in grades 1–12, by type of school: 1993 and 2003
Type of school
1993
2003
Public, assigned
79.9
73.9
Public, chosen
11.0
15.4
Private, church-related
7.5
8.4
Private, not church-related
1.6
2.4
NOTE: Includes homeschooled students enrolled in public or private schools for 9 or more hours per week. Detail may not sum to totals because of rounding. SOURCE: SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006-071), Table 36-1a .
Other Resources: (Listed by Release Date)
2004, The Nation's Report Card: America's Charter Schools
2003, Overview and Inventory of State Education Reforms: 1990 to 2000
2003, Trends in the Use of School Choice: 1993 to 1999
2002, Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools
Tri-State Regional Information on School Choice:
The Interdistrict Public School Choice Program (School Choice Program) is a five-year pilot program designed to increase educational opportunities for New Jersey students and their families by providing students with the option of attending a public school outside their district of residence without cost to their parents. Under the School Choice Program, interested New Jersey school districts apply to become choice districts, that is, districts that designate specific open seats into which they will accept non-resident students at the expense of the state. Each year the New Jersey State Department of Education selects the choice districts from those districts that have submitted a competitive application.
href="http://www.state.nj.us/njded/choice/genfo.htm">http://www.state.nj.us/njded/choice/genfo.htm
http://schools.nyc.gov/Administration/NCLB/PSC/default.htm In accordance with the No Child Left Behind Act of 2001 (NCLB), students who attend schools identified as Title I Schools in Need of Improvement (SINI) and Schools Under Registration Review (SURR) must be provided with the opportunity to request transfers to schools not in need of improvement.
http://schools.nyc.gov/Administration/NCLB/PSC/FAQs.htm Frequently Asked Questions on School Choice in NYC
- http://www.mathematica-mpr.com/publications/PDFs/nycfull.pdf
School Choice in New York City After Three Years: An Evaluation of
the School Choice Scholarships Program
Friday, February 2, 2007
Lottery Aid to Education
Editor's Note: This post is not intended to be for or against the lottery. This post is primarily for parents who want to know more about how much money is generated for education, and how is it allocated.
Lottery in the United States (Summary)
(Summary source: wikipedia.com)
Main article: Lotteries in the United States
In the United States, the existence of lotteries is subject to the laws of each state; there is no national lottery. Before the advent of state-sponsored lotteries, many illegal lotteries thrived; for example, see Numbers game and Peter H. Matthews. The first modern state lottery in the U.S. was established in the state of New Hampshire in 1964; today, lotteries are established in forty-one states and the District of Columbia. On October 8, 1970, New York held the first million dollar lottery drawing.
The first modern interstate lottery in the U.S. was Tri-State Lotto. Tri-State Lotto was formed in 1985 and linked the states of Maine, New Hampshire and Vermont. In 1988, the Multi-State Lottery Association was formed with Oregon, Iowa, Kansas, Rhode Island, West Virginia and the District of Columbia as its charter members; it is best known for its "Powerball" drawing, which is designed to build up very large jackpots. Another interstate lottery, The Big Game (now called Mega Millions), was formed in 1996 by the states of Georgia, Illinois, Massachusetts, Maryland, Michigan and Virginia as its charter members.
Instant tickets, also known as scratchcards, were first introduced in the 1970s and have since become a major source of state lottery revenue. Some states have introduced keno and video lottery terminals (slot machines in all but name).
Other interstate lotteries include: Hot Lotto, Lotto South, and Wild Card 2.
With the advent of the Internet it became possible for people to play lottery-style games on-line, many times for free (the cost of the ticket being supplemented by merely seeing, say, a pop-up ad). Two of the many websites which offer free games (after registration) include www.iwinweekly.com and the larger iWon.com, which is a wholly-owned subsidiary of IAC Search & Media. GTech Corporation, in the United States, administers 70% of the worldwide online and instant lottery business, according to its website.
Nowadays, many state lotteries in the USA donate large portions of their proceeds to the public education system. Sometimes these funds replace instead of supplement conventional funding ultimately resulting in no additional money for education.
Related Links:
Many states post information on-line about lottery aid to education.
