Obama’s Teacher Plans Stress Competitive Grants

Carol’s summary:
The Obama administration is proposing competitive grants for teachers to recruit, train and evaluate teacher performance relative to student success. I applaud this emphasis for three main reasons:

1) Competition is valuable. When teachers have incentives to be and do their best work, they are incented to grow, to keep learning and keep their knowledge on the
cutting edge–all of which our students need to be competitive in the global world.
  2) Change. A lot has changed among students in the last eight years since No Child Left Behind
was created. The teachers who understand the impact and usefulness of technology in addition to their subject areas will drive the future of facilitated learning–active learning where students discover the learning through their own curiosity, initiative and leadership. Students who learn like this in class will have the inspiration and the motivation to make a difference outside of school–in their careers and personal lives–with the applications of what they have learned.
  3) Staying Ahead. Right now, American students after fifth grade are not toe to toe with their foreign counterparts in developed nations. The more that the best teachers are encouraged within our current system and new teachers are brought in from different walks of life which provide the experience through which students can value their learning, the more we will have purposeful,
self-directed and inspired graduates.

The focus on raising the bar for teachers comes at a time when the administration is calling for more parents to set up a culture of learning in their homes–through turning off the TV, modeling reading and and doing homework with their children. Other frontiers are: exploring what it
takes for principals and school districts to be effective as leaders and analyzing how the community, AARP and other organizations from the community can support school performance and outcomes.
####

ARTICLE
In its fiscal 2011 budget request , the Obama administration has laid out its intention of carrying forward key teacher-effectiveness policies within the economic-stimulus law into the next edition of the Elementary and Secondary Education Act.

In doing so, the budget proposal would invest heavily in competitive grants for new ways of recruiting, training, evaluating, and compensating teachers and principals, dramatically shrink the amount of teacher-quality funding doled out by formula, and consolidate a handful of smaller teacher programs that have fierce congressional defenders.

To view the entire article visit
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Obama to Propose New Reading and Math Standards

Carol’s Summary:

In order to qualify for $14 billion in federal money for the Title 1 program, President Obama is requiring that schools adopt more rigorous academic standards, particularly in reading and math. His proposal to create “college and career ready” standards is the reason we’ve updated our book for 9th graders, MAKING THE MOST OF HIGH SCHOOL, which is designed to build literacy and math skills in the context of helping students learn more about themselves and understand their strengths for success in college, career and life. In addition to content in every chapter that addresses the development issues for helping students make a smooth transition into high school, we’ve included new chapters on Technology and Financial Literacy that feature an eight-year finance plan. Projecting out for their high school and college years, the text helps students see how their math skills connect directly to real life. Resesarch shows that students are far more motivated to learn these skills when they can see the real-world correlation rather than learning these skills in isolation. To reserve a review copy of MAKING THE MOST OF HIGH SCHOOL, call us toll free at 1.877.737.8510 or email us at contact@lifebound.com.

ARTICLE:

New York Times
Obama to Propose New Reading and Math Standards
February 22, 2010
By SAM DILLON

WASHINGTON — In a proposed change to the No Child Left Behind law, the Obama administration would require states to adopt new academic standards to qualify for federal money from a $14 billion program that concentrates on impoverished students, the White House said Sunday.

The proposal, part of the administration’s recommendations for a Congressional overhaul of the law, would require states to adopt “college- and career-ready standards” in reading and mathematics.

The current law, signed by President George W. Bush in 2002, requires states to adopt “challenging academic standards” in reading and math to receive federal money for poor students under the program known as Title I, but leaves it up to states to decide what qualifies as “challenging.”

The result was that states set their standards at widely varied levels, some as rigorous as those used in high-performing countries like Japan, but others at far lower levels that lay out at best, mediocre expectations for their students.

