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The number of black students entering medical schools in the member states of the Southern Regional Education Board (SREB) climbed steadily in the later 1980s and early 1990s and peaked with the entering class in 1996-1997. The numbers slipped after 1996-1997 as the use of minority preferences in admissions to educational programs came under increasing criticism. By 2002-2003, however, the numbers had rebounded. Black students accounted for only a slightly lower percentage of new students at medical schools in 2002-2003 (8.4%) than in 1996-1997 (8.9%). This fact sheet provides additional details on the enrollment of black students in medical schools in SREB states. (SLD)

This report poses four important questions for states about their students' readiness and answers these questions using data from ACT and College Board reports. Clarifying the issues of college readiness that confront member states of the Southern Regional Education Board (SREB) should provide states with tools for current and future policy decisions. To the first question, "Are SREB states improving their ACT and SAT scores?," the report responds yes, scores have improved and the proportions of students taking these tests have increased. The second question, "Are SREB states closing achievement gaps?," must be answered "no," SREB states have not made much progress in closing achievement gaps between Black and White, and Hispanic and White, students. "Are students in SREB states being sufficiently prepared for college?" No, many SREB states are not yet successful in preparing a sufficient proportion of their students for college. The final question, "How do students in SREB states compare with students nationally?," must be answered by saying that a few SREB states rank high in student performance, but students in many SREB states are scoring considerably below their counterparts. SREB states have made progress, but substantial work remains to be done. (Contains 8 tables and 24 references.) (SLD)

This report asserts that paraprofessionals are one possible solution to the problem of finding new teachers and keeping them. It focuses on paraprofessionals who work as assistants to teachers and whose duties are performed in the classroom. Paraprofessionals face many challenges to obtaining certification, including balancing family life with returning to school, finding college classes that fit their schedules, and needing tutoring. Finances are one of the main barriers. Financial incentives for paraprofessionals must take their unique circumstances into consideration (e.g., allowing them to attend school part time). Every Southern Regional Education Board state has some type of program for teacher scholarships or forgivable loans. This report lists examples from Louisiana, Maryland, North Carolina, South Carolina, Texas, Florida, Georgia, and Kentucky. Programs include a tuition exemption and stipend program for paraprofessionals and a teacher assistant scholarship fund. Suggestions for states to access this untapped classroom resource include providing financial assistance in the form of scholarships, tuition exemption, or forgivable loan rather than reimbursement; provide financial assistance beyond tuition and fees; and meet other needs of paraprofessionals. A sidebar discusses why researchers recommend paraprofessionals. (SM)

This report, based on a survey completed by testing directors in states that are members of the Southern Regional Education Board (SREB), describes the status of online testing in SREB states. Overall, SREB states are paying limited attention to online testing. Only Virginia is moving systematically to implement online testing. By spring 2004, all Virginia high schools must be able to use online testing. Several SREB states, including Delaware and Kentucky, are conducting pilot tests to study the potential of online testing, Texas has one online assessment, algebra. Mississippi uses some online testing for students who need to make up examinations, and Maryland and North Carolina are using computerized adaptive testing that is designed to meet the needs of disabled students. Some states outside the SREB region are addressing online testing, with Idaho, Indiana, and Oregon leading in this effort. The experience of Virginia shows steady progress toward the goal of having all students able to take the states Standards of Learning tests online by spring 2004. A summary of state responses to questions about online testing is included. (SLD)

The Reading First initiative is a central part of the federal "No Child Left Behind Act" of 2001. Reading First's primary goal is to improve reading instruction and student performance in kindergarten through grade 3. By March 2003 only half of the 50 state plans had been approved for funding. Approved states included seven Southern Regional Education Board states--Alabama, Arkansas, Delaware, Florida, Mississippi, Oklahoma, and Virginia. Lessons learned by these states during the review process, together with lessons learned by these and other states in earlier reading reform initiatives, may be useful in helping other states prepare reading plans that can win federal approval and achieve needed improvements in reading results. The following points reflect experiences common to all these states in the process of producing their final approved plans: there is no list of approved reading programs; target the worst-performing schools--real change must happen at the school level; no detail is too small; all decisions about program design and implementation should be data driven; providing professional development in reading to a school's entire faculty is a powerful instrument for change; it is essential that administrators go through some professional development with their teachers; professional development models that seek to train selected faculty from a school to go back and teach their peers often are unsuccessful; professional development should provide ample opportunities for teachers to apply their lessons directly to solving the problems of real students; train teachers in the use of peer coaching teams; involve universities and teacher education programs from the start; do not expect too much of the initial training--follow-up and reinforcement are the keys to success; and do not try to do too much too fast. (NKA)