Tri-State Information:
New Jersey:
http://www.state.nj.us/lottery/money/annual_report_2005.pdf
New York:
Aid to Education: http://www.nylottery.org/ny/nyStore/cgi-bin/ProdSubEV_Cat_333653_SubCat_337630_NavRoot_305.htm
Distribution by county: http://www.nylottery.org/ny/nyStore/cgi-bin/ccdist/allocation.php
Article about controversy of aid to education: http://www.thejournalnews.com/apps/pbcs.dll/article?AID=/20070129/NEWS05/701290338/1035
Monday, January 29, 2007
When Schools Stay Open Late: 21st Century CCLC Grant
Summary of 21st Century Grant:
This program supports the creation of community learning centers that provide academic enrichment opportunities for children, particularly students who attend high-poverty and lowperforming schools. The program: helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.
SOURCE: http://www.ed.gov/programs/21stcclc/index.html
Below is an interesting article about the 21st Century Grant.
Printing note: This is a 130 page document about this federal grant program. I have included some of the abstract in the blog.
When Schools Stay Open Late: The National Evaluation of the 21st Century CCLC Program
http://www.mathematica-mpr.com/publications/pdfs/21stfinal.pdf
Highlights from Abstract
Background: The 21st Century Community Learning Centers program has supported after-school programs since 1998. Research on the effects of after-school programs has been inconclusive, leading to an ongoing debate about the effects of after-school programs.
Purpose: To examine the implementation of the 21st Century Community Learning Centers after-school program and assess its impacts on students. Earlier reports from this study presented findings based on two school years of data for middle school students and one school year of data for elementary school students. Key impact findings from the first report include no improvement in homework completion, limited effects on academic outcomes, no reduction in self-care, no improvements in safety and behavior, higher levels of parental involvement for the treatment group relative to the control group, and few effects on developmental outcomes. Key impact findings from the second report include higher levels of supervision by adults for treatment-group students relative to control-group students, lower levels of supervision by siblings for treatment-group students relative to control-group students, no reduction inself-care, few impacts on academic outcomes, improved feelings of safety after school for elementary students in the treatment group relative to students in the control group, mixed evidence on negative behavior for middle school students, some impacts on parents of elementary students, and few impacts on developmental outcomes. The purpose of the current report is to present impact analyses based on two years of follow-up data for elementary students.
-Dana Wilson, President of NENI
http://www.neni.us/
This program supports the creation of community learning centers that provide academic enrichment opportunities for children, particularly students who attend high-poverty and lowperforming schools. The program: helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.
SOURCE: http://www.ed.gov/programs/21stcclc/index.html
Below is an interesting article about the 21st Century Grant.
Printing note: This is a 130 page document about this federal grant program. I have included some of the abstract in the blog.
When Schools Stay Open Late: The National Evaluation of the 21st Century CCLC Program
http://www.mathematica-mpr.com/publications/pdfs/21stfinal.pdf
Highlights from Abstract
Background: The 21st Century Community Learning Centers program has supported after-school programs since 1998. Research on the effects of after-school programs has been inconclusive, leading to an ongoing debate about the effects of after-school programs.
Purpose: To examine the implementation of the 21st Century Community Learning Centers after-school program and assess its impacts on students. Earlier reports from this study presented findings based on two school years of data for middle school students and one school year of data for elementary school students. Key impact findings from the first report include no improvement in homework completion, limited effects on academic outcomes, no reduction in self-care, no improvements in safety and behavior, higher levels of parental involvement for the treatment group relative to the control group, and few effects on developmental outcomes. Key impact findings from the second report include higher levels of supervision by adults for treatment-group students relative to control-group students, lower levels of supervision by siblings for treatment-group students relative to control-group students, no reduction inself-care, few impacts on academic outcomes, improved feelings of safety after school for elementary students in the treatment group relative to students in the control group, mixed evidence on negative behavior for middle school students, some impacts on parents of elementary students, and few impacts on developmental outcomes. The purpose of the current report is to present impact analyses based on two years of follow-up data for elementary students.
-Dana Wilson, President of NENI
http://www.neni.us/
Welcome to the Parent Spotlight Blog
Welcome to the Parent Spotlight Blog !
It is our intention to serve as a national information clearinghouse for education, including parents, educators, child care providers, community leaders and public policy representatives.
This blog is part of the National Educational Network, Inc. (NENI) website www.neni.us and was funded in part by the Gannett Foundation.
For more information, please visit our website or contact Dana Wilson, President of NENI at dwilson@neni.us.
It is our intention to serve as a national information clearinghouse for education, including parents, educators, child care providers, community leaders and public policy representatives.
This blog is part of the National Educational Network, Inc. (NENI) website www.neni.us and was funded in part by the Gannett Foundation.
For more information, please visit our website or contact Dana Wilson, President of NENI at dwilson@neni.us.
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