2013년 11월 30일 토요일

About 'colorado state university map'|...Stefan Arvidsson (on my Amazon wishlist, yo). The University of Chicago Press site provides a useful...comparative religion, and history. Along the way, Arvidsson maps out the changing ways in which...







About 'colorado state university map'|...Stefan Arvidsson (on my Amazon wishlist, yo). The University of Chicago Press site provides a useful...comparative religion, and history. Along the way, Arvidsson maps out the changing ways in which...








Some               people               are               anxious               to               go               to               college.

Freedom               from               parents,               crazy               drunken               parties,               and               many               potential               mating               partners.

Let               me               clue               you               in               on               a               little               secret.

COLLEGE               IS               A               PAIN!

You're               not               as               free               as               you               may               think,               the               drunken               parties               with               people               who               make               Stephen               Hawkins               look               interesting               by               comparison               get               really               old,               and               you               will               never               be               rejected               so               many               times               in               your               life.

That               said,               you               can               have               a               good               time,               but               only               if               you               know               how.

I'm               a               senior               and               I'm               still               in               the               dorms               cause               living               in               the               dorms               means               very               little               responsibility,               and               I'm               milking               that               for               as               long               as               I               can.

So               here               are               some               things               I've               learned               that               hopefully               will               help               you               younglings               out.

(1)               Exercise               Control               -               I               know               it's               nice               not               having               parents               there               to               watch               what               you're               doing,               but               don't               go               overboard.

For               example,               if               you               get               drunk               in               dorm               room,               STAY               in               your               dorm               room.

Do               NOT               stumble               out               into               the               hallway,               rip               apart               the               hall               bulletin               board,               and               a               make               a               lot               of               noise.

This               is               frowned               upon               and               depending               on               who               catches               you               can               earn               you               some               quality               conversation               time               with               the               hall               director.

Also               keep               you               visitors               under               control,               especially               if               you               have               things               in               your               room               you're               not               supposed               to               have.
               (2)               Get               to               know               your               Resident               Advisor               (RA)               -               You               WANT               to               be               friends               with               your               RA.

If               you're               on               good               terms               with               them,               they're               going               to               let               you               off               the               hook               for               a               lot               more               than               if               you're               butting               heads.

This               doesn't               mean               you               can               cruise               the               halls               sporting               a               bottle               of               Cuervo,               but               it               will               make               your               life               a               lot               smoother.

For               example,               if               you're               being               much               louder               than               you               should,               they'll               settle               for               a               simple               shut               the               hell               up               rather               than               harassing               you               for               15               minutes               about               quiet               hours.
               (3)               Don't               be               stupid               -               Here               are               common               things               that               smart               people               don't               do:               Do               NOT               climb               the               side               of               the               buildings.

The               cops               will               be               called               and               they               will               be               angry.

Do               NOT               drink               yourself               to               death.

People               will               hate               your               name,               because               we               have               to               listen               the               administration               and               parents               whine               for               years               to               come.

Do               NOT               smoke               pot               in               your               room.

It               will               be               smelled               in               the               hall,               you               will               get               busted,               and               they               will               call               your               parents.

Do               NOT               drive               after               drinking.

Getting               a               DUI               sucks!

Believe               me,               I               know.

And               finally,               READ               the               student               code.

There's               lots               of               info               in               there               that's               good               to               know.
               (4)               Go               to               your               classes,               even               if               attendance               is               not               required.

-               If               you               don't               go,               90%               chance               you're               going               to               be               lost               on               the               exams.
               (5)               Drinking               in               your               dorm               room               -               If               you're               going               to               drink               in               your               dorm               room,               here               are               some               pointers:               1.

Window               OPEN!

Otherwise               it               will               reek               in               the               hallway.

2.

Keep               caps               on               hard               liquor.

Otherwise               the               smell               will               fill               the               room,               and               someone               checks               on               you'll               they'll               smell               it               as               soon               as               the               door               opens.

3.

Don't               clink               bottles.

Do               not               make               loud               toasts               with               bottles               of               shot               glasses.

This               is               like               pouring               blood               in               the               water               for               the               sharks               to               feed.

4.

Stay               in               the               room.

If               you're               wandering               the               halls               your               chances               of               getting               caught               skyrocket.

5.

Keep               bottles               out               of               sight               in               case               you               do               have               to               open               the               door.
               (6)               Don't               piss               off               people               in               your               dorm               -               You               have               to               live               with               these               people               for               a               year.

If               you               act               like               an               idiot               and               make               everyone               mad               or               annoyed               your               year               is               going               to               suck.

Especially               be               attentive               to               the               females.

College               girls               hold               grudges               like               none               other,               and               if               you               make               one               mad,               then               by               tomorrow               you're               going               to               have               at               least               20               girls               that               hate               you.

Some               of               them               won't               even               know               why,               they               just               know               they're               supposed               to               hate               you.

This               rule               goes               for               guys               and               girls.

Guys               usually               solve               problems               with               a               quick               fistfight,               girls               go               for               the               soul!
               (7)               Don't               sleep               around               -               Keep               your               number               of               partners               reasonable.

There's               a               lot               of               STDs               on               college               campuses               and               even               with               protection               you               can               still               catch               some               of               them.

This               makes               for               an               embarrassing               trip               to               the               doctor,               and               your               parents               will               probably               find               out               if               you               start               taking               pills               for               genital               herpes.
               (8)               Party               Etiquette               -               Some               things               to               remember               at               parties:               1.

Pay               attention               to               how               much               you               have               to               drink.

Also               don't               mix               hard               liquors.

When               you               mix               things               they               can               have               unusual               side               effects.

2.

Keep               yourself               and               your               friends               under               control.

You               don't               want               to               get               in               a               drunken               fight,               because               even               though               it               may               start               with               just               you               and               one               person,               it'll               probably               end               up               as               a               brawl.

3.

For               guys:               No               means               no!

If               a               girl               tells               you               to               get               lost,               do               it.

Especially               don't               make               unwelcome               physical               advances.

Sexual               assault               and               rape               are               taken               very               seriously.

4.

Finally,               if               the               cops               tell               you               to               leave,               do               it               quietly.

If               you               have               been               drinking               don't               drive               and               don't               get               a               ride               with               someone               who               has               been               drinking.

Definitely               don't               start               trouble               with               the               cops.