This paper discusses what makes a high-quality online teacher, examining: what it takes to be a high-quality teacher (knowing one's subject and how to teach it); what is unique about online teaching (online teachers rarely see their students, need strategies to ensure that each online student participates actively, and provide courses online so are able to work any time and any place); and how the quality of online teaching is assessed. A checklist identifies essential qualities of online teaching to help states and schools select, train, and evaluate online teachers. It discusses: state qualifications (the extent to which the teacher meets the state standards for professional teaching); curriculum, instruction, and student assessment (the extent to which the teacher meets the criteria in such areas as promoting student participation and interaction and using online resources effectively to deliver instruction); management (the extent to which the teacher meets the criteria in such areas as providing students with timely feedback and ensuring that students' work and data are secure); and evaluation (the extent to which the teacher meets the criteria in such areas as understanding that student success is an important measure of course success and ensuring that students participate actively in the course). (SM)

This research brief describes the findings of a study to determine which of the High Schools That Work (HSTW) practices appear to be most effective in raising student achievement. The study explored the effects of six clusters of practices: (1) curriculum standards; (2) academic and career/technical integration; (3) teacher practices; (4) instructional goals; (5) guidance counseling of students; and (6) work-based learning. The analysis incorporated data from test scores and surveys from the 1996 and 1998 HSTW assessments of 424 schools involved in the program. Following are some of the key findings. The career-oriented high school graduates gained in achievement as more of them committed to a solid academic core, even after controlling for socioeconomic and racial variables. On average, schools raised the proportion of students completing the recommended mathematics curriculum by 16 points and the science curriculum by 17 points. Aggregating student scores and other information at the school level, on average, there was a gain in achievement of 13 points in math, 9 points in science, and 4 points in reading. Work-based learning, measured by internship participation and the use of outside experts to review student work, appeared to have a negative effect on achievement, especially in mathematics. (WFA)

This research brief describes a study of the readiness for high school of eighth-graders who participated in the Southern Regional Education Board's (SREB) Middle Grades Assessment in spring 2000. The assessment included testing in reading, math, and science, and surveys of students and teachers. Following the 2000-01 school year, SREB gathered course-assignment and performance data on about 3,100 students--about 60 percent of the original sample--who had completed the ninth grade. Following are some of the key findings. Many students who expected to go to college were not taking the necessary courses in high school. Enrollment in more demanding courses did not result in more failures. Studying algebra or pre-algebra in the middle grades led to enrollment in higher level math courses in high school and did not increase failure rates. Teachers matter enormously; students in the middle grades who had teachers as advisors were more likely to have had educational goals and plans for high school. The report concludes with recommendations for leaders in middle schools and high schools to help students succeed in college-preparatory classes, and for states and districts to improve the transition from middle grades to high school. (WFA)

In 2000 and again in 2001, the Southern Regional Education Board (SREB) conducted an audit of course-taking patterns by a total of 4,244 graduating seniors from 51 rural high schools in 12 states. Each school provided data on a random sample of 100 seniors, including special needs students unless they required accommodation for participation in state standardized tests. At least 90 students in each 100 of the sample must have completed the High Schools That Work achievement tests in reading, mathematics, and science and the student survey, or the school was dropped from the study. The baseline assessment data from both years provide evidence that the one change in school practices that can have the greatest impact on student achievement is to have every student complete a challenging academic core and either an academic or career/technical concentration. This change is effective regardless of students' racial and socioeconomic backgrounds. The 13 rural high schools with the greatest proportion of students completing the recommended academic core had significantly more students with mean achievement scores at the proficient or higher levels and significantly fewer students at the below basic level in reading, mathematics, and science as measured by the National Assessment of Educational Progress. (SLD)

