National Student Clearinghouse Research Center Releases First-Ever National Spring Current Term Enrollment Estimates
Herndon, Virginia – As millions of college students prepare to graduate, today the National Student Clearinghouse® Research Center™ released a report that reveals that the nation is still shedding college students and at a faster rate. The latest estimates show 2.3 percent fewer students (19,105,651) enrolled in college this spring compared to spring 2012 (19,550,391). This continues the trend observed in the Research Center's fall 2012 report, which found that fall 2012 enrollment (20,195,924) declined 1.8 percent compared to fall 2011 (20,556,272). The finding is consistent with the improving labor market: as the economy recovers, more students are returning to the workforce. The Research Center's Spring 2013 Current Term Enrollment Estimates, sponsored by the Pearson Foundation, is the first time that national estimates for spring enrollment have been made available to the education community.
Other noteworthy findings from the Spring 2013 Current Term Enrollment Estimates Report:
"This is the first time that spring enrollments have been available nationally. With increasingly mobile and nontraditional students, it's important for the education community to have access to real-time information about enrollment patterns," stated Doug Shapiro, executive director of the National Student Clearinghouse Research Center. "These data will help researchers, policymakers, and practitioners to identify the effects on students and institutions of powerful forces, like demographics, the economy, state budgets, student debt levels, and tuition costs."
The report includes spring 2013 enrollment data provided by 95 percent of all Title IV, degree-granting enrollments in the nation. These institutions report student‐level data to the Clearinghouse several times throughout the term, allowing it to provide immediate metrics to educators and policymakers on the current term.
"We are pleased to support the work of the National Student Clearinghouse Research Center," stated Mark Nieker, president and CEO, Pearson Foundation. "It gives institutional policymakers access to information that will make a difference in their decision-making. This is an important information tool for the education community."
Paula Newbaker
703‐742‐3262
media@studentclearinghouse.org
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
The National Student Clearinghouse Research Center is the research arm of the National Student Clearinghouse. The Research Center collaborates with higher education institutions, states, school districts, high schools, and educational organizations as part of a national effort to better inform education leaders and policymakers. Through accurate longitudinal data outcomes reporting, the Research Center enables better educational policy decisions leading to improved student outcomes. To learn more, visit http://research.studentclearinghouse.org.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Netherlands and Flanders, Belgium Added to Acclaimed Film Series: "Strong Performers and Successful Reformers"
New York, NY – Today, the Pearson Foundation and the Organisation for Economic Co-operation and Development (OECD) announced two new films in the "Strong Performers and Successful Reformers in Education" series. The addition of the Netherlands and Flanders, Belgium makes a total of 12 short films with unique insights into policies and programs designed to improve student achievement and illustrations for how these policies are put into action in the classroom. These places have been identified as leaders because of their strong performance in the Program for International Student Assessment (PISA).
The two films added to the collection build upon the other ten profiles of the educational systems in Finland, Ontario, Canada, Poland, Shanghai, China, Brazil, Germany, Japan, Korea, Portugal, and Singapore.
Netherlands
In a drive to raise the quality of classroom teaching and boost student performance, Dutch education authorities are encouraging teachers to learn from each other with a systematic approach to peer review. Dutch education authorities are striving to ensure high student performance by raising teachers' professional qualifications and enhancing their teaching skills.
Flanders, Belgium
Flanders, Belgium builds a "triangle of quality" based on extensive autonomy for schools, supported by pedagogical advisory services and monitored by government inspectors. Flemish education authorities set minimum attainment targets for school students and impose regular inspections to ensure that schools comply.
"The goal of these films is to share policy experiences from the world's most advanced and most rapidly improving education systems," said Andreas Schleicher, Special Advisor on Education Policy to the OECD's Secretary-General and OECD Deputy Director of Education. "These films have been able to capture what is possible in terms of educational improvement, whatever the starting point of these countries' educational journey."
"With such an illustrative representation of educational systems from around the globe, we are able to learn so much," said Mark Nieker, President and CEO of the Pearson Foundation. "Each one of these films teaches us that improving student outcomes is within our reach."
The "Strong Performers and Successful Reformers in Education" films can be viewed online at http://www.pearsonfoundation.org/OECD. DVD copies may also be obtained directly from the OECD and from the Pearson Foundation.
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
In 2011 the OECD celebrated its 50th anniversary of promoting better policies for better lives. The OECD's core missions are to assist governments design and implement policies that will improve people's economic and social well-being and help them work together in a coordinated manner towards a stronger, cleaner and fairer global economy. The OECD provides a forum in which governments can share policy experiences and seek solutions to common problems. For more information, please see: http://www.oecd.org.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
My Voice Assists School Districts with Student Voice Initiatives
New York, NY – A new report has identified a growing gap between students' interest in school and the support they feel they receive from their peers. The 2012 My Voice National Student Report found that while 94% of students believe they can be successful in school and 91% say getting good grades is important to them, many find school boring, and less than half say other students support them.
The annual My Voice National Student Reports seek to help nurture the potential of young people through enhanced understanding of students' goals and aspirations and by gathering their perceptions of school. Survey results are used by educators to facilitate a student-centered environment where young people feel safe, valued and supported. This new report highlights the outcomes of more than 94,000 students surveyed from 355 schools across the United States. The data was collected by the My Voice My School Survey, which was developed by the Quaglia Institute for Student Aspirations (QISA) and administered by the Pearson Foundation. The survey is grounded in the proven framework of 8 Conditions that Make a Difference created by QISA.
The timely, pertinent information provided in this latest report demonstrates why school leaders are increasingly utilizing student voice data and capitalizing on its power to increase academic, social and personal achievement. In fact, due to the acknowledged value of such data, schools and districts that received funding through the Department of Education's Race to the Top (RTT) program are required to employ programs that address the whole child, paying specific attention to students' social and emotional needs. With support from the Pearson Foundation, the state of Ohio is now using a portion of its RTT funds to engage in the largest state-led student voice project initiative ever undertaken, which will reach more than one million students throughout the state. The Pearson Foundation is working to provide support to additional states and Race to the Top district winners as part of its Million Voice Grant program, through which schools will receive grants to administer My School Surveys among their students in grades 6-12.
"It is wonderful to see that so many students want to succeed," said Dr. Russell J. Quaglia, founder of the My Voice Survey, in reaction to the 2012 results. "Understanding students is at the heart of what this survey is all about. This report provides powerful data that can be used to foster student success."
"Listening to the student voice opens up a window into the school that is invariably enlightening," said Pearson Foundation President Mark Nieker. "We continue to hear from educators and administrators that My Voice has empowered them to take action on behalf of their students."
For more information on My Voice surveys and digital initiatives and to download the My Voice National Student Report, visit myvoice.pearsonfoundation.org.
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning and great teaching. The Foundation collaborates with leading businesses, nonprofits and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
The Quaglia Institute for Student Aspirations is an independent, nonprofit organization dedicated to promoting and putting into practice the conditions that foster student aspirations in schools and learning communities around the world. Visit the website at www.qisa.org.
STAMFORD, Conn. – WWE (NYSE: WWE) and the Pearson Foundation today announced the winners of the 2013 WrestleMania Reading Challenge. The Grand Prize winner will receive a school visit from a WWE Superstar and the first place winners have received a trip to WrestleMania 29 on Sunday, April 7 at MetLife Stadium in East Rutherford, NJ. In addition, individuals have been awarded book grants for their schools and will receive a donation of 1,000 books to their school library to support local literacy programs.
For the first time ever, through WWE's partnership with the Pearson Foundation's digital literacy initiative, We Give Books, the WrestleMania Reading Challenge featured a digital reading component, expanding the program to include students ages 4-11. More than 27,000 students participated in the WrestleMania Reading Challenge and read more than 111,000 books.
The 2013 WrestleMania Reading Challenge Winners are:
Grand Prize Winner - Alexander S. (FL)
First Place Winners - Dylan A. (NH), Gabriel S. (TN), Kal-El T. (CA), Oghenefejiro A. (FL)
Book Grant Recipients - Rece W. (MO), Abigail F (IN), Alexander A. (CT), Guadalupe R. (CA)
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
Joe Quinn, WWE
203-352-8636 / 480-703-1346
Joseph.Quinn@wwecorp.com
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books (www.wegivebooks.org) is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become a lifelong readers and givers. We Give Books supports literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart's Read for the Record, Penguin and the Pearson Foundation have touched millions of lives.
WWE's global community outreach programs address important social issues, including education, diversity and inclusion, military support and fulfilling wishes and dreams. WWE and its Superstars and Divas support a wide range of programs, partners and initiatives that strive to positively impact children and families worldwide, including the "Be a STAR" anti-bullying campaign, WrestleMania Reading Challenge, Susan G. Komen for the Cure, Make-A-Wish, WWE Tribute to the Troops and many more. For more information log onto www.WWECommunity.com.
WWE, a publicly traded company (NYSE: WWE), is an integrated media organization and recognized leader in global entertainment. The company consists of a portfolio of businesses that create and deliver original content 52 weeks a year to a global audience. WWE is committed to family-friendly entertainment on its television programming, pay-per-view, digital media and publishing platforms. WWE programming is broadcast in more than 145 countries and 30 languages and reaches more than 600 million homes worldwide. The company is headquartered in Stamford, Conn., with offices in New York, Los Angeles, Miami, London, Mumbai, Shanghai, Singapore, Istanbul and Tokyo.
LeapFrog to provide thousands of books to participating schools across the United States
New York, NY – Starting today, readers across the United States will have an opportunity to read books in order to secure donations for their own local public elementary schools. We Give Books and LeapFrog, the leader in educational entertainment for children, have announced that new LeapFrog books will be donated as part of the latest Read for My School campaign, an online effort to support schools and encourage a love of reading.
We Give Books, the digital literacy initiative from the Pearson Foundation and the Penguin Group, gives students, teachers and families access to a free digital library of classic children's books including Froggy's Worst Playdate by Jonathan London, Dream Friends by You Byun and Bump in the Night by Edward Hemingway.
Now in its third year, the Read for My School campaign offers children and those in their lives the opportunity to read from a digital library of more than 200 children's books while helping to place books in their very own school. During Read for My School, anyone can give a printed LeapFrog book to a school of his or her choice, simply by reading online at www.wegivebooks.org.
"We are thrilled to partner with an organization like We Give Books to help children develop a love of reading, an important foundation for early literacy success," said John Barbour, chief executive officer at LeapFrog. "Reading is our heritage and for more than 18 years, LeapFrog has been helping millions of children learn to read with award-winning learning solutions. Our highly experienced team of learning experts is involved in the design and creation of each book to ensure it is engaging and age-appropriate."
"Reading, giving and sharing is at the heart of what We Give Books is all about," said Pearson Foundation President and CEO Mark Nieker. "Thanks to the generosity of LeapFrog, Read for My School again this year gives everyone the chance to share books in a way that helps support our nation's schools and school libraries. We look forward to students, families and educators reading together for the local schools that play such an essential role in their lives."
Since We Give Books launched, the Pearson Foundation and Penguin have donated more than 1.7 million books, with a goal of giving 2 million by the end of this school year as part of the "Million Book Challenge." In addition to helping to reach the We Give Books Million Book Challenge, readers will soon have an opportunity to get involved with We Give Books' Read for My Summer Campaign.
Register today and start earning books right away. Visit www.wegivebooks.org to learn more and be a part of Read for My School.
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
Monica Ma, LeapFrog Enterprises
(510) 596-3437
mma@leapfrog.com
LeapFrog Enterprises, Inc., the leader in educational entertainment for children, helps millions of children achieve their potential by delivering best-in-class curriculum and products. Through the power of play, along with engaging content, multimedia learning platforms and toys, LeapFrog's award-winning product portfolio helps children of all ages prepare for school and life success. LeapFrog's products are available in more than 45 countries and have been used by teachers in more than 100,000 U.S. classrooms. Come see the learning at www.leapfrog.com.
We Give Books is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, the Penguin Group and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart's Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and its nonprofit literacy partners, go to www.wegivebooks.org.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson's commitment to education by partnering with leading nonprofit, civic and business organizations to provide financial, organizational and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
National Campaign Again Brings Attention to Early Education Crisis
BOSTON, MA – Jumpstart and the Pearson Foundation announced today that Penguin’s Otis,by New York Times bestselling author Loren Long, has been selected as the official book of the 2013 Jumpstart’s Read for the Record campaign. Jumpstart’s Read for the Record, now in its eighth year, is an annual reading celebration that highlights the need for high-quality early education in America by mobilizing adults and children to set a record for the largest shared reading experience. Last year, more than 2.3 million people participated in the record-breaking campaign.
This year, Jumpstart’s Read for the Record will take place on Thursday, October 3rd, a day in which millions of young people and adults will come together to read Otis in support of early education. As in years past, record breakers will be able to help set a new world record by reading the book for free at We Give Books (www.wegivebooks.org), the free digital reading initiative created by Penguin and the Pearson Foundation.