Generally               they               don't               make               a               big               deal,               but               if               you               take               after               them               or               trash               their               cars               you               are               going               to               be               up               a               creek               without               a               paddle.

Starting               and/or               participating               a               riot               at               a               state               college               in               Colorado               means               automatic               expulsion.
               These               are               just               some               pointers               I've               learned               over               the               years.

A               few               I've               learned               the               hard               way,               or               I've               seen               friends               learn               them.

Have               fun               at               college               but               be               safe.

If               you               act               like               moron               you               most               likely               will               not               have               fun               because               you'll               have               to               deal               with               student               discipline,               and               that's               a               real               pain.

But               have               fun,               be               safe,               and               maybe               I'll               see               you               in               the               fall.






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colorado state university map
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colorado state university map
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colorado state university map
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colorado state university map
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    Human               geography               is               a               division               of               geography               that               concentrates               on               the               examination               of               patterns               and               progressions               that               have               an               effect               on               human               interface               with               an               assortment               of               atmospheres.

    It               takes               in               human,               political,               cultural,               social,               and               economic               characteristics.

    While               the               most               important               focus               of               human               geography               is               not               the               physical               geography               of               the               Earth,               it               is               scarcely               probable               to               converse               human               geography               exclusive               of               signifying               to               the               physical               landscape               on               which               human               behaviors               are               being               played               out,               and               environmental               geography               is               budding               as               a               association               between               the               two.

    Human               geography               can               be               separated               into               scores               of               extensive               categories,               such               as:               cultural,               development,               economic,               health,               historical               and               time,               political               and               geopolitical,               population,               demography,               religion,               social,               transportation,               tourism.

    Urban               brings               an               addition               to               behavioral,               feminist,               culture,               and               geosophy.

    In               this               article               I               will               relay               the               changes               in               geographical               education               reform               with               the               articles               I               found               outlining               the               events.
                   1.

    National               Leaders               Urge               Obama               to               Address               Education               Crisis
                   CER               Press               Release               
                   Washington,               DC               
                   January               26,               2009
                   "Today               the               Center               for               Education               Reform               is               distributing               to               every               federal               and               state               lawmaker               in               the               country               a               monograph               of               recommendations               that               the               national               group               is               confident               can               help               guide               government               leaders               to               improve               our               nation's               schools.

    Such               recommendations               suggest               a               new               role               for               the               U.S.

    Department               of               Justice               in               policing               school               choice,               a               national               imperative               to               have               student               level               data               on               a               daily               basis               for               every               child,               a               rejection               of               the               appalling               performance               of               too               many               teachers               and               a               call               for               every               school               to               abandon               their               central               districts               and               to               behave               like               charter               schools.
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                   Utterly               refreshing               in               its               approach,               Mandate               for               Change               does               not               spend               a               lot               of               time               diagnosing               the               causes               of               our               current               afflictions.

    Instead,               it               moves               immediately               to               prescribe               a               five-part               cure               made               all               the               more               compelling               by               the               star               power               of               its               authors               and               their               basic               insights               into               the               key               issues               at               hand:               
                   Juan               Williams               -               Federal               Accountability               
                   Honorable               John               M.

    Engler               -               Transparency               
                   Honorable               Kevin               P.

    Chavous               -               Charter               Schools               
                   Jeanne               Allen               -               School               Choice               
                   Richard               Whitmire               -               Teacher               Quality
                   Each               of               these               five               themes               is               taken               up               in               a               separate               essay               that               aims               to               simply               and               succinctly               present               uncommon               solutions               outlining               what               we               need               to               do               and               what               we               need               to               avoid.

    As               the               editor               writes               in               the               introduction,               "the               challenge               at               hand               -               as               we               have               accepted               it               in               these               pages               -               is               to               focus               on               what               matters               most               and               to               provide               actionable               recommendations               that               leaders               in               government               can               move               today               to               implement.""
                   The               "Mandate               for               Change"               venture               is               meant               at               intensifying               the               Obama               supervision               at               a               time               when               the               need               for               liberal               guidelines-and               employing               succeeding               people               to               be               in               charge               of               such               labors-is               for               the               most               part               pressing.
                   Chester               Hartman,               an               IPS               associate               fellow               and               the               founding               Executive               Director               of               the               Poverty               &               Race               Research               Action               Council,               custom-built               and               abridged               an               array               of               essays               for               the               Mandate               for               Change               Project.

    The               tome               offers               a               set               of               specific               policy               propositions               for               the               latest               administration               on               every               foremost               domestic               and               international               subject               matter,               written               exclusively               for               the               book               by               primary               thinkers               and               campaigners.
                   This               path-breaking               book               materialized               just               as               the               post-election               deliberation               about               concerns               took               off.

    Just               as               audacious               change               was               unconventional               in               the               United               States               in               the               1930s,               the               country               faces               a               phase               where               deep-seated               change               is               probable.

    Just               as               FDR's               New               Deal               was               made               achievable               by               resourceful               coordination               from               unions               and               grassroots               societies,               once               again               it               will               be               fervent               coalitions               of               citizen               groups               engaging               in               a               bold               line               up               that               can               compel               more               vital               change               on               a               new               administration.
                   I'd               give               more               view               on               each               subject               matter               of               the               book               but               I               do               not               have               it               to               review.
                   2.

    Statement               on               Education               and               the               Economic               Stimulus
                   by               Jeanne               Allen               
                   Washington,               DC               
                   February               14,               2009
                   "Center               for               Education               Reform               president               Jeanne               Allen               made               the               following               statement               concerning               Friday's               60-38               Senate               vote               completing               the               passage               of               The               American               Recovery               and               Reinvestment               Act,               a               $787               billion               economic               stimulus               package:               "While               the               economic               stimulus               may               provide               jobs               for               some               Americans               and               make               available               to               states               an               infusion               of               funds               to               shore               up               their               budget               deficits,               by               and               large,               the               education               portion               of               the               package               misses               the               mark               by               a               wide               margin.