The Southern Regional Education Board (SREB) is the first interstate compact for education in the United States. This annual report describes the foundation and activities of the SREB, which deals with education at all levels, from prekindergarten through college. SREB maintains an extensive database about education in all 16 member states. Staff members respond to requests for information, and SREB produces a range of publications, including its annual "SREB Fact Book on Higher Education." The report contains information on: (1) SREB education goals; (2) policies; (3) state services; (4) the High Schools That Work program; (5) two technology initiatives; (6) the SREB Doctoral Scholars Program; (8) leadership initiatives; (9) the Regional Contract Program and the Academic Common Market; and (10) the Council on Collegiate Education for Nursing. Members of the SREB Board and staff members are listed. (SLD)

This literature review surveys research on academic achievement in the middle grades to answer the following questions: What is the current state of middle-grades education? What led to the reform of middle-grades education? What does the research say about educational practices that support academic achievement in the middle grades? The review focuses on research associated with improving student achievement and presents a list of best practices for improving achievement for all middle-grades students. The literature showed that promoting achievement in the middle grades has more in common with successful strategies applied at other grade levels than not. The researchers call this the "middle grades paradox." Specifically, the review examines the following topics: (1) the current state of middle-grades education; (2) middle-grades education reform; (3) what the evidence says about middle-grades achievement, which includes discussions of curriculum, academic climate, engagement, parental involvement, school size, classroom structure, teacher quality, and the transition to high school; and (4) encouraging links among research, practice, and strategies. (Contains 223 references.) (WFA)

In early 2000, an assessment of mathematics achievement and related school practices was carried out in 24 clusters of rural high schools and their feeder middle schools in seven states. More than 2,400 eighth-graders and more than 1,900 12th-graders took a mathematics achievement test referenced to the National Assessment of Educational Progress and concurrently, completed a survey about their overall school experiences, including experiences specifically related to their mathematics classes. The results provide evidence that many students enter high school unprepared for a rigorous college-preparatory mathematics curriculum, and many students graduate from high school without the mathematical skills and knowledge needed to compete for "good jobs" or to enter postsecondary programs without remediation. Fewer 12-graders than 8th-graders performed at the proficient level and above, meaning that these rural schools lost ground with many students in high school. Course-taking patterns were related to mathematics achievement. African American students had lower mathematics achievement than White students, but the racial achievement gap narrowed when all students were held to the same rigorous standards and took the same higher-level courses. These schools placed little emphasis on rich numeracy experiences across the curriculum, had low expectations for many students, and failed to provide the guidance and support students need to succeed in higher-level math courses. Recommendations are offered for improvement. (Contains 15 data tables) (Author/SV)

POLYTECH High School in Woodside, Delaware, has gone from being among the worst schools in the High Schools That Work (HSTW) network to among the best. Polytech, which is now a full-time technical high school, has improved its programs and outcomes by implementing a series of organizational, curriculum, teaching, guidance, and leadership changes, such as the following: applied learning; integration of academic and career-technical curricula; smaller learning communities with common time for teacher planning; flexible schedules with longer class time; state-of-the-art technology; a strong student advisement program; community partnerships; work-based learning experiences; and alternative assessments. In 1993, POLYTECH was a shared-time high school where occupations were taught in isolation from academic subjects, a general academic curriculum was offered, and expectations of students were low. By 2003, POLYTECH had been transformed into a full-time high school where occupations constitute the core of an integrated, college-prep curriculum and expectations of students are high. The impact of this transformation has been reflected in improvements of students' average scores in the reading, mathematics, and science sections of the HSTW assessment and on the Scholastic Aptitude Test. Another factor credited for POLYTECH's turnaround are its reorganization into five small learning communities/academies (educational foundations, industrial, modern technology, professional services, and health/medical); more rigorous graduation requirements; and new emphasis on curriculum integration and coordinated instruction/assessment. (MN)

This study examined the progress member states of the Southern Regional Education Board (SREB) are making toward leading the nation in enrollment and pass rates for Advanced Placement (AP) and International Baccalaureate (IB) courses. SREB states lead the country in the percentage of public schools that offer the AP program, 74%, compared with 65% nationally. Nearly half of the schools nationwide that offer IB courses are in SREB states. In SREB states the number of students who take AP exams has more than doubled since 1992. More minority students are taking AP courses in SREB states than before, and the numbers of minority and majority students taking IB courses in SREB states has increased. As more students take AP courses, the passing rates typically decrease. This has been the case in SREB states as well, but more than one-third of white students, one-third of Hispanic students, and one-half of black students who passed AP courses nationwide lived in SREB states. The history of AP and IB programs in the SREB states is traced. (Contains 11 tables and 6 references.) (SLD)