To view this entire article visit www.nytimes.com

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Obama: No weeknight television for Malia, Sasha

CAROL’S SUMMARY:

President Barack Obama, who is spending billions of dollars to overhaul the U.S. public education system, says there’s one sure thing parents can do to help their kids learn, regardless of financial means: Forbid them from watching television on school nights. In an interview for the March issue of Essence magazine, President Obama said, “There’s no doubt that Michelle and I have more resources and privileges compared with a lot of parents. We understand that. But I don’t care how poor you are — you can turn off the television set during the week.” Of his own daughters, Malia, 11, and Sasha, 8, Obama told Essence magazine: “The girls don’t watch TV during the week. Period.”

Here are statistics according to the Kaiser Family Foundation’s most recent study of children ages 8 to 18 (Jan. 20, 2010):

• Young people spend an average of 6.5 hours per day with entertainment media, or over 44 hours per week
• Since young people often multi-task with media, they are actually exposed to about 8.5 hours of entertainment media every day, or about 60 hours per week.
• TV, videos, and music are the dominant entertainment media, averaging 4 hours every day.
• Internet use for fun averages about 1 hour per day.
• Playing of video games averages 1 hour per day.
• By comparison, reading books, magazines, or newspapers averages only 45 minutes per day. Doing chores averages 30 minutes per day, and doing homework averages 50 minutes per day.
• The average U.S. student spends 900 hours in the classroom and 1,500 hours watching television each year.
Source: http://www.kff.org/entmedia/mh012010pkg.cfm

Another study published (May 2007) in the Archives of Pediatrics and Adolescent Medicine by Columbia University’s College of Physicians and Surgeons, and the New York State Psychiatric Institute research team led by Jeffrey Johnson, and Tara Stevens of Texas Tech University, shows that teenagers who spent a lot of time watching TV were more likely to have attention and learning problems “that persist, and interfere with their long-term educational achievement.”

Our media saturated entertainment environment interferes with learning, and LifeBound offers parent programs that help parents create a strong culture of learning at home. For more information, please contact us at our toll free # 1.877.737.8510 or email contact@lifebound.com

How can we effectively help parents re-evaluate the way they allow their children to spend their time?

How can we best encourage parents to become their child’s best champion and role model?

What cues can we take from media to enhance learning in the classroom, whether through technology or other means?

ARTICLE:

Associated Press
Obama: No weeknight television for Malia, Sasha
(AP) – 2 days ago

WASHINGTON — President Barack Obama, who is spending billions of dollars to overhaul the U.S. public education system, says there’s one sure thing parents can do to help their kids learn, regardless of financial means: Forbid them from watching television on school nights.

Of his own daughters, Malia, 11, and Sasha, 8, Obama told Essence magazine: “The girls don’t watch TV during the week. Period.”

The first thing they do after school is homework. If they haven’t finished by dinnertime, around 6:30 p.m., they pick up where they left off after the meal. And after that, they can read until they hit the sack. Malia’s bedtime is 9 p.m.; Sasha’s lights go out a half hour earlier, he said.

The president discussed his daughters in response to a question about what parents can do to help foster learning.

To view this entire article visit www.google.com

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High Schools to Offer Plan to Graduate 2 Years Early

Carol’s summary:
There is a new plan based on the educational systems of Denmark, England, Finland and Singapore—for public schools to offer 10th graders an early diploma if they bass a battery of tests and enroll immediately at a community college. While I applaud the effort to retain many of the students currently at college-age who are remediated for poor math and English skills, I have concerns about this plan for three reasons along with strategies which can help:

1) In America, many high school freshmen aren’t ready for college or high school academically, emotionally and socially. I am sure that the countries on which this model is based have far more rigor in the early grades levels which gradually prepares students for success in their studies, their careers and in their lives.

Solution: More rigor for ninth graders for success throughout high school.

If ninth graders are encouraged to read at home at night, study at least two to three hours a night and really learn to love challenge, they can expand their world through work, volunteer activities and school involvement. These “soft skills” are key to building lifelong habits of success and a quality mindset which creates quality in work, society and one’s personal decisions. Reinforcing a culture of learning with low-income, first-generation families needs to be a parallel strategy.