    Student               achievement,               the               purpose               of               our               nation's               schools,               is               not               an               explicit               or               implicit               requirement               of               the               new               stimulus               spending               for               education,               which               mainly               provides               an               immediate               influx               of               funding               for               the               construction               of               new               school               facilities               and               the               preservation               of               teachers'               jobs,               even               for               those               who               fail               our               children               on               a               daily               basis.
                   "While               states               bear               the               primary               responsibility               of               making               policy               changes               that               could               dramatically               improve               student               achievement               -               from               performance               based               compensation               to               creating               new               choices               for               children               -               the               federal               government               could               have               created               incentives               for               states               to               make               necessary               changes               in               law               that               often               fail               because               of               opposition               from               powerful               interest               groups.
                   "Until               Congress               and               the               Administration               make               a               commitment               to               change               more               than               just               the               façade               of               our               public               schools               and               to               relieve               our               students               of               the               status               quo               shackle               of               ineffective               education               policies,               the               economic               revival               so               sorely               needed               in               America               will,               sadly,               be               a               long               time               in               coming""
                   More               information               about               The               American               Recovery               and               Reinvestment               Act:               It               was               an               economic               stimulus               package               endorsed               by               the               111th               United               States               Congress               in               February               2009.

    The               Act               pursued               other               economic               recovery               legislation               approved               in               the               final               year               of               the               Bush               presidency               together               with               the               Economic               Stimulus               Act               of               2008               and               the               Emergency               Economic               Stabilization               Act               of               2008               which               produced               the               Troubled               Assets               Relief               Program               (TARP).
                   The               transactions               are               evidently               worth               $787               billion.

    The               Act               take               account               of               federal               tax               cuts,               development               of               unemployment               benefits               and               other               social               welfare               rations,               and               domestic               expenses               in               education,               health               care,               and               communications,               including               the               energy               division.

    The               Act               also               includes               abundant               non-economic               recuperation               associated               items               that               were               either               part               of               longer-term               plans               or               preferred               by               Congress
                   3.

    President               Appears               to               Mandate               Change               in               Education
                   CER               Press               Release               
                   Washington,               DC               
                   March               10,               2009
                   "The               President               today               used               his               bully               pulpit               to               bring               national               attention               to               the               failure               of               America's               public               education               system               to               serve               our               children               well.

    While               applauding               this               necessary               and               forceful               call               for               improvement,               the               nation's               leading               reform               group               argues               that               change               will               not               come               without               a               battle.

    In               order               to               get               it               right,               reform               needs               to               be               prescribed               in               a               particular               way.
                   Specifically,               the               President               addressed               the               importance               of               teacher               quality               and               charter               schools,               two               hallmarks               of               successful               reform               efforts               examined               in               Mandate               for               Change,               a               monograph               of               education               policy               recommendations               from               the               Center               for               Education               Reform               (CER)               to               the               Obama               Administration.
                   "The               President               echoes               our               calls               to               lift               the               cap               on               charters               and               ensure               their               autonomy               and               accountability,"               says               CER               president               Jeanne               Allen.
                   The               history               of               charter               school               accountability               over               time               is               outlined               in               CER's               latest               publication,               The               Accountability               Report:               Charter               Schools.
                   In               his               Mandate               for               Change               essay,               former               D.C.

    Councilman               Kevin               Chavous               says               one               of               the               leading               causes               of               bad               charter               schools               is               a               bad               charter               law.

    However,               he               further               cautions               that               their               autonomy               is               the               first               target               of               traditional               public               school               opposition               and               the               special               interests               President               Obama               maintains               we               must               be               above.
                   Special               interests               have               also               traditionally               blocked               the               path               to               improvements               in               teacher               quality,               another               key               component               of               the               President's               education               plan.

    "His               recommended               federal               teacher               incentives,               while               helpful,               will               not               lead               to               the               substantive               change               he's               looking               for,"               says               Samuel               Casey               Carter,               editor               of               Mandate               for               Change               and               author               of               the               book               No               Excuses,               "Teacher               quality               can't               change               without               changing               teacher               contracts,               which               protect               the               very               system               the               President               says               'rewards               failure               and               protects               a               person               from               its               consequences.'               He               must               take               that               on.
                   While               the               President               this               morning               painted               with               broad               strokes               of               the               brush,               he               will               face               opposition               on               the               details               of               his               plan.

    Mandate               for               Change               prescribes               a               succinct               five-part               approach               that               he               and               his               Administration               would               be               wise               to               wield               in               their               defense               as               they               enter               the               fray."
                   No               Republicans               in               the               House               and               merely               three               Republican               Senators               nominated               for               the               bill.

    The               bill               was               signed               into               law               on               February               17               by               President               Obama               at               an               economic               debate               he               was               hosting               in               Denver,               Colorado.
                   As               of               the               end               of               August               2009,               19%               of               the               stimulus               had               been               expended               or               gone               to               American               taxpayers               or               business               in               the               manner               of               tax               reductions.
                   The               Center               For               Educational               Reform               has               thoroughly               studied,               for               more               than               15               years,               what               is               effective               and               what               is               not               effective               regarding               policies               that               don't               have               much               to               with               student               achievement.

    What               is               looked               at               in               having               possible               effect               on               the               improvement               of               children's               educational               outcomes               are               school               choice,               transparency,               accountability,               teacher               quality               and               charter               schools.
                   Charter               schools               in               forty               states               plus               the               District               of               Columbia               are               the               best               areas               to               see               the               above               issues               being               performed.

    Being               that               they               are               not               bound               to               the               majority               of               rules               and               regulations               that               govern               typical               public               schools.
                   The               first               charter               school               law               was               passed               in               Minnesota               in               1991               with               the               basic               idea               of               giving               parents               and               teachers               freedom               of               choice               to               permit               schools               to               operate               with               freedom               and               flexibility.

    If               they               failed,               they               were               closed.

    In               which               makes               them               in               the               need               to               forth               going               in               effort               to               remain               open.

    Meaning               that               they               are               required               to               set               and               meet               high               academic               standards,               plus               meet               or               exceed               the               state               in               which               they               operates               proficiency               requisites.

    These               schools               are               consistently               eagle-eyed               with               scrutiny               by               teachers               unions,               the               media               and               law               makers.
                   Since               the               first               charter               school               opened               eighteen               years               ago,               signalized               information               shows               charter               schools               outdoing               their               public               school               peer               counterparts               with               less               resources               and               higher               obstacles.

    Charter               schools               are               relevantly               being               held               accountable               for               the               notable               results.
                   It               is               best               determined               that               charter               schools               are               re-investing               public               education               when               taking               into               consideration               the               results               of               student               achievement               and               data               from               closed               charter               schools               respectively               in               forty               of               the               fifty               states               including               the               District               of               Columbia.