Since the campaign’s inception in 2006, more than nine million people have joined local Jumpstart’s Read for the Record reading celebrations and over $8 million has been raised to support Jumpstart’s year-round work in preschools in low-income neighborhoods. In addition, the Pearson Foundation has donated 1.2 million books to local schools, libraries, and community organizations in conjunction with the annual campaign.
”Jumpstart’s Read for the Record is a meaningful way for Americans to support the critical need for high-quality early education in our country,” said Jumpstart’s president and CEO, Naila Bolus. “We know that for children living in low-income communities, this need is significant. By the time these children enter kindergarten, they are already 60% behind their more affluent peers. Jumpstart’s Read for the Recordbrings light to this national issue and gives citizens a platform to voice their support for this cause.”
“A high-quality early education is an essential first step for every child, and Jumpstart ensures that children in the low income communities it serves have the best chance possible to begin school ready to learn,” said Mark Nieker, President and CEO, Pearson Foundation. “Together with Penguin, we are looking forward to our eighth year organizing, supporting and taking part in Read for the Record—and in the process to drawing attention to all Jumpstart does year-around in classrooms across the United States.. We’re particularly pleased that Loren Long, who was part of our first Read for the Record celebration in 2006, is such an essential part of this year’s campaign.”
Otis is a timeless story of a friendship between a lovable tractor and a calf that live on a farm. Otis is replaced by a new tractor and learns the meaning of perseverance and true friendship when the calf needs his help. For more information about Otis, please visit http://www.lorenlong.com/otis/otis.html.
To learn more about supporting Jumpstart and participating in Jumpstart’s Read for the Record, visit http://www.jstart.org.
Joy Errico Seusing
857-413-4573
Joy.errico@jstart.org
Jumpstart is a national early education organization working toward the day every child in America enters kindergarten prepared to succeed. Jumpstart delivers a research-based and cost-effective program by training college students and community volunteers to serve preschool-age children in low-income neighborhoods. Through a proven curriculum, these children develop the language and literacy skills they need to be ready for school, setting them on a path for lifelong success. Jumpstart is a proud member of the AmeriCorps national service network. Learn more at www.jstart.org.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Penguin Young Readers Group includes such preeminent imprints as Dial Books, Dutton, Grosset & Dunlap, Philomel, Puffin, Speak, Firebird, G. P. Putnam’s Sons, Razorbill, Viking, and Frederick Warne. These imprints are home to such award-winning, New York Times bestselling authors as Laurie Halse Anderson, Jay Asher, Judy Blume, Jan Brett, Eric Carle, Roald Dahl, Tomie dePaola, Sarah Dessen, John Green, Eric Hill, Anthony Horowitz, Brian Jacques, Mike Lupica, Richard Peck, Patricia Polacco, and dozens of other popular authors.
Penguin Young Readers Group is also the proud publisher of perennial brand franchises such as The Little Engine That Could, the Nancy Drew and Hardy Boys series, Peter Rabbit, Spot, the Classic Winnie the Pooh, The Very Hungry Caterpillar, Strega Nona, Madeline, Mad Libs, Alex Rider, the Rangers Apprentice, Skippyjon Jones, Flower Fairies, and Pippi Longstocking, among many others.
Penguin Young Readers Group is part of Penguin Group (USA), one of the leading U.S. adult and children's trade book publishers, and a member of the internationally renowned Penguin Group.
Students and Educators Honored with My Voice National Student Mock Election Awards
New York, NY – Today the Pearson Foundation announced the winners of the 2012 My Voice National Student Mock Election Awards. Winners were honored in five categories: statewide, school district, school, classroom and student-led.
Some of the United States’ leading educational organizations joined the My Voice National Student Mock Election in sponsoring these awards for outstanding student voter educational projects in the 2012 election year. The awards recognize the students, teachers, administrators and many others who helped advance civic engagement across the nation.
The My Voice National Student Mock Election Awards were presented to:
Statewide Projects
Oregon Student Mock Election
School District Projects, sponsored by the American Association of School Administrators Award for outstanding leadership in voter education
Fort Bend Independent School District, Sugar Land, TX
School Projects, sponsored by the National Association of Secondary School Principals Award for outstanding contributions to teaching democracy
Kwajalein Junior/Senior High School, Armed Forces Pacific, Marshall Islands
Classroom Projects, sponsored by the League of Women Voters for increasing parent and community participation in the Mock Election and/or in the actual election
East Elementary – 5th Grade, Greenville, PA
Student-led Projects, sponsored by the National Association of Student Councils/Ruth Hollander Award for outstanding contributions to democratic participation
Chapel Hill Middle School Mock Election, Tyler, TX
“Groundbreaking American educator Dr. Ralph Tyler taught us that children learn from what they do, not what their teachers do; in turn we applaud the creative educators who used the My Voice National Student Mock Election to motivate students to ‘learn by doing,’” said National Student/Parent Mock Election President Gloria Kirshner. “Our goal is to help young people understand what ‘government of the people, by the people, and for the people’ really means. By empowering the next generation to share their opinions about the issues that matter most and participate in civic discourse, we shape the future of our nation.”
“Engaging students in a dialogue and inspiring them to share their views is one of the most important things we can do,” said Pearson Foundation President and CEO Mark Nieker. “The Pearson Foundation, along with our valued partners, is honored to present the 2012 My Voice National Student Mock Election Awards to an admirable group of educators and students.”
The My Voice National Student Mock Election, a digital initiative of the Pearson Foundation, builds on the 30-year history of the National Student/Parent Mock Election and My Voice, the leading program in student voice. Millions of young voters have participated in the National Student/Parent Mock Election while learning about the importance of using their own voice to share perspectives on important issues.
In 2012, more than 60 national civic, educational and business organizations served as cooperating organizations and partners. To view all of the winners and learn more about the My Voice National Student Mock Election, visit www.nationalmockelection.org.
In 2012, the Pearson Foundation created the My Voice™ National Student Mock Election. A combination of two great initiatives, the My Voice National Student Mock Election is built on the rich legacy of the National Student/Parent Mock Election, the United States’ largest civic engagement project, and on My Voice, the leading name in student voice. To date this program has reached more than 10 million students and continues to engage students, parents and educators in the democratic process. More information can be found at www.nationalmockelection.org.
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic and business organizations to provide financial, organizational and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
Pearson Foundation
703.304.1377
Stacey.finkel@pearsonfoundation.org
New digital initiative for parents celebrates Digital Learning Day
Washington, DC – As educators and students everywhere celebrate Digital Learning Day, the Pearson Foundation is pleased to announce LEARNING STARTS, a new digital guide to education and learning designed especially for parents. This free online publication highlights the latest developments in education and how they transform teaching and learning inside and outside the classroom.
LEARNING STARTS is designed for parents who want to stay up-to-date on the trends and technologies shaping today’s learning. The articles, spanning all grade levels, explore what is happening to engage young people in classrooms and community organizations around the world; the innovative uses of mobile and digital technologies to improve student learning; the individuals and organizations discovering new approaches that encourage deeper learning; the effects and related opportunities of broad policy changes, such as the Common Core State Standards; and the remarkable ways that young people are using 21st century skills to make a difference in their communities.
LEARNING STARTS is one of many initiatives from the Pearson Foundation that supports the digital environment for students, teachers, parents, and learners of all types. This learning ecosystem draws from the Pearson Foundation’s longstanding relationships with educational institutions and learning centers, as well as its other successful digital initiatives such as We Give Books, the New Learning Institute, and My Voice.
“The Pearson Foundation has had the pleasure of working with some of the best teachers, educators, and cultural institutions in the world,” said Pearson Foundation President and CEO Mark Nieker. “What these partners teach us is that learning is a living thing, constantly growing and changing. Giving parents insight into these trends enables them to bring new energy to education. That’s what LEARNING STARTS hopes to achieve.”
To learn more, please visit www.learningstarts.org.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
staceyfinkel@pearsonfoundation.org
703.304.1377
Washington, D.C. – The Partnership for 21st Century Skills (P21), the leading organization advocating for 21st century readiness for every student, and the Pearson Foundation, today announced the launch of the 21st Century Learning Exemplar Program, a new collaborative effort to identify and document exemplary 21st century learning practices that are improving student learning in classrooms and communities across the United States.
The Exemplar Program will document and celebrate the wide variety of ways local schools and communities have embraced the P21 Framework to increase educational options and outcomes for all children. As part of the initiative, P21 and the Pearson Foundation will together develop 25 initial case studies cataloguing exemplary 21st century learning practices. The Exemplar Program will draw on a broad range of school models, from P21 state partners, P21 members, and the greater 21st Century Skills community.
“While the purpose of the Exemplar Program is to highlight successful implementation of the Framework for 21st Century Learning, it also provides an opportunity to explore and document critical areas of the 21st Century Skills movement, including career readiness, Common Core State Standards implementation and 21st century citizenship,” said Dr. Helen Soulé, P21 Executive Director. “The Exemplar Program will also help highlight the important ongoing work that states, schools, and districts are undertaking in implementing 21st Century Skills.”
“Helping to document and share exemplary instances of all that’s working in education is a long-standing aim of the Pearson Foundation,” added Kathy Hurley, long-time P21 board member and Executive Vice President of Education Alliances at the Pearson Foundation. “Helping P21 showcase exemplary learning practices from across the United States will help show all that’s possible when teachers and students make use of the formal and informal skills that P21 champions.”
The Exemplar case studies will also allow P21 and the Pearson Foundation to identify those innovations and learning conditions that can serve as the foundation for the creation or expansion of specific policy recommendations. P21 is currently developing a comprehensive rubric in collaboration with leading experts to identify the initial set of case studies. Following the release of the case studies, the parties will embark on a national tour with events in select cities to focus attention on successful model schools and programs implementing 21st Century Skills.
“We are frequently asked what 21st century learning looks like and where it can be seen,” said Frank Gallagher, P21 Chair and Executive Director of Cable in the Classroom. “The Exemplar Program answers those questions by illustrating, documenting and celebrating the work of many innovative 21st century schools. We are grateful that the Pearson Foundation recognizes the importance of this project and appreciate their support and involvement.”
Stacey Finkel
stacey.finkel@pearsonfoundation.org
703-304-1377
Tatyana Warrick
tatyana@p21.org
202-312-6430
P21 is a national organization that advocates for 21st century readiness for every student. As the United States continues to compete in a global economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the 3Rs and 4Cs (critical thinking and problem solving, communication, collaboration and creativity and innovation). While leading districts and schools are already doing this, P21 advocates for local, state and federal policies that support this approach for every school.
P21 Members: Apple Inc., Cable in the Classroom, Cengage Learning, Cisco Systems, Inc., The College Board's Advanced Placement Program (AP), Common Sense Media, Crayola, EdLeader21, EF Education, Education Networks of America, Follett, Ford Motor Company Fund, Goddard Systems Inc., Intel Corporation, JP – Inspiring Knowledge, LEGO Education, National Board for Professional Teaching Standards, National Education Association, Pearson Foundation, Project Management Institute Educational Foundation, VIF International Education, The Walt Disney Company, and Wireless Generation.
P21 Leadership States: Arizona, California, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Massachusetts, Nevada, New Jersey, North Carolina, Ohio, South Carolina, South Dakota, Vermont, Wisconsin, and West Virginia.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
STAMFORD, Conn. – WWE (NYSE: WWE) and the Pearson Foundation today announced a partnership to expand WWE’s WrestleMania Reading Challenge and promote the importance of literacy through a new digital reading program. Beginning February 4, 2013, students between the ages of 4 and 11 will have the opportunity to join the WrestleManiaReading Challenge at WWEReadingSuperstar.com. Through this new partnership with the Pearson Foundation’s digital reading initiative, We Give Books, students will be able to read children’s books online, virtually connect with WWE Superstar Reading Buddies and enter to win a trip to WrestleMania 29 or a school visit from a WWE Superstar.
WWE and its Superstars will also host reading celebrations, visiting kids at local schools across the country, to spread the word about the importance of reading with children at an early age. The celebrations will include special visits from the We Give Books ReadMobile.
To support the Pearson Foundation’s mission, WWE will make a contribution to children on behalf of We Give Books to provide book grants to schools across the country. We Give Books is a major effort by the Penguin Group and the Pearson Foundation to equip families, classrooms and libraries with print and online books for children. Every time someone reads a children’s book online at wegivebooks.org, the Pearson Foundation donates a book to a child who needs it. WWE will also utilize all its assets, including TV broadcasts, live events, digital and social media to encourage children to read.
“Reading should be a fundamental part of growing up and sharing the love of reading and the power of giving is what We Give Books is all about,” said Pearson Foundation President and CEO Mark Nieker. “Through this important partnership with WWE, we hope to reach more children and their families with the message of reading, giving and sharing.”