2) Many at-risk students start high school with no sense of who they are, what they like or dislike, or how high school and college can benefit them later. They start out in an uncommitted, undetermined frame of mind. So, even if they test well, they often don’t have the maturity, critical thinking or problem-solving abilities to make good decisions and manage themselves effectively. Putting them into a more complex environment when they haven’t mastered the high school environment, allows students to skip a step and can set them up for emotional and social setbacks.

Solution: More clear expectations and preparation for eighth graders BEFORE they get to high school.

If eighth graders are given the chance to explore the benefits of high school, learn what they might do once they get there, take an inventory of their weaknesses so they can find ways through extra work, tutors and other resources to get help, they will anticipate and be prepared for the new world they will enter. Without these skills of looking ahead, preparing adequately and learning how to advocate for what one needs, students are in a “middle school” mindset when they are asked to do high school level work.

3) America goes toe-to-toe with foreign counterparts until middle school. Research shows that fewer than 2 in 10 of the nation’s eighth graders are on track to be academically prepared for college and high school may be too late to bring them up to speed.

What happens in middle school that causes our nation’s test scores to drop?

What can be done to bring America’s middle school students up to speed with their counterparts in Finland, Denmark, England and Singapore?

Solution: Success and Transition Programs for 5/6th graders.

We’ve been working with districts who emphasize both an emotional intelligence program and a transition success program for their fifth graders. Not only have the schools had fewer referrals to the principal’s office, parents, teachers and counselors report that students are observing their behaviors, asking themselves about their options, connecting more with other students, and solving their own problems more effectively. And an unexpected outcome: these schools had a boost in their state test scores. All of learning is based on emotion. When students understand their emotions, they can calm down, focus, learn and have the motivation to study on their own.

I’m all for trying the early college program if we can implement these three steps to better prepare students for college, career and personal success when they are so immature and emotionally unready for life’s adult decisions. Employers complain frequently that today’s graduates often lack the communication, thinking skills and maturity to contribute in real ways in their first few years out of college. Let’s be realistic about the preparation which low-income students and all students need and let’s give them the perspective, the tools, the resources and the experience to excel in today’s complex global world where they will be working toe-to-toe with their colleagues in Denmark, England, Finland, and Singapore once they do graduate from college.

ARTICLE
By SAM DILLON
Dozens of public high schools in eight states will introduce a program next year allowing 10th graders who pass a battery of tests to get a diploma two years early and immediately enroll in community college.

Students who pass but aspire to attend a selective college may continue with college preparatory courses in their junior and senior years, organizers of the new effort said. Students who fail the 10th-grade tests, known as board exams, can try again at the end of their 11th and 12th grades. The tests would cover not only English and math but also subjects like science and history.

To view the entire article visit
http://nyti.ms/aylDDv

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Wal-Mart’s $10-million diplomas

CAROL’S SUMMARY:

Numerous studies have found that first-generation students are much less likely to graduate. They enroll less prepared and less confident than their classmates whose parents have degrees, and their performance is worse, according to data from the Higher Education Research Institute and the U.S. Education Department. Today’s issue of the Chronicle of Higher Education reports that the Wal-Mart Foundation aims to help first-generation students graduate in two ways: through small private colleges and via minority-serving institutions. By 2022, almost half of all new public high-school graduates are projected to be members of minority groups, many of which have been historically underserved in higher education.

Wal-Mart Foundation’s president is Margaret A. McKenna, the former president of Lesley University, in Cambridge, Mass., where first-generation students represent about a third of the undergraduates. To date, Wal-Mart has awarded more than $10 million over the past two years to the following:

o $5.3-million to the Council of Independent Colleges, to make grants to its small, private members; the group announced 20 in 2008 and plans to award 30 more next month

o $4.2-million to the Institute for Higher Education Policy, which made 15 grants to minority-serving institutions last year and will announce another 15 this month.