The Southern Regional Education Board (SREB) is currently implementing two comprehensive school reform initiatives, Making Middle Grades Work (MMGW) and Making Schools Work (MSW). The purpose of both initiatives is to raise student achievement, and they both rest on the belief that all students can complete a rigorous program of studies at middle grades and high school levels that will improve their postsecondary educational and career opportunities. MSW and MMGW involve a framework of key practices for schools to use to accelerate student achievement. Among these key practices is the need for schools to provide effective guidance and advisement for all students with the intent that teachers, principals, and parents will communicate high expectations for all students. This paper covers two components of guidance and advisement: the communication of high expectations through goal setting and planning, and encouragement from school staff to do well in school. The purpose of this paper is to explore the relationship between the actions of school staff, such as encouragement and guidance, and the academic choices that students make. This paper studies two practices that school staff can follow to influence the academic choices that students make: (1) the extent to which guidance counselors and teachers provide assistance to students in planning their high school program and (2) the extent to which guidance counselors and teachers encourage students regarding their academic achievement. Two appendixes present study data. (Contains 46 references, 6 tables, and 2 figures.) (GCP)

The 1996 "High Schools That Work" Assessment report contains positive and negative findings about the effectiveness of the high school advisement process in guiding career-bound students into challenging academic programs that will equip them for work and postsecondary study. The assessment of reading, mathematics and science performance was given to 12th-graders completing four courses in a vocational concentration at the Southern Regional Education Board's "High Schools That Work" sites. The assessment revealed that simply getting students to develop a four-year plan does not guarantee higher achievement. An effective advisement process enrolls students in "advantaged" academic courses rather than sorting them into low-level classes. Students who complete rigorous academic courses score significantly higher in reading, mathematics and science than those who complete less-demanding courses. This research brief highlights findings of the assessment and provides suggestions for how schools and educators can improve the quality of guidance and advisement practices. (GCP)

This report explains that in state after state, the percentage of minority teachers is not increasing as fast as the percentage of minority students, and the gap is not narrowing. Many states took action in the 1990s by offering more scholarships and incentives for minority students to attend college and, in several cases, by making major efforts to recruit and retain minority teachers. Despite these efforts, most Southern Regional Education Board states are losing ground. The report examines whether increases in the numbers of minorities enrolling in and completing college are resulting in more minority teachers, providing data on: minority enrollment in higher education and degrees earned and minority students in teacher education programs. Next, it looks at what states are doing to change the situation, including: tapping into the pipeline early with school-to-college partnerships that encourage high school students to consider careers in teaching and offering scholarships and loans to encourage minorities to become teachers. Finally, it discusses how alternative paths to teaching may be more productive, examining various state models and the federal Troops to Teachers program. (Contains 16 references.) (SM)

The Southern Regional Education Board (SREB) Distance Learning Policy Laboratory has established an ambitious action agenda that calls on college and university and state leaders to work toward results in four areas. These are (1) extend citizen and student access to infrastructure, programs, services, and training; (2) take advantage of regional resources that can be shared; (3) use state and institutional financing policies to support distance learning more effectively; and (4) provide more and better information for quality improvement and accountability. Some examples of action in each of these areas are described. (SLD)

In June 2002, the Southern Regional Education Board (SREB) adopted a new set of goals for the 21st century. Those goals included reaching every student, from preschool to high school, to ensure that achievement exceeds national averages and that performance gaps are closed. According to this brief report, research clearly shows that quality summer programs for struggling students are essential to closing those gaps. This report describes the efforts in 2002 by several states and local schools to maintain and improve their summer programs. It begins with a recap of an earlier SREB report, "Summer School: Unfilled Promise" (June 2002). This report includes successes, failures, and practices. In states with strict standards for promotion and graduation, summer school gives students a fair chance to succeed. Students who repeat grades are more likely to drop out of school eventually. Between 40 percent and 50 percent of students who participate in high-quality summer programs can be expected to improve their performance to passing levels. The report concludes that summers without meaningful learning doom some students to failure. (Contains two tables.) (WFA)