    The               states               with               firm               charter               school               laws               make               the               most               recognized               gains.

    The               others,               inevitably,               closed               due               to               under-performance.
                   The               academic               advancement               of               students               can               be               fully               understood               by               local               and               state-level               assessments               in               absence               of               objective               and               longitudinal               studies.
                   Currently,               thirty               of               the               forty               states               plus               D.C.

    allow               a               better               analogical               look               at               charter               school               success               but               with               more               in-depth               research               still               needed               to               track               individual               progress               of               students               as               they               begin               to               attend               a               charter               school               More               positive               results               appear               when               parents               are               given               a               choice.
                   Performance-based               accountability               is               the               function               of               charter               schools.
                   Of               the               5,250               plus               charter               schools               to               have               ever               opened,               657               closed               for               various               reasons               such               as               financial               deficiencies               due               to               less               than               minimal               student               enrollment               or               inadequate               funding.

    Twenty-seven               percent               closed               due               to               mismanagement.

    Charter               schools               that               have               the               inability               to               be               financially               viable               or               to               operate               effectively               are               first               to               be               noticed               before               they               begin               to               fail               academically.
                   For               "Fast               Facts"               about               each               state               and               where               they               sit               on               a               A-F               grading,               visit               http://www.edreform.com/download/CER_2009_AR_Charter_Schools.pdf
                   4.

    Making               Good               on               the               Promise               
                   CER               Press               Release               
                   Washington,               D.C.


                   May               15,               2009
                   In               advance               of               the               55th               anniversary               of               Brown               v.

    Board               of               Education               of               Topeka,               Jeanne               Allen,               President               of               the               Center               for               Education               Reform,               released               the               following               statement:               
                   "Brown               v.

    Board               was               a               defining               milestone               that               promised               all               of               our               children               access               to               a               quality               education               regardless               of               their               race               or               socio-economic               background.

    Fifty-five               years               later,               while               we've               made               tremendous               progress,               we               can't               rest               on               our               laurels.

    We               must               continue               to               work               to               make               good               on               this               promise               to               our               children."
                   "Tomorrow,               as               parents,               students,               and               advocates               join               together               at               the               White               House               Ellipse               to               call               for               more               action               to               close               the               achievement               gap,               we               can               look               to               programs               that               are               working               to               achieve               this               goal               as               a               model               for               our               work.

    Programs               like               the               DC               Opportunity               Scholarship               Program               that               today               gives               more               than               1,700               students               in               DC               access               to               some               of               the               best               schools               in               the               nation."
                   "However,               after               sitting               in               on               two               days               of               Congressional               hearings               about               the               DC               Opportunity               Scholarship               Program,               I               am               struck               that               there               are               those               who               are               still               trying               to               kill               this               vital               program.

    The               program               is               a               part               of               the               important               work               to               fulfill               the               promise               made               in               Brown               v.

    Board.

    Not               only               can               we               not               let               this               program               die,               we               must               expand               it               to               reach               more               students               in               the               District."
                   The               Oliver               L.

    Brown               et.

    al.

    v.

    the               Board               of               Education               of               Topeka               (KS)               was               a               significant               turning               point               in               the               judicial               growth               of               our               country               when               in               1954,               the               U.S.

    Supreme               Court               decided               that               discrimination               in               racial               segregation,               ".

    .

    .violates               the               14th               amendment               to               the               U.S.

    constitution,               which               guarantees               all               citizens               equal               protection               of               the               laws."               The               case               was               more               than               just               about               children               and               education.

    Moreover,               it               concerned               the               human               tendencies               to               harbor               pre-judgment,               discriminate               against,               and               stereotype               people               based               on               ethnicity,               religion,               physical               limitations,               and/or               cultural               regard.
                   Alas,               there               have               been               myths               and               misconceptions               pertaining               to               the               case.

    Such               as               that               the               case               was               not               the               first               to               challenge               school               segregation               and               that               since               1849,               African               Americans               have               filed               against               the               education               system.

    Or,               that               Oliver               Brown               was               one               of               the               NAACP               cases               presented               to               the               Supreme               Court               in               1951.
                   The               case               itself               headed               educational               and               social               reform               and               helped               launch               the               modern               Civil               Rights               movement.
                   What's               to               be               known               about               this               case               is               the               fact               that               is               a               combination               of               five               cases:               Belton               v.

    Gebhart               (Bulch               v.

    Gebhart),               Brown               v.

    Board               of               Education,               Briggs               v.

    Elliot,               Davis               v.

    County               School               Board               of               Prince               Edward               County,               and               Bolling               v.

    C.

    Melvin               Sharpe.

    All               of               the               cases               revolving               around               the               subject               matters               concerning               inferior               conditions               of               African               American               schools,               segregated               elementary               schools               based               on               population,               school               accommodation               based               on               student               population,               and               denial               of               academic               admittance.
                   5.

    Federal               Money               Will               Follow               Charter               Success,               Says               Duncan               
                   CER               Press               Release               
                   Washington,               DC               
                   June               22,               2009
                   The               success               and               undisputed               acceptance               of               charter               schools               as               critical               for               public               education               reform               is               clear               today,               just               18               years               after               the               first               charter               law               was               passed.
                   At               the               9th               Annual               Charter               Schools               Conference,               Education               Secretary               Arne               Duncan               demonstrated               this               acceptance               and               challenged               the               gathered               advocates               to               make               all               public               education               better:               "Sadly,               investing               in               the               status               quo               will               not               get               us               where               we               need               to               go.

    With               unprecedented               money,               must               come               unprecedented               reform,"               said               Duncan,               who               promises               to               review               whether               or               not               states               effectively               foster               charter               school               growth               in               order               to               determine               their               eligibility               for               further               federal               stimulus               dollars.
                   But               while               applauding               charter               schools,               Duncan               cautioned               about               failing               charters,               buying               into               recent,               questionable               study               results               released               by               a               Stanford               University               based               research               institution               last               week.

    Though               critical,               the               source               and               cause               of               failed               charters               is               not,               as               Duncan               and               others               believe,               a               matter               simply               of               bad               school               leadership               or               composition,               but               oftentimes               of               failed               laws               and               policies               that               allow               such               schools               to               stay               open.

    This               is               validated               regularly               by               the               unique               data               collected               by               the               Center               for               Education               Reform               (CER).
                   Today,               some               12%               of               all               charter               schools               ever               opened               have               been               closed               for               cause,               demonstrating               that               laws               are               working               in               many               of               the               strongest               charter               states.