National discussions on accountability and student success have directed more attention to first-generation students. Educators are saying that many more of them will have to graduate to meet President Obama’s goal of the United States’ having the highest proportion of college graduates in the world by 2020.

LifeBound’s student success programs are used by schools across the country that serve at-risk populations. Our data-driven results help prepare students for college success starting in 5th grade, which is the time when many students begin to falter. LifeBound curricula focus on study skills and emotional intelligence, key components to college and career success for all students. To receive review copies of LifeBound materials, call our toll free number at 1.877.737.8510 or email contact@lifebound.com

How can educators at the elementary and middle schools be afforded student success and transition programs for their levels?

How can we do a better job, particularly in middle school, to pave the way for minority and first-generation students to achieve future academic success?

What would a successful college-bound student look like in elementary school? Middle school? High school? If we don’t have benchmarks for success at each transition point, our younger students will fall short of their potential as future college graduates.

ARTICLE:

Chronicle of Higher Education
Wal-Mart’s $10-million diplomas
By Sara Lipka
February 14, 2010

Students quit college for all kinds of reasons. They can’t pay; they have to work; they struggle academically. When they’re the first in their families to pursue higher education, the hurdles can seem higher. Just getting to college does not guarantee success.

Numerous studies have found that first-generation students are much less likely to graduate. They enroll less prepared and less confident than their classmates whose parents have degrees, and their performance is worse, according to data from the Higher Education Research Institute and the U.S. Education Department.

There is more consensus on these disparities than there is on the solutions. The Wal-Mart Foundation is trying to change that.

To view this entire article visit www.chronicle.com

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University Inventions Sparked Record Number of Companies in 2008

CAROL’S SUMMARY:

Seeking to address an imbalance in U.S. medicine, two dozen medical schools have opened or are set to open, according to today’s article in the education section of the New York Times. On a related note, the latest survey by the Association of University Technology Managers in today’s Chronicle of Higher Education article, reports that universities generated more than $2.3-billion in licensing revenue for 154 colleges. “Academic inventions in medicine, plant genetics, and alternative energy helped to spur the creation of a record 543 new university spinoff companies in the 2008 fiscal year,” writes Goldie Blumenstyk.

For example, Johns Hopkins University, which created a record (for that institution) of 12 spinoff companies in 2008, including one called Amplimmune, is developing biologics drugs that train the immune system to kill cancers. Columbia University, which ranked third in revenues with $135-million, said licenses on 10 to 15 inventions accounted for the majority of its income. “Most of the revenues industrywide come from the life sciences, and we were no different,” said Orin Herskowitz, vice president for intellectual property and technology transfer.

Although Columbia has reaped hundreds of millions in the past from a single set of patents widely used by biotechnology and pharmaceutical companies, Mr. Herskowitz said the university’s philosophy is to “move as many things out of the lab as possible and see what sticks.” Consequently, the proliferation of these companies is driving an urgent need for global cooperation of research with the goal of not just being able to compete better, but also to offer solutions to some of the world’s most pressing problems. As Nigel Thrift, the vice chancellor of the University of Warwick, in Britain, wrote in her commentary for the Chronicle and posted on Valentines Day:

“Universities, whether they like it or not, are the world’s primary intellectual firefighters. But for all the entirely laudable commitments to global challenges that are a commonplace in American and British universities’ internationalization strategies, too much of the international cooperation around research and teaching still seems to be concerned with strengthening each institution’s competitive advantage. Surely our grandchildren will not thank us for this desiccated view. The world is faced with some truly terrifying dilemmas around climate change, economic inequality, institutionalized violence, and numerous cultural misunderstandings. And, at least in some cases, we cannot wait much longer to find the solutions.”

LifeBound’s student success programs are preparing high school students for college and career success in our global world. Our Junior Guide to Senior Year Success: Becoming A Global Citizen, inspires students to see the world as a community and to discover how they can make an impact in positive ways through their unique gifts and talents. For a review copy of this text, please call the LifeBound office toll free 1.877.737.8510 or email contact@ lifebound.com. We look forward to hearing from you.