This document provides a summary of legislative actions and issues in the member states of the Southern Regional Education Board (SREB). The economic slowdown continued to dominate legislative deliberations of state budgets, with midyear cuts the norm rather than the exception. It is expected that 2002-2003 will be another tight year, with shortfalls expected in many states. Budgets were leaner than they were in the early 1990s, and states used various methods to balance their budgets. Some states freed up funds by reducing employer contributions to retirement systems. Unlike the early 1990s, legislators are reluctant to raise taxes and want to try to manage spending within existing resources as much as possible. Recent tax actions will raise revenues in a few states, but tuition increases are occurring in most states. Tuition increases mean more revenue for colleges and universities, but a greater financial burden for families and the necessity for more need-based financial aid. Salary increases for teachers and faculty are down, and few new initiatives are being funded. (SLD)

While billions of dollars of financial aid is made available from federal and state governments annually, little of this is available to the distance learner. Financial aid mechanisms often limit aid for students who are not of traditional age, full-time, or learning on-campus. This report outlines and defines the problem of financial aid for distance education, traces the historical record of aid programs, describes real barriers for distance learners, and suggests alternative strategies that policymakers at the federal, state, and institutional levels might consider to address financial aid issues. Also discussed are a number of alternative state approaches that might serve as models for other states. Finally, a regional financial aid clearinghouse concept is proposed and described in some detail. Six principles of financial aid to support distance learners are presented that guide nine recommendations for increased financial assistance to part-time distance learners. These call for greater flexibility, changes in existing statutes, new policies and initiatives, and the inclusion in the reauthorization of the Higher Education Act of provisions for distance learners. Appendixes list some distance education consortia in the Southern Regional Education Board Area and outline the structure and elements of a regional clearinghouse. (SLD)

This study explored the ways in which state and system financing policies can advance the use of distance learning technologies and the goals outlined in other reports by the Distance Learning Policy Laboratory more effectively. The subcommittee on finance that examined the issue approached the task by establishing a framework that considered: tuition, fees, and charges; funding methods; costs and resource management; and education as commerce. Four case studies were conducted to study centralized, decentralized, mixed, and freestanding governance approaches at the University of North Carolina, The Kentucky Virtual University, the University System of Georgia, and the University of Maryland University College. Based on these four case studies, the Finance subcommittee proposed that plans for distance learning and technology-based instruction should emanate from the overall strategic educational and business plans of the state, system, and institution. Technology should be treated as a core resource and financed accordingly, with a base that is rational and explicit. Fundamental to the establishment and effective use of technology in higher education is support for, preparation of, and continued development of human capital or personnel infrastructure. Nine specific recommendations are made to support these principles. (SLD)

Colleges and universities have moved to develop online courses that are independent of time and place, but equal effort and financial commitment have not been given to the development or licensing of support services that accompany these courses. Services should be available at the same times that academic courses are, yet few institutions provide a full array of academic and administrative services that can be accessed at any time from any place. Evidence is also mounting that services designed to serve distance learners also better serve students who live on or near campus. Institutions must move towards a model in which services are designed around the needs of the student, not the institution. A variety of services, such as business office functions, bookstore purchases, financial aid, admission, registration, library, advising, career counseling, and testing need to be modified for learners whose work schedules or physical distance impede them from traveling to campus. The growing use of technology requires new student services. In addition, the distance learning environment may be associated with unique learner needs that demand the development of new services. (SLD)

The promise of learning via technology is undermined when students are required to repeat certain courses of enroll in a single university in order to meet degree requirements. It is important that transfer principles be recognized and adopted first on the state level, but state systems of higher education can no longer work in isolation if the full potential of distance learning is to be realized. Because distance learning is independent of physical "place," and is not contained by state boundaries, the same principles should be adopted regionally and, eventually, nationally. It is time for the consideration of regional and national transfer policies, including major field requirements and residency requirements. States seeking to increase access and better serve students should consider designating one or two institutions to act as "degree completers" for the state. Degree-completing institutions would provide an important service to distance learning students by taking various course credits and integrating them into a meaningful, coherent degree. As a credit aggregators, the institution would better use its own resources, grow enrollments, and receive grater full-time-equivalent credit. In addition, as more adult learners demand "just in time learning," the traditional structure of courses will no longer suffice. Mechanisms need to be developed to translate various forms of modularized education and competency-based certifications into "credit equivalencies." The report contains 11 recommendations for police that should be adopted by the Southern Regional Education Board and its member states to bring about consensus on the elements of degree programs. Two appendixes list some state-level approaches and some virtual campuses and distance learning consortia. (SLD)