                   School               success               follows               authorizer               success.

    Stringent               entry               standards,               imposed               by               authorizers               as               a               result               of               laws               such               as               those               implemented               in               DC,               Minnesota               and               California,               ensure               the               success               of               charter               schools               in               those               states.
                   "Until               we               face               the               complex               relationship               between               laws               and               the               quality               and               success               of               schools,               and               ensure               that               all               laws               contain               the               necessary               components               -               independent               authorizers               held               accountable               for               results,               real               equity               funding,               and               operational               autonomy               -               no               level               of               federal               endorsement               or               funding               will               make               a               difference,"               says               CER               president               Jeanne               Allen.
                   The               news               that               on               June               15th,               2009,               students               in               charter               schools               were               not               faring               as               well               as               their               public               school               student               counterparts               was               founded               by               The               Center               Of               Research               on               Education               Outcomes               (CREDO)               at               Stanford               University.

    The               findings               revealed               that               seventeen               percent               of               charter               schools               had               reported               academic               gains               that               bested               their               public               schools               and               that               thirty-seven               percent               had               gains               that               were               worse               compared               to               their               counterparts,               while               forty-six               percent               had               no               reliable               difference               in               gains.
                   The               success               of               students               academically               was               a               result               of               the               individual               state               policy               environment.

    Caps               that               limit               the               number               of               charter               schools               in               each               state               have               a               markedly               lower               academic               outcomes               than               those               states               without               caps.

    Where               multiple               charter               school               authorities               are               present,               lower               academic               results               followed.

    Additionally,               states               that               have               charter               legislation               that               allow               for               appeals               of               denied               applications               to               attend               a               charter               school               have               an               increase               in               student               performance.
                   This               report               is               titled,               "Multiple               Choice:               Charter               School               Performance               in               16               States."               It               was               the               first               detailed               report               of               the               national               assessment               of               charter               schools               and               their               impacts               regarding               longitudinal,               student-level               analysis.

    That               which               covers               more               than               seventy               percent               of               the               students               attending               our               nations               charter               schools.

    The               analysis               takes               into               account               the               growth               in               states               achievement               tests               in               reading               and               math               from               fifteen               states               plus               the               District               of               Columbia.

    The               data               can               determine               whether               or               not               these               students               would               have               achieved               better               had               they'd               been               enrolled               in               a               traditional               public               school.
                   "The               issue               of               quality               is               the               most               pressing               problem               that               the               charter               school               movement               faces,               "               says               Dr.

    Margaret               Raymond,               director               of               CREDO               at               Stanford               University.
                   Several               key               positive               findings               were               that               students               of               lower               income               had               both               a               larger               and               more               positive               effect,               English               Language               Learning               students               had               a               significantly               higher               gain,               and               special               education               students               fared               better               as               well.

    What's               more               is               that               the               report               noted               students               doing               better               the               longer               they               remained               in               a               charter               school.
                   "If               the               supporters               of               charters               schools               fail               to               address               the               quality               challenge,               they               run               the               risk               of               having               it               addressed               for               them,"               says               Dr.

    Raymond,               "               If               the               charter               school               movement               is               to               flourish,               a               deliberate               and               sustainable               effort               to               increase               the               proportion               of               high               quality               schools               is               essential               .

    .

    .

    On               the               other               hand               of               the               equation,               however,               authorizers,               charter               school               advocates               and               policymakers               must               be               willing               and               able               to               fulfill               their               end               of               the               original               charter               school               bargain,               which               is               accountability               in               exchange               for               flexibility."
                   The               full               report               can               be               read               at               http://credo.stanford.edu
                   6.

    Congress               Rejects               Successful               DC               Schools               Program               
                   CER               Press               Release               
                   July               9,               2009
                   "Led               by               Senior               Illinois               Senator               Dick               Durbin               (D-IL),               the               full               Appropriations               Committee               today               moved               to               full               Senate               consideration               a               bill               terminating               the               DC               Opportunity               Scholarship               Program               after               the               2009-10               school               year               and               reducing               funds               for               those               currently               in               the               program.
                   "While               this               Congress               and               the               Obama               Administration               took               control               in               January               promising               they               would               restore               sanity               to               Washington               and               reject               business               as               usual,               their               actions               on               this               program               speak               louder               than               their               words,"               said               Jeanne               Allen,               president               of               the               Center               for               Education               Reform.
                   Senators               Dianne               Feinstein               (D-CA),               Mary               Landrieu               (D-LA)               and               Lamar               Alexander               (R-TN)               offered               facts               and               data               to               support               the               DC               choice               program               while               Subcommittee               Chair               Durbin               stated               inaccurately               that               the               program               does               not               work.

    Sen.

    Durbin               also               misquoted               stats               on               DC's               community               of               more               than               90               highly               impacting               charter               schools,               calling               for               one               fourth               to               close               when,               in               fact,               those               charters               are               actually               educating               successfully               children               lagging               behind               when               they               come               in.
                   "Sen.

    Durbin               and               others               have               one               interest               -               serving               the               national               unions               who               are               threatened               by               reform,"               remarked               Ms.

    Allen."
                   The               Center               for               Education               Reform               drives               the               creation               of               better               educational               opportunities               for               all               children.

    CER               changes               laws,               minds               and               cultures               to               allow               good               schools               to               flourish."
                   Also               known               as               the               D.C.

    Voucher               program,               D.C.

    OSP               offers               school               choice               to               low-income               families               scholarships               to               children               in               grades               K-12               in               non-public               schools               within               District               boundaries               with               a               maximum               of               $7500               per               child               in               families               at               or               below               185%               pf               the               federal               poverty               level.

    The               one               requirement               is               that               families               re-apply               each               year               to               determine               eligibility.
                   This               program               was               designed               as               a               five-year               program               in               2003.

    It               was               extended               in               2008               for               an               additional               year.

    Parents               and               supporters               continue               to               work               to               extend               the               program               past               the               2009-2010               school               year.
                   If               families               are               not               qualified               for               this               program,               they               can               opt               to               qualify               for               a               secondary               program               titled               the               Signature               Scholarship               program               that               has               a               maximum               scholarship               allowance               of               $3000               per               child               in               a               family               at               or               below               270%               of               the               federal               poverty               level               with               the               same               requirement               of               re-applying               yearly               for               eligibility.
                   7.