“WWE is proud to expand its commitment to literacy initiatives through this new partnership with the Pearson Foundation and We Give Books,” said Michelle D. Wilson, Chief Marketing Officer, WWE. “Given that today’s youth are digitally connected at such an early age, the WrestleMania Reading Challenge will now reach more children than ever before.”
Studies show that nothing is more important to a child's overall success than reading at grade level by third grade. Developing early literacy skills sets a child up for success in school and life.
For more information or to participate in the WrestleMania Reading Challenge, visit WWEReadingSuperstar.com.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books (www.wegivebooks.org) is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become a lifelong readers and givers. We Give Books supports literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives.
WWE’s global community outreach programs address important social issues, including education, diversity and inclusion, military support and fulfilling wishes and dreams. WWE and its Superstars and Divas support a wide range of programs, partners and initiatives that strive to positively impact children and families worldwide, including the “Be a STAR” anti-bullying campaign, WrestleMania Reading Challenge, Susan G. Komen for the Cure, Make-A-Wish, WWE Tribute to the Troops and many more. For more information log onto http://www.wwe.com/inside/overtheropes/wweinyourcorner.
WWE, a publicly traded company (NYSE: WWE), is an integrated media organization and recognized leader in global entertainment. The company consists of a portfolio of businesses that create and deliver original content 52 weeks a year to a global audience. WWE is committed to family-friendly entertainment on its television programming, pay-per-view, digital media and publishing platforms. WWE programming is broadcast in more than 145 countries and 30 languages and reaches more than 600 million homes worldwide. The company is headquartered in Stamford, Conn., with offices in New York, Los Angeles, Miami, London, Mumbai, Shanghai, Singapore, Istanbul and Tokyo.
Additional information on WWE (NYSE: WWE) can be found at wwe.com and corporate.wwe.com. For information on our global activities, go to http://www.wwe.com/worldwide/.
Matthew Altman, WWE
203-352-1177
Matthew.Altman@wwecorp.com
Stacey Finkel, Pearson Foundation
703-304-1377
Stacey.Finkel@pearsonfoundation.org
Awards and Publishing Opportunity for High School, College, And Graduate Students
BERKELEY, CA -- The Pearson Foundation and digital publisher Atavist announced details of the first annual Digital Storymakers Award, to be presented to new emerging writers and visual artists whose work makes use of new forms of nonfiction digital narrative. Beginning with the new year, high school, college, and graduate students will be invited to enter multimedia works that explore the exciting possibilities of digital authoring and electronic publishing.
The launch of the annual award program was recently announced by Atavist cofounder Evan Ratliff at the East Meets West Conference at the UC Berkeley Graduate School of Journalism. The conference was a gathering of top editors, as well as an audience of 60 talented, veteran writers.
Awards will be given in the three groups -- high school, college, and graduate students -- and will consist of cash prizes in addition to publication in a Digital Storymakers Award app. Grand Prize winners will also be invited to take part in a digital storytelling workshop given by Atavist editors and guest authors. All entrants will be given free access to Atavist authoring tools for the creation of digital stories.
Over 30 journalism schools, as well as university writing and visual arts programs, are official supporters of the award. The judges are a panel of distinguished authors, editors, and academics in the fields of journalism, multimedia narrative, and online publishing including:
Bill Grueskin, Dean of Academic Affairs at the Columbia Graduate School of Journalism;
Richard Koci Hernandez, Assistant Professor at the UC Berkeley Graduate School of Journalism and Emmy Award-winning visual journalist;
Amy O’Leary, reporter and former multimedia producer for The New York Times; and
Steven Johnson, best-selling author of the new book Future Perfect and other science and technology titles.
“Our hope is to encourage students to experiment in telling stories in new and compelling ways,” said Ratliff. “Today's students are developing tremendous digital skills, and journalism's future rests on how they'll put those inventive skills to work.”
“Helping young people find their voices is one of our primary missions,” said Pearson Foundation President and CEO Mark Nieker. “Through this award program we hope to support young storytellers and encourage them to find new, exciting ways to express their ideas and insights, their hopes and ambitions.”
Entries will be accepted beginning January 1, 2013 and the deadline for submissions is April 15, 2013. Winners will be announced in May of 2013. For more information, visit www.digitalstorymakersaward.org.
Atavist is a media and software company at the forefront of digital, mobile publishing. The company’s flagship publishing arm, The Atavist, which is built on its own platform, features original pieces of longform, nonfiction journalism. Atavist pushes the boundaries of multimedia publishing while emphasizing the story above all. More information about Atavist can be found at www.atavist.com.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
Pearson Foundation
staceyfinkel@pearsonfoundation.org
703.304.1377
Abigail Ronck
Atavist
abigail@atavist.com
347.541.8511
Officials announce $1.5 million fund to provide backpacks with school supplies and books
Bensonhurst, NY – Today, City Council Speaker Christine C. Quinn and United Federation of Teachers (UFT) President Michael Mulgrew launched a fundraising drive, with a goal of $1.5 million, which is being used to provide 30,000 displaced New York City students with backpacks filled with school supplies and books. The announcement was made at I.S. 281 Joseph B Cavallaro in Gerristen Beach, Brooklyn where Speaker Quinn and President Mulgrew were joined by Council Committee on Education Chair Robert Jackson, Council Member Domenic M. Recchia, Jr., UFT members and volunteers to begin the distribution and delivery of the backpacks full of supplies to students in need as a result of Hurricane Sandy. I.S. 281 is currently housing children in grades 1 to 5 displaced from PS 188 in Coney Island.
The donors include Resorts World New York, Morgan Stanley, Ronald O. Perelman, JPMorgan Chase, Pearson Foundation, SL Green Realty Corp., The Durst Organization, The Related Companies, The Howard Hughes Corporation, Lend Lease, McDonald's USA, Barry F. Schwartz, and Verizon Foundation. To date, the fund has raised more than $675,000.
“Thousands of New Yorkers and people across the country are helping to get New York City back on its feet, and today’s announcement is an extension of this effort,” said Speaker Quinn. “As the city continues to recover, it is important that we create a sense of normalcy and security for children who were affected by the storm – especially those whose homes and schools were damaged. Thanks to corporate donors stepping up to the plate and the efforts of the UFT and AFT, we can hopefully make this difficult time a little bit easier for these children. New Yorkers will come out of this disaster renewed and stronger for having helped each other and the city we love.”
“Children need school supplies to succeed academically,” said UFT President Michael Mulgrew. “Many New York City students’ houses were destroyed by Hurricane Sandy and we need to ensure that these children have backpacks, books and other schools supplies they need to thrive. I can’t thank the City Council, all the school staff – teachers, custodians, and principals, aides – enough for all the work they have done to help get our schools back on track and the many donors for their generosity.”
“Many of the children of Rockaway, Broad Channel and areas all around New York City lost everything due to Hurricane Sandy, and we at Resorts World want to help in any way we can,” said Christian Goode, Senior Vice President of Development at Genting Americas. “Thanks to the leadership of Speaker Quinn and the United Federation of Teachers, many of those children will now have backpacks and supplies to make their return to school a lot easier.”
“Hurricane Sandy shattered the lives of thousands of students by taking their homes, their possessions and their sense of safety,” said Council Member Domenic M. Recchia, Jr. “For those children and their families, returning to school is the first step in putting their lives back together in what will be a long road of recovery. We are so grateful for this generous donation and the recognition by the UFT and AFT of the hardship facing our kids and our schools. Efforts like these demonstrate that New Yorkers from all over the city are committed to working together to recover and rebuild our neighborhoods as quickly and effectively as possible.”
“In the aftermath of Sandy, thousands of New Yorkers whose lives have been ripped apart are struggling to put together the broken pieces,” said Council Member Robert Jackson, Chair of Education Committee. “Just as individuals have stepped in to lend a helping hand, it is equally as important for local government and corporations to continue to lead the way in lifting families up from the remnants of the storm. In the wake of such devastation, no donation or gesture is too small. I am proud to stand by my colleagues to launch the fundraising for donations to provide students displaced by the hurricane with book-bags full of supplies. These donations will help students focus on their main vocation – their education. Let's continue to come together to give affected students the tools to get back into a stable routine – like sitting in a classroom ready to learn. The more we help, the sooner they will begin to feel whole again.”
My Voice National Student Mock Election gives students a voice and vote President Barack Obama for a second term
Washington, DC – Today, the Pearson Foundation announced the preliminary results of the My Voice™ National Student Mock Election, the nation’s largest student-driven civics project, which invites students to take part in the election. President Barack Obama emerged as the students’ presidential choice receiving 85.5% of the electoral votes and Governor Mitt Romney receiving 14.5%.
Since 1980, students in classrooms across the United States have been voting for President, their members of Congress and governors. For the first time, voting in the National Student Mock Election was an entirely digital experience. The voters in the battle ground states of Florida, Colorado, Ohio and Virginia all favored President Obama.
The My Voice National Student Mock Election also allowed students to take part in opinion polls during the lead up to the election at www.nationalmockelection.org/polls and to vote on the national issues that concern them.
As a celebration of democracy and civic responsibility, the National Student Mock Election allows classrooms across the country to learn about civic engagement and what it means to be an informed voter. Students participated in their own debates, engaged in campaigning, held student rallies and some even did this entirely online.
Students and teachers have shared their mock election activities at myvoicemyelection.org/celebrate and have shared their views on the importance of these classroom projects.
“The most important thing about the mock debate was to make students aware and understand politics,” said Casey, a Michigan high school junior. “This was to convince students to tell their parents to vote and get interested in voting in our mock election. We hope that students really wanted to vote for real, even though most can’t. We hope students will become more active in government and want to learn more about the candidates rather than voting blindly or not voting at all.”
“At the beginning of the debate project, it seemed like a lot of extra work being piled onto my studies,” said Jonathan, another Michigan high school junior “But as the project progressed, I found myself becoming more and more interested in the effects of politics and government on my life. I also learned about the differences in political philosophies felt by the presidential candidates and how their views would affect many aspects on how the American citizen would live their lives. When I turn 18, it is my responsibility to vote because we need to express the fact that this is a representative democracy and we have the power to vote for who leads our country.”
My Voice, a digital initiative from the Pearson Foundation, encourages student voice throughout the year, and supports many ways to use students’ opinions of the world at school and in every day life. By working in 2012 with the National Student/Parent Mock Election, the Pearson Foundation has connected My Voice to the United States’ longest standing student mock election, which across presidential elections over the past three decades has allowed more than 50 million young voters to cast their ballots.
“This is the first generation born into the digital age, the first with the power to share what it means to be a free American with their peers all around the globe, the first with the power to spread the ideals of democracy anywhere they wish,” said National Student/Parent Mock Election President Gloria Kirshner. “I hope all the dedicated educators who have been working with us on the Mock Election will go forward with us now on My Voice. Let us empower our children to find their voice, the voice of democracy, and in so doing, find their strength.”
“The Pearson Foundation believes that the student voice is one of the greatest assets we have and the My Voice National Student Mock Election provides a platform for youth to get engaged,” said Pearson Foundation President and CEO Mark Nieker. “The engagement around this year’s election shows that young people are eager to have a voice in the issues that shape their communities. Thanks to My Voice, their involvement will not end after Election Day. We will continue to listen through a dialog with classrooms across the United States.”
“Even though most of the students in California are not old enough to cast a real ballot this year, they gained real insights and deeper understanding of our democracy by taking part in the mock election,” said Secretary Bowen, California’s chief elections officer. “The students researched the issues and candidates, debated with each other, and then voted on ballots just like many of their older family members.”
Congressional race results from the National Student Mock Election will be reported in the coming days. For more information, and to view final Presidential results visit www.nationalmockelection.org. Follow us on Twitter @MyMockElection, #MyElection, like us on Facebook.com/NationalMockElection and share videos at www.schooltube.com/channel/nationalmockelection.
This year, the Pearson Foundation is combining two great initiatives to involve U.S. students before, during, and after fall’s national election with a new program, the My Voice™ National Student Mock Election. The My Voice National Student Mock Election builds on the rich history of the National Student/Parent Mock Election, the country’s largest civic engagement project, which reached more than 5 million students in 2008, and on My Voice, the leading name in student voice. This single project will engage students, parents, and educators all year long.
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel, Stacey.finkel@pearsonfoundation.org, 703.304.1377
Pearson Foundation and Race to the Top Grants
Help Educators Better Understand Conditions for Student Success
COLUMBUS – Results from a new survey of Ohio school students and teachers will help school districts improve their educational environments.
The Ohio Department of Education, the Pearson Foundation and the Quaglia Institute for Student Aspirations (QISA) recently released a report summarizing the responses of nearly 54,000 students and approximately 2,700 teachers and other staff members.
“One of the best tools that an educator can utilize to facilitate a better learning environment is the art of listening to student and teacher feedback,” said Acting Superintendent of Public Instruction Michael Sawyers. “Many of the challenges facing our schools happen outside of the classroom and make a huge impact on a student’s ability to learn.”