The Distance Learning Policy Laboratory of the Southern Regional Education Board (SREB) and many states and regional organizations are coming to a consensus on the principles and goals that should shape distance learning policies. In the case of quality assurance, the SREB believes there are four guiding principles that states should follow. States should take advantage of state, regional, and national networks for sharing high quality offerings, and reciprocity should be maximized. States should demonstrate a commitment to innovation and a desire to move the best of these practices into mainstream activities. State quality assurance policies should focus on the needs of the student, and state policies should be shaped with the understanding that "distance" is not a defining characteristic of learning processes; rather, it is one among many factors to take into account in designing effective programs. Within these guiding principles, the quality assurance subcommittee has prepared seven recommendations for consideration by the Distance Learning Policy Leadership Group and the SREB. These involve: (1) review of current oversight policies; (2) adoption of "best practices"; (3) development of more effective mechanisms to learn student views concerning the quality of distance learning offerings; (4) extending and formalizing the "free trade zone" concept in the electronic campus; (5) working toward consistent, coordinated, unbiased, and nonduplicative reviews; (6) accelerating work to include outcome measures in accountability mechanisms; and (7) establishing common definitions and state data reporting mechanisms. Two appendixes contain a quality practices survey and a list of respondents to this survey. (SLD)

Southern Regional Education Board (SREB) states are experiencing teacher shortages in certain geographic and subject areas. Teacher preparation programs are not graduating enough students in certain subjects, and more teachers are approaching retirement eligibility. SREB states are seeking alternative sources of teachers to help relieve shortages. Several states allow retired teachers to return to teaching for pay while continuing to collect retirement benefits. Policies that allow this type of return to work are helping some states alleviate teacher shortages. Between the years 2000 and 2001, nearly 400 retired teachers returned to North Carolina's classrooms, and 500 returned to South Carolina's classrooms. Twelve SREB states allow retirees to return to classroom teaching the equivalent of full time while continuing to collect retirement benefits. Many of these states also allow retired teachers to work part time, in time-limited positions, or as substitute teachers while receiving retirement benefits. The other four states allow retirees to serve as part time or substitute teachers while receiving retirement benefits. A table outlines policies in the 12 SREB states that allow retirees to return to full-time teaching. It focuses on the separation period, time limitations for service after retirement, earning limitations, and status in the retirement program. (SM)

The College Readiness Policy Connections initiative is part of the effort by the Southern Regional Education Board (SREB) to spotlight student preparation for college and careers. The initiative examines the educational spectrum from early schooling to entry into college and focuses on the policies that are necessary to sustain students' academic achievement along the way. This report lays out a policy framework for states with particular attention to the needs of students and parents. It looks at six themes identified as essential for college readiness: (1) curriculum and standards; (2) assessment and accountability; (3) educational support systems; (4) qualified professional staff; (5) community and parental partnerships; and (6) facilities, equipment, and instructional materials. Questions that must be answered in each of these areas are outlined. These questions demonstrate the complexity of educational reform as they outline the work that must be undertaken. (SLD)

This issue of the Focus series published by the Southern Regional Education Board (SREB) provides an overview of how all state prekindergarten programs in the SREB region are performing on three measures of program quality: (1) class size; (2) ratio of students to instructional staff; and (3) instructional staff qualifications. Findings indicate that of the 14 SREB states with state-funded prekindergarten programs in 2001-2002, 12 met or exceeded the recommended child-to-staff ratio of 10:1 and maximum class size of 20. Ten states require every lead teacher to have at least a bachelor's degree in early childhood; nine of those also require every teacher to hold state teacher certification. The two programs that had required teachers to have only the entry-level Child Development Associate credential, Delaware and Georgia, are both planning to increase their teacher standards. Several states give prekindergarten funds to districts, which can decide to offer programs directly or to contract with community providers. Only two of these, Florida and Virginia, allow community providers to use teachers who do not meet the same qualifications as school-based programs. The North Carolina legislature authorized and provided funding in 2001 to develop a program for at-risk 4-year-olds. The Tennessee legislature in 2001 authorized an expansion of its small prekindergarten pilot program but provided no funding. In West Virginia, districts must locate their own funding for the prekindergarten start-up year but the program is included in the regular funding formula for schools in subsequent years. A table delineates the maximum child-to-staff ratio, maximum class size, and minimum qualifications of instructional staff for each of the 16 SREB states. (KB)