    Heading               Back               to               School,               U.S.

    Students               Face               Continued               Crisis               
                   CER               Press               Release               
                   Washington,               DC               
                   August               25,               2009
                   As               students               all               over               the               country               head               back               to               school               this               year,               what               is               their               likelihood               of               succeeding?

    A               quick               look               at               four               recent               indicators               of               school               success               -               and               attitudes               surrounding               it               -               is               cause               for               concern:               
                   Lagging               Internationally               -               The               U.S.

    still               trails               other               countries               in               international               comparisons.

    In               reading,               students               in               Italy,               Hungary,               Russia               and               Hong               Kong               outperformed               U.S.

    fourth               grade               students,               who               remain               in               the               lower               quarter               among               all               participating               countries.

    Math               scores,               while               improving,               have               not               caught               up               with               Asian               countries,               and               U.S.

    15               year               olds               are               less               successful               in               applying               their               skills               than               students               in               most               other               OECD               countries.


                   Lagging               at               home               -               ACT               scores               for               the               last               year               of               test               takers               have               not               changed               either,               with               only               23%               of               students               who               take               the               test               meeting               standards               in               all               4               subjects               tested.

    A               nearly               5-point               gap               remains               between               whites               and               blacks,               whose               college               readiness               stands               at               4%.

    SAT               scores,               released               today,               will               tell               a               similar               story.


                   Americans'               attitudes               -               Ongoing               poll               results               show               that               most               Americans               know               very               little               about               the               problems               plaguing               their               own               schools,               and               those               of               the               nation               as               a               whole,               and               show               even               less               understanding               of               common               sense               reforms               that               can               help               fix               the               problem.

    The               new               PDK/Gallup               poll               due               out               tomorrow               is               expected               to               show               that               while               increasing               numbers               of               Americans               support               education               reforms,               they               still               believe               the               problems               are               largely               in               someone               else's               community.
                   As               Americans               fight               the               continued               economic               crisis               and               try               to               bolster               their               country's               competitive               edge,               the               educational               crisis               that               persists               threatens               both."
                   8.

    Parents'               Primary               Job:               Choosing               the               Best               Education               for               Their               Child               
                   CER               Press               Release               
                   Washington               DC               
                   September               28,               2009
                   Experts               agree               that               parents               need               more               opportunities               to               make               good               choices               if               they               are               to               succeed               in               educating               their               children,               their               primary               job.

    While               schools               can               -               and               must               -               play               a               large               role               in               a               child's               life,               its               parent               power               that               can               make               all               the               difference               when               it               comes               to               whether               or               not               one               has               access               to               effective               or               ineffective               schools."
                   The               Center               for               Education               Reform               is               pleased               to               present               the               inaugural               issue               of               its               new               Parent               Power!

    Series               of               publications               aimed               at               parents               concerned               about               their               child's               education               and               searching               for               more               than               what               they               are               traditionally               offered.

    Based               on               the               maxim               that               information               is               power,               Parent               Power!

    seeks               to               provide               parents               with               the               knowledge               necessary               to               improve               their               child's               education.
                   Know               Your               Choices:               Sowing               the               Seeds               of               Education               Reform,               the               series'               first               installment,               shares               with               parents               the               full               range               of               school               choice               throughout               the               country,               from               vouchers               and               scholarships               to               charter               schools               and               virtual               learning.
                   "Too               many               parents               feel               they               have               no               choice               but               to               accept               a               poor               situation               as               'just               the               way               it               is,'"               says               Jeanne               Allen,               president               of               the               Center               for               Education               Reform.

    "Parent               Power!

    provides               families               with               a               strong               starting               point               -               a               window               to               the               options               available               to               them               -               which               they               can               use               to               challenge               the               system               for               the               better               for               their               own               child               or               for               all               kids."
                   It's               routine               that               when               enrolling               a               child               in               a               public               school,               it's               based               in               accordance               to               where               they               live.

    Thanks               to               changes               in               both               state               and               federal               laws,               parents               no               longer               have               to               afford               the               costs               of               moving               or               enrolling               their               child               into               a               private               school.

    Unless               they               feel               that               a               move               or               a               private               school               would               benefit               their               child               more               in               the               long               run.

    I,               for               instance,               don't               feel               that               any               of               the               education               offered               where               I               live               currently               is               efficient               enough               for               my               kids.

    Unfortunately               the               places               I               feel               would               be               best               for               them,               I               can't               afford               to               move               to.

    And               there               all               out-of-state.
                   The               types               of               school               choices               that               are               currently               in               existence               are               private               schools,               charters               school,               virtual               schools,               home               schooling,               public               choice,               and               private               scholarship               programs.
                   We               know               of               the               first               two.

    Virtual               school               function               the               same               as               public               schools               only               the               teachers               and               students               are               not               physically               together               and               parents               or               other               involving               adults               act               as               learning               coaches               for               the               at-home               student.

    This               option               is               available               in               the               following               21               states:               Alaska,               Arkansas,               Arizona,               California,               Colorado,               Florida,               Georgia,               Hawaii,               Idaho,               Illinois,               Kansas,               Minnesota,               Missouri,               New               Hampshire,               Nevada,               Ohio,               Oregon,               Pennsylvania,               South               Carolina,               Wisconsin,               and               Wyoming.
                   Home               schooling               us               sanctioned               by               most               state               laws               that               recognize               accepted               programs               and               graduation               benchmarks               much               in               the               same               way               traditional               education               is               recognized.
                   For               more               information,               visit               www.hslda.org
                   Home               schooling               is               supported               in               these               following               states:               Alaska,               Arkansas,               Arizona,               California,               Colorado,               Florida,               Georgia,               Hawaii,               Idaho,               Illinois,               Kansas,               Minnesota,               Missouri,               New               Hampshire,               Nevada,               Ohio,               Oregon,               Pennsylvania,               South               Carolina,               Wisconsin,               and               Wyoming.
                   Public               school               choice               is               viable               within               established               school               systems.

    Allowing               parents               the               choice               of               selected               pubic               school.

    Some               states               not               only               allow               but               encourage               students               to               cross               districts.