The Ohio My Voice Initiative is the largest state-led initiative to track and analyze student engagement and to highlight its connection to progress in academic performance. Made possible by a grant from the Pearson Foundation and funding from Ohio’s Race to the Top (RttT) federal grant award, My Voiceeventually will engage more than one million Ohio students in grades 6-12.
The survey was completed by students in RttT schools in districts across the state, including Ada Exempted Village School District, Akron Public School District, Dayton Early College Academy, Maysville Local School District, Northmont City School District, and South Euclid-Lyndhurst City School District as well as other schools throughout the state. My Voice is available at no cost to all schools in Ohio, including non-RttT schools, private and parochial schools.
My Voice helps students articulate their school-inspired sense of self-worth, engagement, and purpose. The results of this initiative will provide educators and administrators with detailed student data, which will be used to improve teaching and learning. In partnership, the Ohio Department of Education, the Pearson Foundation, and the Quaglia Institute are training Ohio educators to use the results to improve learning outcomes through a series of workshops, professional development, and other supporting programs that tie to QISA’s “8 Conditions That Make a Difference” in a student’s life.
Student responses will be part of the Pearson Foundation’s Million Voice Project, the national public interest campaign intended to gauge students’ perceptions of school across the United States. This approach to understanding school by using ‘student voice’ is part of a broadening national movement that has been supported by teacher and administrator organizations such as the American Association of School Administrators, the Council of Chief State School Officers, National Association of Secondary School Principals, National Catholic Educational Association, National Education Association and the National School Board Association.
“We know that our students’ success begins with them knowing they are valued and respected,” said Larry W. Petry, Jr., principal, Firestone High School. “The My Voice survey was a starting point for us to understand how our students felt. We discovered there was some work to be done around relationships between faculty and students. As a result of what we learned, we are implementing a freshman mentoring program where a new student is paired with a faculty member. We want our students to succeed and give them the resources to do so.”
“The student voice is essential for academic achievement,” said Pearson Foundation President and CEO Mark Nieker. “Education is all about the students – helping them to achieve in and outside school and be confident, responsible members of society. We must ensure that each and every student has the opportunity to achieve and reach his or her full potential.”
“We are grateful for the opportunity to support Ohio schools as they deepen their ability to listen and respond to student voice,” said QISA President and Founder Dr. Russell J. Quaglia.
To learn more about the Ohio My Voice Initiative, review the Annual Report and register for the survey visit http://myvoice.pearsonfoundation.org/ohio.
John Charlton
Department of Education
(614) 728-5959 or (614) 307-8512
Stacey Finkel
Pearson Foundation
stacey.finkel@pearsonfoundation.org
(703) 304-1377
Annual campaign experiences significant increase in digital reading
New York, NY – We Give Books, the digital reading initiative from the Pearson Foundation and the Penguin Group, announced today that a record-breaking number of digital readers took part in Jumpstart’s Read for the Record. Almost 400,000 readers showed their support for early childhood education by reading Ladybug Girl and the Bug Squad, by David Soman and Jacky Davis, on the same day for free at www.wegivebooks.org, an increase of more than 500% from 2011’s online digital reading record.
We Give Books allows anyone with access to the Internet to read a book with a child, give a book and share their experience with others. Throughout the fall, online readers showed their support for early childhood education by “Joining the Bug Squad!” which gave them access to an entire library of digital children’s books, including new iPad and mobile device ready titles. On October 4, 2012, Bug Squad members were able to read, give, and share as part of the big record-breaking day.
We Give Books helped to prepare thousands of students across the United States for this year’s Read for the Record. Gifts of printed books allowed more than a million students to take part in this important campaign. Also, from August to October, We Give Books delivered books and Reading Celebrations directly to schools from California to Texas and from Georgia to New York – and many other locations using the We Give Books ReadMobile (http://www.wegivebooks.org/readmobile).
Jumpstart’s Read for the Record would not be possible without the support and partnership brought by the hundreds of school districts that participate in this event and come to count on it as part of their fall literacy efforts. This year many students across the country received a special reading from a dignitary in their community, with more than 60 mayors and 20 first spouses participating in events ranging from small classroom readings to entire school and library celebrations.
In addition, each year the leading American education associations help to mobilize their combined membership of over two million teachers, school and district administrators, librarians, and universities in advance. The organizations include:
American Association of School Administrators
American Association of School Librarians
Association of Middle Level Educators
Consortium of School Networking
Council of Chief State School Officers
International Reading Association
National Association of Elementary School Principals
National Association of Secondary School Principals
National Association of State Boards of Education
National Catholic Education Association
National Education Association
National School Boards Association
Parent Teacher Association
Phi Delta Kappa
United States Conference of Mayors
Utah’s first lady Jeannette Herbert read the campaign book to a class of second-graders at a school in Salt Lake City. “Once children develop that love for reading, then that carries through, that doesn’t leave them,” said Herbert. “An enjoyment of reading will drive students to improve their skills throughout their futures.”
“Jumpstart’s Read for the Record is one of my favorite campaigns because it not only gets to the heart of what is important – getting our young people to love reading at an early age – but also promotes the ideal of giving to someone else,” said Pearson Foundation President and CEO Mark Nieker. “We are delighted to have so many people participate in Read for the Record offline and online at We Give Books, which is providing our literacy partners and the people they serve with access to more books, more donations and more community building.”
Stacey Finkel
Pearson Foundation
Stacey.finkel@pearsonfoundation.org
703.304.1377
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books (www.wegivebooks.org) is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become a lifelong readers and givers. We Give Books supports literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives.
Jumpstart is a national early education organization working toward the day every child in America enters school prepared to succeed. Jumpstart delivers a research-based and cost-effective program by training college students and community volunteers to serve preschool-age children in low-income neighborhoods. Through a proven curriculum, these children develop the language and literacy skills they need to be ready for school, setting them on a path for lifelong success. Jumpstart is a proud member of the AmeriCorps national service network. Learn more at www.jstart.org.
Students Will Fly to Denver to Meet Nobel Peace Laureate Leymah Gbowee and a Nobel Laureate Will Visit Their School
Youth United, a group of middle and high school students from Santa Fe, New Mexico, have been named winners of the 2012 Global Call to Action Challenge, co-sponsored by the Pearson Foundation and PeaceJam. The award recognizes the group’s outstanding literacy campaign, Hooked on Books, a citywide effort led and coordinated by Youth United to inspire and encourage children with the joys of reading.
In a short time, Youth United’s efforts have made a major impact on the children and community of Santa Fe. Hooked on Books began in 2011as a project of students at the Santa Fe School for Arts and Sciences. Inspired by their teacher, Rayna Dineen, and a trip to India to visit a model literacy program there, the students began organizing monthly reading contests in Santa Fe elementary schools. Their group, Youth United, evolved into a citywide student committee, and working with local government and businesses, they formed a larger coalition, the New Mexico Alliance for Literacy, which promotes literacy among young people across the Santa Fe area.
As Challenge Grand Prize winners, representatives of Youth United will attend the annual PeaceJam Hero Awards Luncheon taking place in Denver on November 13, 2012 to receive their award from 2011 Nobel Peace Prize winner Leymah Gbowee. Ms. Gbowee led a peaceful women's movement in Liberia, which played a pivotal role in ending the Liberian Civil War.
In addition to their trip to Denver, Youth United has earned a daylong visit to their school by one of the Nobel Peace Laureates who serve on PeaceJam's Board. During the visit, the Nobel Laureate will meet with the students and discuss new approaches and strategies for their Hooked on Books campaign. The winning team’s trip and the Nobel Laureate’s visit to their school are funded by the Pearson Foundation as part of its support of the Global Call to Action Challenge. In addition, the Pearson Foundation is donating 1,000 books to the Hooked on Books effort as part of its digital literacy program, We Give Books.
The strategy of the Youth United activists is to offer incentives to get kids to start reading, confident that it will then become a lifelong habit. In Hooked on Books monthly contests, elementary school children are awarded prizes for reading and for creating motivational tools for the campaign such as posters. The prizes have included bicycles, skateboards and Kindle ebook readers. Contests often culminate in events such as a Halloween Masquerade Ball.
Hooked on Books also has a presence outside of school through free book swap shelves located in supermarkets, hospital waiting rooms, and other places where families and children spend time. These mini lending libraries are sponsored by local businesses and the shelves are stocked and maintained by Youth United volunteers.
In the summer of 2012, Youth United ran a free intensive reading summer day camp called Reading Is Magic. Using game play and other innovative techniques, the student volunteers made a measureable difference in the abilities of the younger children who attended the camp. On average, participants increased their reading scores on standardized tests by one grade level after just two weeks of camp.
The Global Call to Action Challenge, which encourages young people to document their service learning projects and achievements, is part of PeaceJam’s international mission of promoting the creation and implementation of one billion local service projects that extend the work of leading Nobel Peace Laureates including Leymah Gbowee, Jody Williams, the Dali Lama, and Archbishop Desmond Tutu.
“Hooked on Books and the work of Youth United in Santa Fe, shows once again the power of young people to improve their schools, their communities, and the world,” said Dawn Engle, PeaceJam co-founder. “Instead of waiting for adults to act, these inspirational young leaders have shown the way, tackling the serious problem of illiteracy and creating long-lasting and measureable results. Their work echoes the dedication and selflessness of the Nobel Peace Prize winners in helping to make the world a better place and they stand as models for everyone, young and old.
“These young people show us through their actions that it is possible for anyone to make a positive contribution and improve the lives of those around us,” said Mark Nieker, president and CEO of the Pearson Foundation. “Like past Global Call to Action winners, the students of Youth United provide a model of positive engagement and a rejection of apathy and indifference. We are very happy to continue our support of PeaceJam and the Global Call to Action Challenge, to help recognize and encourage young activists who are building a better world.”
PeaceJam is an international education program built around leading Nobel Peace Laureates who work personally with youth to pass on the spirit, skills, and wisdom they embody. The goal of PeaceJam is to inspire a new generation of peacemakers who will transform their local communities, themselves, and the world. Since its launch in 1996, more than 600,000 youth have participated in the PeaceJam program creating and implementing almost one million service projects. Over 150 PeaceJam youth events have taken place in over 10 different countries throughout the world.
The Pearson Foundation is the lead sponsor of the Global Call to Action Challenge and is the philanthropic arm of Pearson plc, one of the world's leading media and education companies. The Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. For more information on the Pearson Foundation, please visit www.pearsonfoundation.org.
Email: jes@peacejam.org
Phone: 303-455-2099 Fax: 303-455-3921
Address: 11200 Ralston Road, Arvada, CO 80004
Website: http://www.peacejam.org
To Attend The PeaceJam Hero Awards Luncheon
November 13, 2012
Denver Center for Performing Arts 12:00PM - 1:30
PM
For Tickets Call 303-455-2099
Teachers, Parents and Students: Register at www.nationalmockelection.org to cast ballots
Washington, DC – With the election only two weeks away, voters are preparing to head to the polls, and so are students. Starting October 25, young people from kindergarten through college will take part in the My VoiceTM National Student Mock Election, voting in schools, community centers, libraries and homes in the country’s largest civic education project.
This free digital initiative from the Pearson Foundation builds on the 30-year history of the National Student/Parent Mock Election and My Voice, the leading program in student voice. Over the past three decades, more than 50 million young voters have cast their ballots in classrooms across the United States, while at the same time learning about the importance of raising their own voice on important national issues. This year voting begins on October 25 and culminates on the National Mock Election day, November 1, in advance of the nation’s election.
For the first time, voting in the 2012 National Student Mock Election will be an entirely digital experience. In conjunction with this year’s effort, the Pearson Foundation also introduced the My Election Poll, which allows students to voice their opinions about national, social and community issues. The polls, which began earlier this summer, are ongoing and posted twice a week. Some of the results include:
In addition to voting, educators and students who make use of the My Election Poll have access to a wide array of resources including lesson plans, educational games, sample ballots, videos, polling and more.
“The Mock Election gives students the opportunity to learn about the electoral process and how important their vote is,” said National Student/Parent Mock Election President Gloria Kirshner. “These students are our future voters and research tells us we need to provide the tools and resources for them to understand ‘government of the people, by the people, and for the people.’”
“The Pearson Foundation is proud to be a part of the My Voice National Student Mock Election because listening to students is important,” said Pearson Foundation President and CEO Mark Nieker. “Young people everywhere are talking about their opinions every day. They’re natural leaders and we all can learn a great deal by trusting what they have to say.”
The National Student Mock Election was co-founded by Edward Stanley and Gloria Kirshner, as the National Student/Parent Mock Election. After three decades, and 18 elections, it still stands as the world’s largest national mock election. More than 60 national civic, educational, and business organizations serve as cooperating organizations and partners.