ARTICLE:

The Chronicle of Higher Education
University Inventions Sparked Record Number of Companies in 2008
February 15, 2010
By Goldie Blumenstyk

Academic inventions in medicine, plant genetics, and alternative energy helped to spur the creation of a record 543 new university spinoff companies in the 2008 fiscal year, while generating more than $2.3-billion in licensing revenue for 154 institutions and their inventors, according to a survey released on Monday.

To view this entire article visit www.chronicle.com

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Wi-Fi Turns Rowdy Bus Into Rolling Study Hall

Today’s cover story in the New York Times describes a high-tech experiment in Vail School District, a progressive technology district in Arizona, where Wi-Fi access is now available via a new medium: school buses. Referred to as the “Internet bus” by students, Vail purchased routers at $200 each to create wireless connections, and so far the result has been a calmer bus ride while students get homework done before school, a study hall on wheels. According to the article, “Internet buses may soon be hauling children to school in many other districts, particularly those with long bus routes. The company marketing the router, Autonet Mobile, says it has sold them to schools or districts in Florida, Missouri and Washington, D.C.”

Read the rest of this entry »

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Dueling Objectives Mark Stimulus at Halfway Point

Carol’s Summary:

One year ago, the federal government infused $100 billion into the education system, nearly double the amount of discretionary money for which the federal Education Department is usually responsible. A chart side noted in the article shows the categories where the money was dispersed. To date most experts agree that the stimulus package averted tens of thousands of teacher layoffs nationwide, and mitigated deep cuts to school programs.

According to this week’s article in Education Week, “to receive most of the education stimulus money, states have to agree to make progress in four key areas: implementing common academic standards and tests, improving data systems, turning around the lowest-performing schools, and improving the effectiveness and distribution of high-quality teachers, especially in high-poverty, high-minority schools. Of the four education improvement priorities in the stimulus law—the four assurances—the one widely seen as most likely to produce lasting change is the call for improved teacher effectiveness and the equitable distribution of teachers across all schools, high- and low-poverty.”

Without student success and transition programs that help students navigate the developmental issues for each grade level, sustainable results are unlikely. LifeBound offers comprehensive programs for grades 5-12 that are designed to help meet the DOE’s goals for education reform.

How can we ensure that states have access to student success and transition programs that support sustainable change?

With states rushing to comply with new federal demands in order to receive money, how can we support the educators who promote and monitor effectiveness?

With so much money disbursed, how can states set up procedures for quickly and efficiently tracking funds and abiding by the new federal rules?

ARTICLE:

Long-Term Impact Still Uncertain as $100 Billion Aid Flow Continues
By Michele McNeil
February 5, 2010
Education Week

A year ago, the federal floodgates opened for aid to education, releasing a one-time surge of up to $100 billion in economic-stimulus money aimed at both stabilizing and transforming the nation’s public education system.

The results so far have been mixed, as weighed against the Obama administration’s twin goals for its unprecedented infusion of education funding under the American Recovery and Reinvestment Act.

To view this entire article visit www.edweek.org

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How Students Can Improve by Studying Themselves

CAROL’S SUMMARY
Today’s article from the Chronicle of Higher Education describes a new method of improving study habits called “self-regulated learning” proposed by Barry J. Zimmerman of the Graduate Center of the City University of New York, who purports that “explicitly coaching students to think about their study processes and to monitor their learning can pay large dividends.” As the article below notes:

“Mr. Zimmerman has spent most of his career examining what can go wrong when people try to learn new facts and skills. His work centers on two common follies: First, students are often overconfident about their knowledge, assuming that they understand material just because they sat through a few lectures or read a few chapters. Second, students tend to attribute their failures to outside forces (“the teacher didn’t like me,” “the textbook wasn’t clear enough”) rather than taking a hard look at their own study habits.”