    Four-hour               Arizona,               Georgia,               and               Minnesota               allow               statewide               open               enrollment               includingly               post-secondary               education               options               that               let               them               take               classes               on               a               college               level               as               well               as               receive               college               credits               for               completing               these               courses.
                   States               that               support               this               option               are;               Alaska,               Arizona,               Arkansas,               California,               Colorado,               Connecticut,               Delaware,               Florida,               Georgia,               Hawaii,               Idaho,               Illinois,               Indiana,               Iowa,               Kansas,               Kentucky,               Louisiana,               Maine,               Massachusetts,               Michigan,               Minnesota,               Mississippi,               Missouri,               Montana,               Nebraska,               Nevada,               New               Hampshire,               New               Jersey,               New               Mexico,               New               York,               North               Dakota,               Ohio,               Oklahoma,               Oregon,               Pennsylvania,               Rhode               Island,               South               Carolina,               South               Dakota,               Tennessee,               Texas,               Utah,               Vermont,               Washington,               West               Virginia,               Wisconsin,               and               Wyoming.
                   Private               scholarships               are               given               to               low-income               children               with               financial               aid               opportunities               that               help               in               the               payment               and               cost               portionaly               of               private               school               tuition.
                   To               find               out               if               this               option               may               be               available               to               you,               visit               www.edreform.com/psp
                   9.

    Lack               of               Math               Proficiency               Underscores               the               Need               for               School               Options               
                   CER               Press               Release               
                   Washington,               DC               
                   October               14,               2009
                   "American               students               are               not               being               properly               prepared               to               succeed               in               the               global               workforce               and               demonstrate               slower               progress               than               ever               before               in               math               proficiency,               according               to               an               evaluation               of               test               scores               under               the               Nation's               Report               Card               (NAEP)               released               today.
                   "It               is               a               national               disgrace               that               America's               children               are               flat-lining               when               it               comes               to               math               performance,"               said               Jeanne               Allen,               president               of               The               Center               for               Education               Reform               (CER).

    "Year               after               year,               the               entrenched               bureaucracies               that               control               our               nation's               public               education               system               fail               to               address               the               math               learning               crisis               in               America.

    It               is               time               for               real               reform.

    After               all,               how               can               we               hope               to               compete               in               an               increasingly               globalized               society               when               a               grasp               of               basic               education               keystones               is               literally               slipping               through               our               students'               fingers?"
                   For               the               first               time               in               the               assessment's               history,               fourth               grade               students               showed               no               growth               in               math               proficiency               while               eighth               graders               have               shown               only               a               slight               up               tick               since               2003.

    Results               also               illuminate               a               continued               achievement               gap               amongst               ethnic               groups,               further               showcasing               a               need               for               dramatic               reform               of               America's               schools.
                   "We               remain               a               nation               gravely               at               risk               of               failure               when               it               comes               to               educating               every               child               -               especially               those               in               need,"               says               Jeanne               Allen.

    "When               nearly               60               percent               of               our               kids               are               not               proficient               in               math,               we               must               not               blink               before               embracing               meaningful               reforms               like               teacher               merit               pay,               stronger               charter               laws,               and               higher               standards.

    This               is               no               longer               a               choice               -               it               is               a               necessity"
                   What               the               Nation's               Report               CardÔ               informs               the               general               public               of               is               the               academic               achievement               of               elementary               and               secondary               students               within               the               U.S.

    The               findings               are               of               the               results               concerning               the               National               Assessment               of               Educational               Progress               (NAEP).
                   In               2009,               samples               were               taken               from               168,000               fourth-graders               and               161,000               eighth-graders               in               the               subject               of               mathematics.

    Overall               average               for               fourth-graders               was               reported               to               be               unchanged               since               2007.

    Eighth-graders               continued               their               2-point               increase               in               the               time               period               of               2007-2009.
                   In               the               categories               of               basic               and               proficient               achievement               levels,               a               similar               pattern               resulted.

    Fourth-graders               that               performed               at               basic               levels               were               at               82%               and               those               at               proficient               levels,               39%.

    Eighth-graders               that               performed               at               basic               levels               were               at               73%               and               those               at               proficient               levels,               34%.
                   More               information               about               student               performance               based               ethnicity,               public               and               private               school               settings,               and               other               categorized               groupings               can               be               found               at               http://nces.ed.gov/nationsreportcard/pdf/main2009/2010451.pdf
                   To               ensure               an               appropriate               leveling               of               content               along               with               allowance               of               a               variety               of               paths               to               knowing               and               doing               mathematics,               the               framework               of               which               the               findings               were               based               consisted               of               five               mathematical               content               areas:               number               properties               and               operations,               measurement,               geometry,               data               analysis               (statistics,               and               probability),               and               algebra.
                   Representative               samples               involved               168,800               fourth-graders               and               161,700               eighth-graders               from               a               total               of               16,540               schools               (public               schools,               private,               schools,               Bureau               of               Indian               Education               schools,               and               Dept.

    of               Defense               schools)               were               of               whom               who               participated               in               the               National               Assessment.

    Scores               are               given               on               a               0-500               scale               with               lower               (10th-25th)               percentile,               middle               (50th)               percentile,               and               higher               (75th-90th)               percentile.
                   10.

    Obama               Administration               Must               Embrace               Real               Education               Reform,               Not               Rhetoric               
                   Statement               by               Jeanne               Allen,               CER               President               
                   November               4,               2009
                   "In               response               to               President               Barack               Obama's               remarks               today               on               his               Administration's               education               reform               initiatives               and               Race               to               the               Top               competition,               Center               for               Education               Reform               president               Jeanne               Allen               released               the               following               statement:               Today,               President               Obama               championed               his               administration's               education               reform               initiatives               in               a               Wisconsin               speech,               focusing               on               states               that               he               claims               are               leading               the               charge               for               education               reform.
                   The               Obama               Administration               has               jumped               on               board               the               charter               school               bandwagon               and,               in               doing               so,               is               telling               states               they               must               do               better               and               create               or               fix               laws               in               order               to               compete               for               their               share               of               $4.3               billion               in               federal               "Race               to               the               Top"               funds.
                   As               admirable               as               the               Obama               administration's               policy               on               charters               may               appear               to               be,               the               President               and               his               Education               Secretary               are,               too               often,               giving               states               credit               for               talking               about               charter               schools               rather               than               actually               changing               laws               to               improve               the               likelihood               that               children               will               have               real               school               choice.
                   For               example,               Education               Secretary               Arne               Duncan's               description               of               reforms               in               Tennessee,               Rhode               Island,               Indiana,               Connecticut,               Massachusetts               and               Illinois               has               been               misleading.