While the National Student Mock Election is a nationwide effort, states, local communities and schools customize their involvement. Students in Michigan will hold their own student election rally where they will meet candidates, hear them speak, and appear on Michigan Government Television. In Oregon, The League of Women Voters of Oregon is hosting a group of Japanese teachers who have developed their own mock election program in Japan and want to experience this country’s National Student Mock Election and general election firsthand. And in Forsyth County (GA), schools are piloting an Election Learning Adventure in their new NOBLE (New Opportunities for Better Learning Environments) Virtual World, an interactive 3-D immersive environment in which students become avatars. Grassroots student programs are appearing all across the country, with examples at www.nationalmockelection.org.
For more information and to register to vote, go to www.nationalmockelection.org. Follow us on Twitter @MyMockElection, #MyElection, like us on Facebook.com/NationalMockElection and share videos at www.schooltube.com/channel/nationalmockelection. The final results for the National Student Mock Election will be posted at www.nationalmockelection.org.
This year, the Pearson Foundation is combining two great initiatives to involve U.S. students before, during, and after fall’s national election with a new program, the My Voice™ National Student Mock Election. The My Voice National Student Mock Election builds on the rich history of the National Student/Parent Mock Election, the country’s largest civic engagement project, which reached more than 5 million students in 2008, and on My Voice, the leading name in student voice. This single project will engage students, parents, and educators all year long.
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel, Stacey.finkel@pearsonfoundation.org, 703.304.1377
NEW YORK – The Pearson Foundation, in partnership with the nonprofit TakingITGlobal, today announced the recipients of the 2012 Pearson Fellowship for Social Innovation. The 14 winners, representing 11 countries, will receive grants of $1,000 each to help them launch community development and youth empowerment projects. In addition, the Fellows will take part in a unique four-month mentoring and training program to help ensure the successful start of their projects.
The Fellows were chosen based on detailed plans they developed as participants in Sprout, TakingITGlobal’s online social entrepreneurship course, sponsored by the Pearson Foundation. These plans, created with guidance from TakingITGlobal mentors, offer practical, step-by-step visions for a wide variety of initiatives, including:
A library and child literacy center in Kenya.
Micro-financing and business education for young people in Gambia.
A mobile engineering education center to serve remote areas of Western Australia.
A language curriculum for first- through third-grade students in the Philippines.
IT training and employment services for young people in Sierra Leone.
A public health initiative centered on sanitation and hand washing in Nepal.
An HIV/AIDS prevention program in Nigeria.
Available worldwide, the Sprout E-course helps young people imagine, plan, and develop effective and scalable social innovation projects. Since its launch in 2008, Sprout has given young people in more than 40 countries access to training in essential skills, including team building, project management, communications, and the ability to leverage technology. The Fellowship for Social Innovation grew out of the Pearson Foundation’s desire to help outstanding Sprout participants succeed in turning their plans into real-world projects with positive outcomes for their communities.
“The 2012 Pearson Fellows represent a remarkable group of exemplary young people,” said TakingITGlobal Executive Director Jennifer Corriero. “Although they come from many different countries, they are united in their desire to help their communities and by their dedication to creating empowerment programs that show practical real-world results. We are glad to be able to provide support and guidance for these inspiring young leaders.”
“The Pearson Foundation sees its mission as helping young people find success, both personally and as members of their communities,” said Pearson Foundation President and CEO Mark Nieker. "We’re proud to be able to support these remarkable young people as they step forward to build a better future for themselves and their neighbors.”
Stacey Finkel, Stacey.finkel@pearsonfoundation.org, 703.304.1377
TakingITGlobal has built an award-winning online community of youth who are working for change by addressing issues of economic opportunity, education, health, human rights, access to technology and the environment. This "social network for social good" has over 425,000 members from literally every nation on earth. Through these members and their projects, TakingITGlobal reaches millions of young people worldwide every year. http://www.tigweb.org/.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
WEBWIRE – UNESCO, Nokia and the Pearson Foundation today announced the six prize winners of the Education For All (EFA) Crowdsourcing Challenge for educational mobile applications. The selection was made on the recommendation of an international jury, which met on the 28th of August 2012.
The EFA Crowdsourcing Challenge winners come from China, India (two prize-winners), Kenya, Switzerland, and the United States. They will each receive a prize of US$3,000, offered by the Pearson Foundation. The Foundation will also donate a library of children’s books, worth a further US$3,000, to a not-for-profit organization in the country of each laureate.
The prize winner for application ideas concerning literacy was Test On Texts by Sanjith Yeruva (India), a mobile application that helps students assess their knowledge via text questions and suggests content in an intuitive manner. This easily implemented idea has social and education potential for a wide range of groups.
The prize winner for Universal Primary Education applications was I-Learn by Swaroop John (Switzerland). I-Learn encourages picture-based learning to complement radio broadcasts. The concept of combining radio with mobile technology has enormous potential and can be very powerful.
In the Youth and Adult Learning Needs category, Education Time Bank by Eric Kotonya (Kenya) was selected. The application encourages teens and adults to learn in personalized, interactive short sessions on highly-specialized topics. The proposed applets anyone credit their account by providing live training through IM or video chat, and later use these credits to purchase training on other topics from community members.
The Quality of Education winner is Start "Mission for the week" programme by Harkirat Singh (India). This mobile application provides teachers with a new mission every week, so that their way of teaching, understanding and helping students gives the best results. An Honorable Mention was awarded to Mobile Education Framework by Simon Botes (South Africa). Mobile Education Framework is a cross platform framework and interactive mobile forum for the distribution of quality mobile educational content.
Mobile Partners in Education by Laura Blackheart (United States) was selected in the Gender Parity and Equality in Education challenge. The application pairs up girls in disadvantaged communities with an advantaged classroom (across the globe or close to home) with mobile technology. A girl who does not have the opportunity to access a good education can join her sponsor class through a mobile device via voice, video, text, and app.
In the Early Childhood Care and Education category, Health Phone by Nand Wadhwani (China) was selected. Health Phone provides information for women to help them make healthy decisions for themselves and their families. Content includes information on nutrition, childhood diseases, pregnancy, childbirth, the first year of life, child survival, growth, learning, development and protection, and women empowerment. Videos, audio recordings, images, and text messages will be produced and delivered to families via mobile phones.
In addition to the grand prizes, Nokia offered six “spot prizes” consisting of a Nokia Lumia 800 phone to the best ideas received during the competition.
Close to one thousand submissions were received in the competition for ideas on how mobile communication can help achieve EFA goals. From 10 October 2011 to 31 May 2012, education experts, teachers, parents, students, software developers and anyone else wanting to participate posted ideas on the platform hosted by Nokia. Each month featured a sub-challenge focusing on one of the six EFA goals.
Newly designed website offers free access to digital library of children’s books
New York, NY—We Give Books, the digital reading initiative from the Pearson Foundation and the Penguin Group, along with Jumpstart today announced the official kick-off of the 2012 Read for the Record Campaign. Students are encouraged to “join the Bug Squad” as part of this year’s campaign, which aims to set a new world reading record and raise awareness about the importance of early education.
We Give Books’ newly redesigned website makes it even easier to help people read, give and share children’s books online. Anyone with access to the Internet can visit the site (www.wegivebooks.org) to read one of the free books available in its digital library; for each book read online, We Give Books donates a print book to a leading literacy group. By “joining the Bug Squad,” readers unlock a collection of children’s books for iPads and other mobile devices – including Ladybug Girl and the Bug Squadby David Soman and Jacky Davis, this year’s official Read for the Record Campaign book.
The We Give Books ReadMobile has been helping to prepare students across the United States for this year’s Read for the Record by delivering Reading Celebrations to schools from California to Texas and from Georgia to New York – and many other locations. Nationwide, students from 50 schools will receive a special visit from the ReadMobile.
We Give Books’ digital library is provided by Penguin in an effort to spread the word about the important role of reading in shaping a lifetime of learning. Since We Give Books launched in 2010, the Pearson Foundation and Penguin have donated more than a million books, with a goal of donating a million more by the end of this school year.
This week Read for the Record was featured on the TODAY Show (http://video.today.msnbc.msn.com/today/49148336#49148336) as part of the NBC News Education Nation Summit coverage, encouraging viewers to participate in Read for the Record on October 4, 2012.
“Jumpstart’s Read for the Record is one of my favorite campaigns because it not only gets to the heart of what is important – getting our young people to love reading at an early age – but also promotes the ideal of giving to someone else,” said Pearson Foundation President and CEO Mark Nieker. “We Give Books is providing our literacy partners and the people they serve with access to more books, more donations and more community building.”
Visit www.wegivebooks.org/readfortherecord to learn more and to register for this year’s Read for the Record.
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic and business organizations to provide financial, organizational and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books is a philanthropic program from Penguin and the Pearson Foundation that helps children become lifelong readers and givers. Together, Penguin and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. For more information, visit www.wegivebooks.org.
Stacey Finkel
Pearson Foundation
703.304.1377
My Voice™ National Student Mock Election gives students a voice
Register to vote at www.nationalmockelection.org , cast ballots starting October 25
Washington, DC – Today the largest student-driven civics project in the United States announced the opening of voter registration. The My Voice™ National Student Mock Election gives students across the country the opportunity to cast their votes for candidates in both the federal and state elections, and to talk about the issues they care about this fall and beyond.
This program, a digital initiative of the Pearson Foundation, builds on the 30-year history of the National Student/Parent Mock Election and My Voice, the leading program in student voice. More than 50 million young voters have participated while learning about the importance of using their own voice to share their perspectives on important issues. In 2012, national student voting begins on October 25 and culminates on the National Mock Election day, November 1, in advance of the nation’s election.
For the first time this year, the National Student Mock Election will take place entirely online, as will student polling on national topics, social issues, education, and local communities. Students, teachers, and parents are encouraged to register their schools to take part at nationalmockelection.org.
More than 60 national civic, educational, and business organizations serve as cooperating organizations and partners. In 2012, along with the Pearson Foundation, partners include: American Association of School Administrators, Barquin International, BrainPOP, Council of the Great City Schools, Don’t Forget Ed, National Association of Broadcasters Education Foundation, National Association of Elementary School Principals, National Association of Secondary School Principals, National Association of Secretaries of State, National Association of Student Councils, National Council for the Social Studies, National School Boards Association, NIE Institute, Rand McNally, SAGE, and USA Today.
Teachers are encouraged to use the free materials and curriculum developed for the program to create thoughtful lessons leading up to and around the upcoming election of the president, U.S. senators and representatives, and state governors.
“Our goal is to help our country’s young people understand what ‘government of the people, by the people, and for the people’ really means,” said National Student/Parent Mock Election President Gloria Kirshner. “It is never too early to start empowering our future leaders to be involved and share their opinions about the issues that matter most.”
“The Pearson Foundation is committed to quality programs that provide civic engagement opportunities and ways for students, of all ages, to have their voices heard,” said Pearson Foundation President and CEO Mark Nieker. “Research confirms that student voice is a key driver in creating a better learning environment where students and their families are part of the decision making process for their schools.”
The National Student Mock Election was co-founded by Edward Stanley and Gloria Kirshner in 1980, as the National Student/Parent Mock Election. After three decades, and 18 elections, it still stands as the world’s largest national mock election. Over the years partners have included American Broadcasting Companies, Inc., CNN, Electronic Data Systems (now HP Enterprise Services), The New York Times, TIME Magazine, and others, all collaborating to help millions of students learn about our nation’s electoral process and the meaning of democracy.
For more information and to register to vote, go to www.nationalmockelection.org.
Follow us on Twitter @MyMockElection, #MyElection and at Facebook.com/NationalMockElection.
This year, the Pearson Foundation is combining two great initiatives to involve U.S. students before, during, and after fall’s national election with a new program, the My Voice™ National Student Mock Election. The My Voice National Student Mock Election builds on the rich history of the National Student/Parent Mock Election, the country’s largest civic engagement project, which reached more than 5 million students in 2008, and on My Voice, the leading name in student voice. This single project – built on more than a half-century of experience – will engage students, parents, and educators all year long.
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel, Stacey.finkel@pearsonfoundation.org, 703.304.1377
Report Calls for Efforts to Incorporate 'Deeper Learning' Into Curriculum
WASHINGTON — Educational and business leaders want today's students both to master school subjects and to excel in areas such as problem solving, critical thinking, and communication—abilities often referred to by such labels as "deeper learning" and "21st-century skills." In contrast to the view that these are general skills that can be applied across a range of tasks in academic, workplace, or family settings, a new report from the National Research Council found that 21st-century skills are specific to content knowledge and performance within a particular subject area. The report describes how this set of key skills relates to learning mathematics, English, and science as well as to succeeding in education, work, and other areas of life.
Deeper learning is the process through which a person develops the ability to take what was learned in one situation and apply it to new situations, says the report. Through deeper learning, the person develops transferable knowledge, which includes both expertise in a particular subject area and procedural knowledge of how, why, and when to apply this knowledge to solve unique problems in that subject. The report refers to this blend of transferable content knowledge and skills as "21st-century competencies."