LifeBound’s student success programs are designed to help students improve academically, socially and emotionally, and our teacher training centers around coaching skills to help students be their best. Our most widely-used book by middle schools and high schools across the country is titled, Study Skills for Teenagers, which encourages students to notice how they study and to discover their learning preferences. The book also outlines data-proven techniques to help students sharpen their study skills before they get to college. Our innovative book, Critical and Creative Thinking for Teenagers, is coordinated to 21st century skills and helps students think about thinking. To request review copies of these books, please call the LifeBound office toll free at 877.737.8510 or email contact@lifebound.com.

How can we better inform curriculum directors at the k-12 district level to adopt learning models that help students be their own best mentors?

How can we help teachers learn coaching techniques that foster best practices across the disciplines?

What can we do to promote deeper learning among our students—learning that focuses not only about subject matter but about themselves and the world at large—which is the cornerstone of critical and creative thinking?

ARTICLE
Chronicle of Higher Education
by David Glenn

“OK, how many of you were overconfident about this question? I want to see someone who wrote down a 4 or 5 for confidence.”

Grazyna Niezgoda, a veteran instructor at New York City College of Technology, is reviewing an algebra quiz in front of a crowded section of developmental mathematics—a noncredit course for students who have failed the City University of New York’s mathematics entrance test. If these students want to stay at City Tech, they need to pass that test.

Across the country, many students trip on obstacles like this. But after a decade of trial and error, Ms. Niezgoda and her colleagues believe they have found an effective way to help people through. The technique is “self-regulated learning,” a series of steps that encourage students to evaluate how they study and notice where they are going wrong.

To view the entire article visit
http://chronicle.com/article/Struggling-Students-Can/64004/

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Recession Affected Students’ Financial Attitudes and Behaviors, Study Finds

CAROL’S SUMMARY:

A new study sponsored by the University of Arizona titled:  “Wave 1.5 Economic Impact Study: Financial Well-Being, Coping Behaviors and Trust Among Young Adults,” cited in the Chronicle of Higher Education, reveals how the recession has affected students’ financial attitudes and behaviors.  More students reported engaging in what the researchers term “typical” financial coping strategies, like cutting back unnecessary spending. For example, 31 percent said they cut back on communication expenses. However, the report also revealed there was a large jump in the use of “risky” coping strategies, like dropping a class, postponing health care, or using one credit card to pay off another, though relatively few students reported these behaviors.

 

Even though the number of students engaging in risky behaviors remains small, the researchers predict that habits formed in the college years will stay with the students over their lives, said Joyce Serido, assistant research scientist and co-principal investigator of the study. That means the impact of choices made in college could be magnified over a lifetime. Therefore, it is important for educators to help students make better financial decisions, like borrowing a reasonable amount to stay in school rather than dropping out because of the expense, said Soyeon Shim, professor of family and consumer sciences at the University of Arizona and principal investigator of the study.

 LifeBound’s updated version of MAJORING IN THE REST OF YOUR LIFE (fifth edition), teaches students about personal finance and is relevant for seniors in high school or freshmen in college. Additionally, LifeBound’s ninth grade success book, MAKING THE MOST OUT OF HIGH SCHOOL, will be revised this spring and will include a whole chapter on financial planning and exercises at the end of each chapter to build financial literacy skills well before college. To receive a review copy of either or both books, please call the office toll free at 1.877.737.8510 or email contact@lifebound.com, and we will ship a copy to you.

ARTICLE
Chronicle of Higher Education
By Beckie SupianoThe economic downturn has had many negative effects, but for one group of researchers, it came with a silver lining: the chance to see how young adults respond to financial upheaval. Their findings, which show a rise in risky financial behaviors and a drop in self-reported well-being, were released Monday.
The researchers were working on a longitudinal study of college students’ financial attitudes and behaviors when the recession unexpectedly provided a “natural laboratory” for measuring the students’ response to tight times.To view entire article visit
http://chronicle.com/article/Recession-Affected-Students/64053/

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