    While               the               Secretary               has               said               that               'numerous               states               have               adopted               reforms               that               would               have               been               almost               unthinkable               a               year               ago,'               this               is               simply               not               the               case.
                   No               state               cited               in               this               popular               mythology               has               revoked               limits               on               the               number               of               charters               allowed               to               open               this               year.

    Several,               in               fact,               merely               fulfilled               budgetary               promises               of               charter               funding               after               having               first               wiped               them               off               the               books.
                   In               reality,               most               of               the               nation's               40               charter               laws               will               need               dramatic               legislative               changes               to               develop               robust               charter               laws               that               actually               allow               for               the               growth               of               the               types               of               schools               both               President               Obama               and               Secretary               Duncan               routinely               credit               with               raising               academic               achievement               and               turning               around               students'               lives.
                   We               want               to               see               states               get               bold               and               adopt               strong               charter               laws               -               which               everyone               knows               how               to               do,               but               often               aren't               courageous               enough               to               buck               the               status               quo,               the               unions,               and               even               continued               ignorance               of               what               precisely               a               charter               school               is.

    But               that               isn't               happening.


                   For               President               Obama               and               his               Education               Secretary               to               claim               victory               before               "Race"               participants               have               even               reached               the               starting               gate               is               disappointing.
                   It               is               time               that               President               Obama               and               Secretary               Duncan               stop               championing               half               measures               and               start               demanding               real               results               and               bold               changes               in               state               laws."
                   During               a               visit               to               Falls               Church,               VA,               President               Obama               and               Arne               Duncan,               Secretary               of               Education,               talked               to               thirty               6th               graders               about               an               investment               of               more               than               a               billion               dollars               to               a               budget               that               hopes               to               encourage               understandable               strategies               that               turn               about               student               achievement,               adopt               rigorous               and               high               quality               student               assessments,               teacher               evaluation,               and               professional               development,               as               well               as               innovative               and               effective               use               of               data               systems               to               track               students               performance               just               as               the               school               that               the               President               visited               ¾               Graham               Road               elementary.
                   The               budget               is               titled,               "Race               To               The               Top".
                   "Last               year,               we               set               aside               more               than               $4               billion               to               improve               our               schools               --               one               of               the               largest               investments               in               reform               in               our               nation's               history.

    But               we               didn't               just               hand               this               money               out               to               states               that               wanted               it;               we               challenged               them               to               compete               for               it.

    And               it's               the               competitive               nature               of               this               initiative               that               we               believe               helps               make               it               so               effective.

    We               laid               out               a               few               key               criteria               and               said               if               you               meet               these               tests,               we'll               reward               you               by               helping               you               reform               your               schools.
                   First,               we               encouraged               states               to               adopt               more               challenging               standards               that               will               actually               prepare               our               kids               for               college               and               their               careers.

    We               also               encouraged               schools               to               adopt               better               assessments               --               not               just               one-size-fits-all               approaches               --               to               measure               what               our               kids               know               and               what               they're               able               to               do.
                   Second,               we               urged               schools               and               school               districts               to               make               sure               we               have               excellent               principals               leading               our               schools               and               great               teachers               leading               our               classes               by               promoting               rigorous               plans               to               develop               and               evaluate               teachers               and               principals               and               by               rewarding               their               success.
                   Third,               we               urged               states               to               use               cutting-edge               data               systems               to               track               a               child's               progress               throughout               their               academic               career,               and               to               link               that               child's               progress               to               their               teachers               so               we               know               what's               working               and               what's               not               working               in               the               classroom.

    Fourth,               we               encouraged               states               to               show               a               stronger               commitment               to               turning               around               some               of               their               lowest-performing               schools.
                   And               even               before               states               have               received               a               single               dime               of               taxpayer               money,               many               of               them               have               committed               to               instituting               important               reforms               to               better               position               themselves               for               a               Race               to               the               Top               grant.

    Forty-eight               states               have               now               joined               a               nationwide               partnership               to               develop               a               common               set               of               rigorous,               career-ready               standards               in               reading               and               math.

    Wisconsin               has               enacted               legislation               permitting               schools               to               link               student               achievement               to               the               performance               of               teachers               and               principals.

    In               Illinois,               Louisiana,               Tennessee,               California,               we've               seen               changes               in               laws               or               policies               to               let               public               charter               schools               expand               and               succeed.

    These               are               public               schools               with               more               independence               that               are               formed               by               teachers,               parents,               and               community               members.
                   So               by               rewarding               some               of               these               states               submitting               applications               today,               by               extending               the               Race               to               the               Top               for               states,               by               launching               a               Race               to               the               Top               among               school               districts,               and               by               applying               the               principles               of               Race               to               the               Top               to               other               federal               programs,               we'll               build               on               this               success.

    We're               going               to               raise               the               bar               for               all               our               students               and               take               bigger               steps               towards               closing               the               achievement               gap               that               denies               so               many               students,               especially               black               and               Latino               students,               a               fair               shot               at               their               dreams."
                   Essentially,               Race               To               The               Top               asks               states               to               improve               reforms               centering               around               four               specific               areas:               Adopting               standards               and               assessments               that               prepare               students               to               succeed               in               college               and               the               workplace               and               to               compete               in               the               global               economy;               Building               data               systems               that               measure               student               growth               and               success,               and               inform               teachers               and               principals               about               how               they               can               improve               instruction;               Recruiting,               developing,               rewarding,               and               retaining               effective               teachers               and               principals,               especially               where               they               are               needed               most;               and               Turning               around               our               lowest-achieving               schools.
                   http://www.edreform.com/Press_Box/Press_Releases/index.cfm?year=2009&page=2               
                   http://www.mandate4change.org/
                   http://en.wikipedia.org/wiki/American_RecThe               American               Recovery               and               Reinvestment               Actovery_and_Reinvestment_Act_of_2009
                   http://brownvboard.org/summary/               
                   http://www.washingtonscholarshipfund.org/programs/index.html               
                   http://credo.stanford.edu/reports/National_Release.pdf               
                   http://www.edreform.com/toolkit/parents.pdf               
                   http://www.ed.gov/programs/racetothetop/index.html               
                   http://www.whitehouse.gov/blog/2010/01/19/speeding-race-top






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