The committee that wrote the report identified three broad categories of 21st-century competencies: the cognitive domain, which includes thinking and reasoning skills; the intrapersonal domain, which involves managing one's behavior and emotions; and the interpersonal domain, which involves expressing ideas and communicating appropriately with others. Supporting deeper learning and developing the full range of 21st-century competencies within mathematics, English, and science will require systematic instruction and sustained practice, which calls for instructional time and resources beyond what is currently spent on content learning, the report says.
Research has identified features of instruction that support the process of deeper learning and therefore the development of transferable knowledge and skills in a given subject area. Curricula and instructional programs should be designed with a focus on clear learning goals along with assessments to measure students' progress toward and attainment of the goals, the report says. These programs should feature research-based teaching methods such as using multiple and varied representations of concepts, encouraging elaboration and questioning, engaging learners in challenging tasks while also providing guidance and feedback, teaching with examples and cases, connecting topics to students' lives and interests, and using assessments that monitor students' progress and provide feedback for adjusting teaching and learning strategies.
Goals for deeper learning and 21st-century competencies are found in the new Common Core State Standards for mathematics and English language arts and the National Research Council's Framework for K-12 Science Education. All three disciplines emphasize the development of cognitive competencies such as critical thinking, problem solving, and argumentation, but differ in their interpretation of these competencies. For example, the rules for constructing an argument and what counts as supporting evidence are different for physics than they are for history or essay writing. Research and development is needed to create and evaluate new curricula for 21st-century competencies and to more clearly define and develop assessments of cognitive, intrapersonal, and interpersonal competencies, says the report.
Because 21st-century competencies contribute to learning of school subjects, widespread development of those competencies in the K-12 curriculum could potentially reduce disparities in educational attainment and other outcomes, the report suggests. But the committee found that research to date linking 21st-century competencies to desirable education, career, and health outcomes is limited and primarily correlational and does not show causal effects.
Cognitive competencies, however, show consistent, positive correlations with desirable educational and career outcomes, the committee found. Among intrapersonal and interpersonal competencies, conscientiousness—being organized, responsible, and hard-working—shows the strongest correlation, while antisocial behavior is negatively correlated with these desirable outcomes. The committee also found that the total number of years a person spends in school strongly predicts adult earnings, health, and civic engagement, suggesting that schooling develops a poorly understood mix of valuable 21st-century competencies.
The report recommends that state and federal policies and programs support deeper learning and acquisition of 21st-century competencies, including efforts to help teachers and administrators understand the role of these competencies in learning core academic content and create environments that support students' learning of these skills.
The study was sponsored by Carnegie Corporation of New York, William & Flora Hewlett Foundation, John D. & Catherine T. MacArthur Foundation, National Science Foundation, Nellie Mae Education Foundation, Pearson Foundation, Raikes Foundation, SCE, and the Stupski Foundation. The National Academy of Sciences, National Academy of Engineering, Institute of Medicine, and National Research Council make up the National Academies. They are private, nonprofit institutions that provide science, technology, and health policy advice under a congressional charter. The Research Council is the principal operating agency of the National Academy of Sciences and the National Academy of Engineering. For more information, visit http://national-academies.org. A committee roster follows.
Stacey Finkel, Pearson Foundation, (703) 304-1377, stacey.finkel@pearsonfoundation.org
NATIONAL RESEARCH COUNCIL
Division of Behavioral and Social Sciences and Education
Board on Testing and Assessment
Committee on Defining Deeper Learning and 21st-Century Skills
James W. Pellegrino (chair)
Distringuished Professor of Liberal Arts and Sciences;
Distinguished Professor of Education;
and Co-Director
Learning Sciences Research Institute
University of Illinois
Chicago
Greg J. Duncan*
Distinguished Professor of Education
University of California
Irvine
Joan Herman
Director
National Center for Research on Evaluation, Standards, and Student Testing
University of California
Los Angeles
Margaret A. Honey
President and CEO
New York Hall of Science
New York City
Patrick C. Kyllonen
Director
Center for New Contracts
Educational Testing Service
Princeton, N.J.
Henry M. Levin
William Heard Kilpatrick Professor of Economics and Education, and
Director
National Center for the Study of Privatization in Education
Teachers College
Columbia University
New York City
Christine Massey
Director of Research and Education
Institute for Research in Cognitive Science
University of Pennsylvania
Philadelphia
Richard E. Mayer
Professor of Psychology
University of California
Santa Barbara
C. Kent McGuire
President and CEO
Southern Education Foundation
Atlanta
P. David Pearson
Professor of Language and Literacy and Cognition and Development
Graduate School of Education
University of California
Berkeley
Edward A. Silver
William A. Brownell Collegiate Professor in Education
University of Michigan
Ann Arbor; and
Dean
School of Education
University of Michigan
Dearborn
RESEARCH COUNCIL STAFF
Margaret Hilton
Study Director
______________________________________
* Member, National Academy of Sciences
Three new EdLeader21 and Pearson Foundation films explore the role that critical thinking, communication, collaboration, and creativity have on student learning
San Diego, CA – Today, EdLeader21 and the Pearson Foundation are releasing a collection of three short films that focus on the importance of 21st century skills and the potential impact that the four C’s—critical thinking, communication, collaboration, and creativity—can have across the education community.
The first film, The Role of Leaders in 21st Century Education, documents the importance and need for school leaders to embrace and integrate 21st century skills, rethinking the traditional roles of educators and administrators.
In the second film, The Four C’s: Making 21st Century Education Happen, educational leaders share their perceptions of the ways in which 21st century skills help prepare students for college or a career. In the process, these leaders help document the value of educator collaboration, benefits of genuine student engagement, and the resulting learning outcomes of these classroom approaches.
The third film, Assessing the Four C's: The Power of Rubricsexplores the deliberate efforts that school districts have made to employ rubrics to assess 21st century student outcomes. These rubrics help teachers specifically define each of the 4 C's and make these skills and their mastery more transparent to students and parents.
“For the past decade we have been talking about the need for 21st century skills,” said EdLeader21 CEO Ken Kay. “However, there has been very little focus on what schools and school districts need to do to make this happen. We now have concrete examples of schools, leaders and educators that have committed to implementing the 4C’s and can point to positive learning outcomes as a result of their efforts.”
“These films showcase the important role 21st century skills play in the classroom,” said Pearson Foundation President and CEO Mark Nieker. “The schools and educators who have shared their stories help document the ways in which these skills can be effectively integrated and implemented in school and in local communities.”
The featured school districts whose approaches are presented within The Four C’s: Making 21st Century Education Happen have joined more than 80 other districts and organizations in a professional learning community of leaders called EdLeader21. Those interested in learning more about the collective work of EdLeader21, or in potentially joining its community of practice, are encouraged to review the information available at www.edleader21.com.
To view these new films, visit www.edleader21.com or http://www.youtube.com/playlist?list=PLD731F512D3D9FEDD.
Stacey Finkel, Pearson Foundation, (703) 304-1377, stacey.finkel@pearsonfoundation.org
EdLeader21 is the nation’s first professional learning community focused specifically on supporting 21st century education leaders. Our mission is to empower education leaders to implement 21st century school and district initiatives. EdLeader21 members represent nearly 90 schools and districts in over 28 states across the country.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
New media project shares personal and practical reflections of public leaders, global researchers, education innovators, and policy makers
San Diego – The Pearson Foundation today announced a new project that aims to share the insights of education leaders whose daily efforts are improving outcomes for students inside and outside the classroom. Five Things I’ve Learned chronicles personal lessons learned from decades of real-world experience, sharing proven practice and wisdom about learning, teaching, and helping others.
The series, available at www.thefivethings.org, extends the Pearson Foundation’s mission to share the best practices of the innovators shaping education today. Contributors to Five Things I’ve Learned share a common commitment to improving the fortunes of others through learning. By bringing their individual voices together, the Pearson Foundation hopes to better showcase these leaders and to surface the many hard-won experiences that shape effective policy and practice—both within formal and informal education.
Launching today with 54 contributors from across education, Five Things I’ve Learned will add new voices each week, with the goal of extending the dialogue around what works for young people, teachers and the school systems and community organizations that support them. Each contribution presents five essential lessons or ideas each contributor has discovered during his or her lifetime in education.
The first set of contributors feature the perspectives of:
Public leaders, including Governor Jeb Bush, chairman, Foundation for Excellence in Education; Claudine K. Brown, assistant secretary for education and access, Smithsonian Institution; and Linda McCulloch, Montana Secretary of State;
Global researchers, including Tony Jackson, vice president for education, Asia Society; Fernando Reimers, founding director, International Education Policy Program, Harvard Graduate School of Education, Harvard; and Andreas Schleicher, special advisor on education policy to the OECD’s Secretary-General and Head of the Indicators and Analysis Division;
Education association veterans, including Dan Domenech, executive director, American Association of School Administrators; Don Knezek, CEO, International Society for Technology in Education; and Roger Sampson, president, Education Commission of the States;
Education business leaders, including Tom Vander Ark, author, Getting Smart; CEO, Open Education Solutions; Tim Waters, president and CEO, McREL; and Julie Young, president and CEO, Florida Virtual Schools;
Distinguished non-profit leaders, including Naila Bolus, president and CEO, Jumpstart; Dan Cardinali, president, Communities in Schools; JD Hoye, president, The National Academy Foundation; and Wendy Kopp, CEO/Co-Founder, Teach for All; and
Education innovators, including Chris Dede, Timothy E. Wirth professor in Learning Technologies, Harvard Graduate School of Education; Dr. Stephen Heppel, professor of New Media Environments, Centre for Excellence in Media Practice; and Andrew Slack, executive director, cofounder, and creator, Harry Potter Alliance.
“Five Things I’ve Learned represents a milestone for the Pearson Foundation,” said Pearson Foundation President and CEO Mark Nieker. “For years, I’ve had the good fortune to work with and learn from individuals who have devoted themselves to helping others through education. Five Things I’ve Learned provides a continuing opportunity to celebrate these leaders—and to share what they know more broadly. I hope that over time Five Things I’ve Learned will collect more and more of the best new ideas in education.”
To find more about Five Things I’ve Learned, visit www.thefivethings.org and sign up for the Five Things I’ve Learned updates. Share Five Things on Facebook, Pinterest and Twitter (#PF5Things).
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
Pearson Foundation
703.304.1377
stacey.finkel@pearsonfoundation.org
Students from across the UK have brought the spirit of the Olympics to their doorsteps by planning exciting and inspiring sporting events using maths and science. By showcasing their innovative ideas, eight schools have secured a place in the STEM Challenge 10 Final, the last competition in a successful series ahead of London 2012.
Cisco (www.ciscolondon2012.co.uk), STEMNET and the Pearson Foundation challenged students to consider the venue, location, sport, resources, facilities and equipment to plan a large scale, accessible and sustainable event in their home area.
Nearly 200 UK state-maintained secondary school teams took on the Maths and Science 2012 Challenge and were put through a rigorous regional judging process. Eight teams stood out to reach the finals:
All Hallows Catholic High School, Lancashire
Angley School, Kent and Medway
Kendrick School, Surrey and rest of Berkshire
Perins School, Hampshire and Isle of Wight
South Axholme School, Humberside
The Elton High School, Greater Manchester
The Gryphon School, Wiltshire, Swindon and Dorset
Woodham Community Technology College, County Durham and Tees Valley
These teams will present a Dragon’s Den style pitch to a panel of expert judges on 6 July at Cisco House, London, overlooking the Olympic Park in Stratford. The winning team will receive £2500 for their school’s STEM club, eight tickets for Olympic Hockey and London 2012 merchandise.
STEM Challenges are a series of competitions designed to encourage young people aged 11‑16 to use the skills learnt in Science, Technology, Engineering and Mathematics lessons to think and work creatively about the London 2012 Olympic & Paralympic Games. STEMNET (The Science, Technology, Engineering and Mathematics Network) works in partnership with major organisations to nationally manage each Challenge for UK Secondary Schools.
STEM Challenge 10 forms part of Cisco’s ‘Out of the blocks’ project which gives schools the chance to explore the events and venues of London 2012 whilst practising maths and science skills. More information about the ‘Out of the blocks Maths and Science Series 2012’ project can be found at www.mathsandscience2012.co.uk.
“The STEM Challenges allow students to develop and apply valuable STEM skills to real-life, working situations. STEMNET are delighted to partner with the London 2012 team to ignite the enthusiasm of students in the lead up to the event. All of our finalists are incredibly innovative and inspired by their entries and it is amazing to see students working so well together and supporting each other as a team.”
“London 2012 presents a wonderful platform to communicate to children how science, technology, engineering and maths can be practically applied to form the foundations of such an amazing event. S upporting education in the UK is at the core of Cisco’s legacy plan and we are passionate about making sure the workforce of tomorrow have the capabilities and skills to flourish in the digital economy. The Out of the Blocks initiative and STEM challenges are key to transforming the way young people view STEM subjects and we are committed to engaging them in new and innovative ways”
“The Pearson Foundation is glad to support the STEMNET Challenges and the Out of the Blocks STEM series. Together, these programs help students imagine their future and make an enduring legacy from London 2012.”