The 2000 "High Schools That Work" (HSTW) Assessment showed a definite payoff among career-oriented students who used technology. In their 2000 annual reports to the Southern Regional Education Board, many HSTW sites listed technology-related accomplishments: getting students to use the Internet to gather information; teaching students to use computers, printers, scanners and digital cameras in completing challenging projects; and earning awards for student accomplishments in technology use. National studies have revealed that students who have access to computer-assisted instruction and other technology-related experiences show achievements gains on various tests. This Outstanding Practices publication contains 21 examples of how educators are using technology to improve instruction and raise student achievement in academic and career/technical courses. These are just some of the exemplary practices from the more than 1,100 HSTW sites in 26 states. The reports from schools are divided into three sections: "Academic Courses,""Career/Technical Programs," and "Integrated Academic and Career/Technical Studies." (AEF)

This publication describes the efforts of 15 schools to address systemic change needed to help low-achieving students move successfully from middle to high school. Section 1, "Getting Students Ready for High School," examines "Interdisciplinary Approach Helps Eighth-Graders Improve Their Scores on State Tests"; "Two-Year Interdisciplinary Program Advances Students' Achievement Several Grade Levels"; "Middle Grade Students Find Success in a Small-Group Environment"; and "Failure Not An Option in Summer Program for Middle Grades Students." Section 2, "Smoothing Transition from Middle Grades to High School," includes "Building Success through the Keystone Program"; "Ninth- and 10th-Graders Get a School of Their Own"; "Special Program Helps At-Risk Students 'Cross the Road' from Middle School to High School"; and "At-Risk Freshmen Get Boost from Academy." Section 3, "Helping Students Catch Up to High Standards in High School," includes "Students Select a School That Helps Ninth-Graders Meet High Standards in English and Mathematics"; "This School's Business is Freshman Learning"; "Summer Academy Gives Ninth-Graders a 'Head Start' on High School"; "Urban Ninth Graders Focus on Academic Skills in Small Learning Community"; "School for Ninth-Graders Achieves Success One Step at a Time"; "Rise in Students' Mathematics Achievement Linked to Mastery Algebra"; and "Support Team Helps Ninth-Graders Raise Achievement in Reading, Writing, Mathematics." (SM)

This report reviews the research on summer school and demonstrates that summer school makes a difference in students' lives if it is done right. A survey of more than 1,000 schools in the southern United States found that one-third of the responding schools did not offer summer school, many programs being the victims of budget cuts. Of those schools that ran summer programs, few used carefully planned, high-quality instruction. In states with strict promotion requirements, summer school is the last hope for failing students to avoid repeating a grade. Even if strict promotion standards are not a factor, the lowest performing students need summer school to keep from falling further behind. The report claims that if states are serious about ending social promotion and reducing retention rates, they should make summer school an integral part of a year-round program, ensuring that it is available to all failing students at no cost to parents. Such programs should meet clear standards for quality, length, and scheduling of classes and should respond to individual needs through the use of innovative and creative teaching strategies. Furthermore, summer school should place a priority on student mastery of reading and math skills, skills that are taught by teachers who have special training and/or proved ability to help struggling students. (RJM)

This document provides a one-page summary of the policies, programs, and requirements of each state in the Southern Regional Education Board (SREB) relative to the transition from high school to college and careers. The policies described are: (1) high school graduation requirements, including curriculum and tests; (2) early outreach programs (federally funded and state-sponsored) that encourage students in the middle grades and high school to prepare for college; (3) joint enrollment opportunities that enable high school students to take college-level courses; (4) college admission and placement requirements; (5) feedback reports through which colleges notify individual high schools of how their graduates performed in college; and (6) state-sponsored, merit-based scholarship programs for all students who meet specified criteria. States in the SREB, the subjects of the profiles, are: Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia. Relevant Web sites are listed for each state. (SLD)