STEMNET creates opportunities to inspire young people in Science, Technology, Engineering and Mathematics (STEM). This enables young people to develop their creativity, problem-solving and employability skills, widens their choices and supports the UK’s future competitiveness. STEMNET helps encourage young people to be well informed about STEM, able to engage fully in debate, and make decisions about STEM related issues. www.stemnet.org.uk.
The STEM Challenges have received the London 2012 Inspire Mark and are part of Get Set, the London 2012 education programme. The first STEM Challenge required students to consider some of the steps involved in designing a National Handball Centre for the London 2012 Olympic and Paralympic Games and the second was to design a glove suitable for rowing, canoeing or sailing. The third STEM Challenge invited students to explore approaches to anti-doping laboratory techniques. The fourth Challenge asked students to pitch their plans for sustainable travel from their schools to forthcoming Olympic and Paralympic Game venues. STEM Challenges 5 and 6 focused on designs for leading GB paratriathlete, Jimmy Goddard and paralympian Rachel Morris. STEM Challenge 7, in partnership with BT, asked students to design an app for mobile phones which could be used by visitors to the Olympic and Paralympic Games. STEM Challenge 8 worked in teams to research and propose Paralympic Sports facilities to be made available in their local area.
Cisco (NASDAQ: CSCO) is the worldwide leader in networking that transforms how people connect, communicate and collaborate. Information about Cisco can be found at http://www.cisco.com. For ongoing news, please go to http://newsroom.cisco.com. For more information on Cisco’s role as official network infrastructure provider to London 2012 please go to: http://www.cisco.co.uk/london2012.
Cisco and the Cisco logo are trademarks or registered trademarks of Cisco and/or its affiliates in the U.S. and other countries. A listing of Cisco's trademarks can be found at www.cisco.com/go/trademarks. Third-party trademarks mentioned are the property of their respective owners. The use of the word partner does not imply a partnership relationship between Cisco and any other company.
Cisco is the official network infrastructure supporter for the London 2012 Olympic and Paralympic Games. Planning has been crucial to the success of Cisco's work for London 2012. With over 100 venues and locations to network, Cisco’s planning for the 2012 Games began years ago. And with venues as far afield as Hampden Park in Glasgow, the Millennium Stadium in Cardiff and Weymouth and Portland in Dorset, their planning and preparation have taken them all across the UK.
One important part of Cisco's planning for London 2012 has been taking part in technical rehearsals and test events. By trying out key technologies before the 2012 Games begin, engineers can be confident that their network infrastructure will operate as planned during those crucial world-record moments.
Out of the blocks is a series of free Maths and Science resources that Cisco and the Pearson Foundation recently produced for London 2012. These resources were sent to Heads of Science and Maths in all UK state-maintained secondary schools in January 2012 followed by all UK independent secondary schools, Pupil Referral Units and Young Offenders Institutions. www.mathsandscience2012.co.uk.
Out of the blocks and this Challenge has been proudly supported by the Pearson Foundation. The Pearson Foundation is committed to promoting education and partners with leading nonprofit, civic and business organisations to provide financial, organisational and publishing assistance across the globe. The Foundation aims to make a difference by promoting literacy, learning, and great teaching.
New York, NY – Starting today, We Give Books will help young children with their summertime reading and engage them to join the fight against summer brain drain. For 10 weeks, We Give Books’ Read for My Summer campaign will offer a special selection of books for children ages 5 through 8; provide activities and reading tips for parents; and share stories from around the world about the importance of reading and giving. As with all campaigns on We Give Books, for each digital book a child reads, the Pearson Foundation will donate a new hardcover or paperback book directly to a literacy organization serving children and families.
Research shows that learning loss during the summer months is cumulative, and on average students can end up one month behind where they left off in the spring. We Give Books’ Read for My Summer campaign introduces great children’s books and compelling stories of reading and giving. This campaign will help parents, schools, camps, and libraries continue to offer children an exciting online reading experience, filled with captivating children’s books including Llama Llama Red Pajama, The Little Engine that Could, and Ladybug Girl and the Bug Squad. At the end of the campaign, each child will be able to create a custom reading record to share with his or her teacher and class when school resumes in the fall.
This latest We Give Books campaign joins other successful efforts that have benefited children and families throughout the United States – efforts that have included Read for My School , in which children read more than 150,000 books online in less than five days to benefit their own school libraries, and Read for the Record where readers were able to place books in neighborhood libraries in communities served by the US-based non-profit Jumpstart for Young Children.
Since We Give Books launched in 2010, the Pearson Foundation and Penguin have donated more than a million books, with a goal of donating a million more by the end of the next school year. We Give Books works with exemplary literacy partners in the United States and around the world to put books into the hands of children and families. To learn more about these partners, including Room to Read, Books for Asia, and United Through Reading, visit www.wegivebooks.org/campaigns.
“More and more classroom teachers are making use of the always free digital library at We Give Books,” said Pearson Foundation President and CEO Mark Nieker. “During the school year, young people can read books at school and at home anytime they like. Our new Read for My Summercampaign makes it easy to continue these reading habits even during the summer months. We hope that providing access to the We Give Books’ free digital library will help engage children to keep their reading skills sharp for the upcoming school year.”
To learn more about the Read for My Summer campaign, visit www.wegivebooks.org.
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
We Give Books is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, the Penguin Group and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and its nonprofit literacy partners, go to www.wegivebooks.org.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Pearson Foundation is the ‘Learning Partner’ for this national initiative, providing support for teachers and helping to outfit classrooms and libraries in 100 schools across the nation.
Pearson Foundation today inaugurated the 50th library during the school dedication ceremony in Priyadarshini Vidyamandir School, Mumbai under the Support My School Campaign. The Pearson Foundation library was inaugurated by Sachin Tendulkar, who has been associated with the campaign since its inception last year, with a ribbon-cutting ceremony. Pearson Foundation is the ‘Learning Partner’ for this national initiative, providing support for teachers and helping to outfit classrooms and libraries in 100 schools across the nation.
Speaking on the occasion, Khozem Merchant, President – Pearson India said “We are deeply honored that Sachin took time out to look at the work our Foundation has been doing in schools as part of this campaign. Our library project has been an extraordinary success with students spending quality time reading books outside of their curriculum, some for the very first time.”
He added “We are proud to have stuck to our promise of setting up a library in each of the 100 schools and this is another testimony of our commitment to improving lives through learning.”
Present at the occasion, Mangesh Lad, Principal, Priyadarshini Vidyamandir School, said, “A library equipped with over 600 books was a long-cherished dream and with the help of ‘Support My School’ campaign and Pearson Foundation, we are finally seeing this translate into reality. The response from the kids has been heartening and they are looking forward to reading books including The Ramayana, Stories of the Budha, Stories of Tenali Raman, Sindbad, Aladdin among others. I congratulate Pearson Foundation for this wonderful initiative that will ensure access for students to basic literary facilities like library.”
Pearson Education has been working with a focused approach to create better learning environment in schools across the nation. This association with ‘Support My School’ campaign has enabled them to to bring a difference in the lives of many young children. In these 50 schools, spread across Haryana, West Bengal, Gujrat, Madhya Pradesh and Andhra Pradesh, where the library work has been completed, the outcomes are extremely encouraging. There has been a remarkable ascend in the attendance levels of the children and now kids are seen spending more time in the school reading folk tales, Amar Chitra Katha etc.
The ‘Support My School’ campaign was created by NDTV and Coca-Cola in association with NGO partners, UN-Habitat, CAF and Sulabh International. The campaign initially aimed to develop healthy, active and happy schools in rural India through improvement of basic amenities. With Pearson Foundation’s participation, each of the schools supported now have the capacity to improve teaching and learning as well.
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
Pearson Foundation
703.304.1377
stacey.finkel@pearsonfoundation.org
Pearson Foundation and Penguin celebrate the reading and giving of one million books, challenging readers to read another million in half the time
CHICAGO – May 31, 2012 – We Give Books announced that its readers have met the challenge, issued in 2010, of reading one million digital books at wegivebooks.org. In doing so, the Pearson Foundation has donated an equal number of brand-new hardcover and paperback books to nonprofits, schools, and community organizations around the world. Today, at the Cause Marketing Forum, We Give Books announced details of a new reading and giving goal. The We Give Books “Million Book Challenge” asks adults and children to read and give another million books at We Give Books in half the time. The initiative’s creators—the Pearson Foundation and Penguin—aim to celebrate this new milestone on May 1, 2013, at the International Reading Association Convention to be held in San Antonio, TX.
Since 2010, We Give Books has shared its growing digital library of new and classic children’s books with more than 130,000 registered readers, providing immediate access to classic titles such as The Snowy Day and best-sellers such as Llama Llama Red Pajama to parents, families, teachers, and anyone with access to the Internet. With each book read online, the Pearson Foundation donates a corresponding hardcover or paperback book to a designated nonprofit partner. Visitors to wegivebooks.org can read anytime and anywhere they like. They can also learn more about great literacy organizations and reading initiatives and direct the Pearson Foundation’s donations to these efforts.
Throughout 2012, We Give Books will continue to help essential nonprofit partners to encourage reading and to share books with young people in classrooms and community organizations around the world. Already this year, We Give Books’ Read for My School campaign brought attention to the importance of supporting public schools, helping readers donate 150,000 books to schools of their choice in just five days. Similarly, We Give Books’ Read for My Summer campaign will draw attention to the challenge of summer learning loss by offering children ages 5-to-8 the ability to read online in a special summer reading initiative. Recently, the We Give Books ReadMobile set out across the United States to celebrate readers who have taken part in important literacy campaigns.
While helping to meet the new Million Book Challenge, We Give Books readers will be focusing special attention on vital literacy initiatives—including this year’s Jumpstart’s Read for the Record. Now in its seventh year, Read for the Record is presented in partnership with the Pearson Foundation to highlight the need for high-quality early education in America. We Give Books will be celebrating Read for the Record throughout a week of events culminating on the record-breaking day – October 4. Visit We Give Books to read the official book of the 2012 campaign, Ladybug Girl and the Bug Squad by David Soman and Jacky Davis, and pledge to take part in the online celebration. Learn more at www.wegivebooks.org/readfortherecord.
“The mission of We Give Books is simple: you read a book and we give a book,” said Pearson Foundation President and CEO Mark Nieker. “We have been overwhelmed by the response and commitment to this work; we look forward to the journey ahead, to continuing to support great non-profit partners, and to what the next million books will be.”
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books (www.wegivebooks.org) is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become a lifelong readers and givers. We Give Books supports literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives.
Stacey Finkel
Pearson Foundation
703.304.1377
stacey.finkel@pearsonfoundation.org
Interactive portal provides direct access to data Sets that shape new OECD Skills Strategy
Paris — The Pearson Foundation and The Organization for Economic Co-operation and Development (OECD) today announced the release of a new interactive online portal to support the new OECD Skills Strategy. The site, which is being introduced to Ministers at the OECD Ministerial Meeting in Paris this week, gives governments, researchers, and other users direct access to more than 20 interactive data visualizations that illustrate ways in which countries are developing, supplying, and using skills that enable their citizens to secure better jobs and better lives. Located at skills.oecd.org, the site also provides access to the complete set of recent OECD reports, data, and videos that document the skills-focused policies of the 40 countries whose data led to the OECD Skills Strategy.
Presented in the report entitled Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies, the OECD Skills Strategy provides a framework for countries to analyze and develop the skills of their young people and adults. The strategy acknowledges that with public finances under pressure, governments have tough budgetary decisions to make in the near term. The report also emphasizes that spending on education and skills is an investment for the future and must be a priority.
OECD Secretary-General Angel Gurría said, “Skills have become the global currency of 21st Century economies. They transform lives and drive economies. Governments must invest more effectively in the education and skills that people will need in tomorrow’s workplace. They need to deploy their talent pool more strategically so that these investments translate into better jobs and better lives. Achieving this is everyone’s business, and employers and unions have a central role to play.”
The materials gathered at skills.oecd.org give policy leaders, government representatives, and others developing national skills strategies direct access to data and content. The site documents the OECD’s key findings in regard to the ways in which countries can develop relevant skills among their work force; activate the supply of its skills among new and existing workers; and put the collective skills of their workforce to use most effectively for their citizens. Supporting easy-to-use, interactive data sets are based on significant work carried out by the Directorate for Education, the Directorate for Employment, Labour and Social Affairs and the Centre for Entrepreneurship, SMEs and Local Development. The OECD Skills Advisory Group has supported the development of the project portal.
Pearson Foundation President and CEO Mark Nieker said, “For national and local leaders, an early challenge to putting the OECD skills strategies into practice is accessing and learning from the data that can most impact their country’s young people and adults. Skills.oecd.org aims to provide these leaders with this “skills intelligence,” and with the ability to situate their own strengths and weaknesses as they design and evaluate their policy alternatives.”
Skills.oecd.org marks the second collaboration between the OECD and the Pearson Foundation. The organizations have also worked together to develop and present the "Strong Performers and Successful Reformers in Education" investigative film series, which similarly extends the OECD’s ongoing research. The ten film series profiles the policies and programs that local education leaders credit with improving student achievement – success documented by the strong performance of their countries in the latest PISA assessment. The accompanying website, at http://www.pearsonfoundation.org/OECD presents concrete solutions that have helped each educational system to identify and teach the skills students need to succeed in an increasingly global, interconnected economy.
The OECD's core missions are to assist governments design and implement policies that will improve people's economic and social well-being and help them work together in a coordinated manner towards a stronger, cleaner and fairer global economy. The OECD provides a forum in which governments can share policy experiences and seek solutions to common problems. For more information, please see: www.oecd.org.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Research-based method leads to increased student achievement and improved ROI
NEWS HIGHLIGHTS
Project RED is launching a professional learning community that offers tools, resources and collaboration opportunities for district leaders and school administrators who are passionate about bringing change to learning and preparing students for successful futures.
Project RED offers a practical, research-based method to effectively integrate technology into school districts.
By using findings from a national research study of 1,000 schools, Project RED provides a replicable design for school districts to make the best possible use of technology in a learning environment, leading to improved student achievement and significant return on investment.
WASHINGTON, D.C. – Project RED today launched a proven method to effectively integrate technology into school districts, leading to improved student achievement and significant return on investment. This replicable method for school districts is based on Project RED’s national research of technology programs in 1,000 schools.
“The Project RED research is proof that technology can be a practical, cost-effective way to improve student achievement,” said One-to-One Institute CEO Leslie Wilson and Project RED team member. “The key, however, is effective implementation, and that’s exactly what sets Project RED apart from other studies. After analyzing the research findings, Project RED developed a proven method to productively and efficiently integrate technology into the classroom.”
Beginning today, the Project RED method will be available to district leaders and school administrators through a free, professional learning community where experts will share the best practices and tools for effective technology implementation. Members can take advantage of resources and research, as well as participate in educational opportunities including webinars, forums and regional institutes. During these events, members will gain the knowledge to effectively implement technology into their own districts.
“We know that technology alone is not enough”, said Intel Education Strategist Paige Johnson. “Schools need access to the valuable research on what works to that can help guide the implementation of their technology platforms deployments. The Project RED initiative gives districts them a professional learning community to study best known methods and adapt the approaches for their local needs.”
In 2010, Project RED conducted a survey of technology programs in 1,000 U.S. schools, which is the first and only national research focusing on academic results and the financial implication of education technology. The research shows that, if effectively implemented, technology programs can lead to improved student achievement and significant return on investment.
There are four key findings the Project RED research reveals about using technology in schools to improve learning performance and financial outcomes.
Personalize learning for all students through frequent, appropriate use of technology integrated with curriculum and instruction in all classrooms and other learning places.
Technology is no longer a supplement. It’s an integral part of students’ lives outside of the classroom and is most effective when it becomes an integral part of the core curriculum.
Make professional learning and effective use of technology high priorities for administrators and teachers.
High-quality professional learning for teachers is key to using technology to its fullest potential. To truly transform learning, educators must be able to confidently integrate technologies into their teaching, learning and assessments.
Use technologies such as social media, games and simulations to engage students and encourage collaboration.
Today’s students have been communicating and learning on technology platforms as long as they can remember. Leverage the extraordinary power of technology to connect with students, excite them about learning and empower them to succeed.
Use weekly online assessments to gauge student learning and then tailor instruction for personalized learning experiences.
Technology can assess each student’s learning progress faster to help teachers guide students more effectively. Use this data to determine instruction, remediation and accelerated learning strategies for each student.
Intel Corporation is the founding sponsor of Project RED. Additional sponsors include Hewlett- Packard, SMART Technologies and the Pearson Foundation.
Project RED was established by three organizations, The Greaves Group, The Hayes Connection and One-to-One Institute, and began with a research project aimed at addressing two major issues in U.S. education: improving student achievement and evaluating the total financial impact of technology on state budgets. After analyzing the findings, Project RED now provides a research-based method to effectively integrate technology into the classroom. Additional information can be found at www.ProjectRED.org. Follow us on Twitter @project_RED.
Intel is a world leader in computing innovation and the lead sponsor of Project RED. The company designs and builds the essential technologies that serve as the foundation for the world’s computing devices. Additional information about Intel is available at newsroom.intel.com and blogs.intel.com.
Through its unending commitment to educators, unrivaled breadth of industry-proven solutions and investments that advance institutional and academic success, HP is redefining the role, the reach, and the results of technology in education. Learn more at www.hp.com/go/K12.
SMART Technologies Inc. is a leading provider of collaboration solutions that transform the way the world works and learns. As the global leader in interactive whiteboards, SMART Technologies brings more than two decades of collaboration research and development to a broad range of easy-to-use, integrated solutions. More information is available at www.smarttech.com.
The Pearson Foundation is an independent, nonprofit organization that aims to make a difference by promoting literacy, learning and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Jeanne Hayes
Project RED
720-922-8676
jhayes@ProjectRED.org
Paige Johnson
Intel Corporation
503-712-3378
paige.johnson@intel.com
We Give Books ReadMobile tour kicks off in Lone Star State
FT WORTH, TX – Today, We Give Books kicks off its national ReadMobile tour in the Lone Star State. Students from more than 25 schools will receive a special visit and free children’s books because of their participation in the national online reading celebration called Read for My School.
In February 2012, We Give Books, a digital literacy initiative from the Penguin Group and the Pearson Foundation, announced the first-ever national Read for My School campaign, which allowed readers to designate a school to receive free children’s books. The overwhelming response to the campaign resulted in 150,000 books being read online in just five days. The resulting donations of children’s books will be delivered to more than 700 schools before the end of the school year.
We Give Books (www.wegivebooks.org) enables people anywhere to put books in the hands of children who don’t have them, simply by reading online for free. In communities large and small across the country, more than 50,000 students, educators, and families took part in the Read for My School campaign.
The ReadMobile tour will not only deliver the new children’s books earned through Read for My School, but will also feature stories from the New York Times-bestselling Ladybug Girl books, a series created by the husband-and-wife team of Jacky Davis and David Soman. One of the books in the series, Ladybug Girl and the Bug Squad, has been named the official book of this year’s Read for the Record campaign – an annual literacy event with millions of participants. The story is available now in the free We Give Books digital library (http://www.wegivebooks.org/books/ladybug-girl-and-the-bug-squad?auto_launch=1).
Each school that receives a Read for My School book donation will decide how to distribute the children’s books it receives: adding them to its own school library, sharing them with students, or donating them to local community organizations, for example. By the end of the school year, as the ReadMobile continues its journey to additional states, the Pearson Foundation will have donated more than $1.5 million worth of quality children’s books to elementary schools around the country through Read for My School.
“We Give Books has opened up a new way for our students to access books anytime they want to read and anywhere they have access to the Internet,” said Andrea Harper, principal of T. A. Sims Elementary School #208 in Ft. Worth. “Our teachers are now using We Give Books on a daily basis. What the Pearson Foundation is doing is benefiting our children in ways we could not have imagined. We will be using the donated books to increase our school library.”
“The response to the Read for My School campaign only reaffirms the need for programs like We Give Books,” said Pearson Foundation President and CEO Mark Nieker. “The impact of this campaign will be felt long after the books have been delivered – in schools, homes, and local community centers.”
Since We Give Books launched in 2010, the Pearson Foundation and Penguin have donated nearly a million books to schools and nonprofit organizations designated by readers who read from the free digital library of children’s books at www.wegivebooks.org. We Give Books works with exemplary literacy partners in the United States and around the world to put books into the hands of children and families. To learn more about these partners, including Room to Read, Books for Asia, Harlem Children’s Zone, and Jumpstart, visit www.wegivebooks.org/campaigns.
Stacey Finkel, Pearson Foundation, stacey.finkel@pearsonfoundation.org, 703-304-1377
We Give Books (www.wegivebooks.org) is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, Penguin and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and its nonprofit partners, go to www.wegivebooks.org.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Jumpstart Campaign Brings Attention to Early Education Crisis
BOSTON, MA – Jumpstart and the Pearson Foundation today announced that Penguin’s Ladybug Girl and the Bug Squad, by David Soman and Jacky Davis, has been selected as the official book of Jumpstart’s Read for the Record campaign in 2012. Jumpstart’s Read for the Record is an annual reading celebration that highlights the need for high quality early education in America by mobilizing adults and children to set a record for the largest shared reading experience. Jacky Davis and David Soman are a husband and wife creative team. The characters in the New York Times-bestselling Ladybug Girl books are inspired by the authors’ own children, Lucy and Sam.
For the first time this year, Jumpstart’s Read for the Record will take place over a full week—September 27 through to the record setting day on October 4—giving record breakers across the country even more opportunity to read and to support Jumpstart’s mission to work toward the day every child in America enters school prepared to succeed. Again this year, record breakers will also be able to take part by reading the book for free at We Give Books (www.wegivebooks.org), the free digital reading initiative created by Penguin and the Pearson Foundation.
Research shows that one in three children enters school without the skills he or she needs to be successful. Further, children in low-income neighborhoods start kindergarten 60% behind their peers from more affluent communities. Since 2006, Jumpstart’s Read for the Record has raised awareness of America’s achievement gap and enlisted citizens to be a voice for these children by participating in the campaign. In 2011, more than 2.2 million people took part in the movement.
Since the campaign’s inception in 2006, more than seven million people have joined local Jumpstart’s Read for the Record reading celebrations; Jumpstart has raised more than $7 million to support its year-round work in preschools in low-income neighborhoods; and the Pearson Foundation has donated nearly one million books to local schools, libraries, and community organizations in conjunction with the annual campaign.
”Jumpstart’s Read for the Record is a call to action to Americans to recognize the importance of quality early education, especially for our most vulnerable children,” said Jumpstart’s president and CEO, Naila Bolus. “When children start behind, they tend to stay behind. The language and literacy skills instilled in preschool children by the Jumpstart program help set them on a successful path in both school and life.”
“The Pearson Foundation is a proud founding partner of Jumpstart’s Read for the Record,” said Mark Nieker, President and CEO, Pearson Foundation. “With Penguin, we are looking forward to our seventh year of supporting and promoting Jumpstart’s mission through this vital campaign. We’re especially excited to be able to extend our national record-breaking effort beyond a single day, and in so doing to be able to shine an even bigger spotlight on Jumpstart’s essential work in classrooms year-round.”
The Ladybug Girl series, published by Penguin Young Readers Group’s Dial imprint, continues to find new readers year after year. For more information about Ladybug Girl and the Bug Squad, visit http://tinyurl.com/4soxmcz.
To learn more about supporting Jumpstart and participating in Jumpstart’s Read for the Record, visit http://www.jstart.org.
Joy Errico Seusing
857-413-4573
Joy.errico@jstart.org
Jumpstart is a national early education organization working toward the day every child in America enters school prepared to succeed. Jumpstart delivers a research-based and cost- effective program by training college students and community volunteers to serve preschool-age children in low-income neighborhoods. Through a proven curriculum, these children develop the language and literacy skills they need to be ready for school, setting them on a path for lifelong success. Jumpstart is a proud member of the AmeriCorps national service network. Learn more at www.jstart.org.
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Penguin Young Readers Group includes such preeminent imprints as Dial Books, Dutton, Grosset & Dunlap, Philomel, Puffin, Speak, Firebird, G. P. Putnam’s Sons, Razorbill, Viking, and Frederick Warne. These imprints are home to such award-winning, New York Times- bestselling authors as Laurie Halse Anderson, Jay Asher, Judy Blume, Jan Brett, Eric Carle, Roald Dahl, Tomie dePaola, Sarah Dessen, John Green, Eric Hill, Anthony Horowitz, Brian Jacques, Mike Lupica, Richard Peck, Patricia Polacco, and dozens of other popular authors.
Penguin Young Readers Group is also the proud publisher of perennial brand franchises such as The Little Engine That Could, the Nancy Drew and Hardy Boys series, Peter Rabbit, Spot, the Classic Winnie the Pooh, the Very Hungry Caterpillar, Strega Nona, Madeline, Mad Libs, Alex Rider, the Rangers Apprentice, Skippyjon Jones, Flower Fairies, and Pippi Longstocking, among many others.
Penguin Young Readers Group is part of Penguin Group (USA), one of the leading U.S. adult and children's trade book publishers, and a member of the internationally renowned Penguin Group.
Graduation Rate Topped 75% in 2009 with Tennessee and New York Leading the Progress
WASHINGTON, D.C. —The nation continues to make progress to end the dropout crisis, according to a report released today by Civic Enterprises, the Everyone Graduates Center, America’s Promise Alliance and the Alliance for Excellent Education. The report found that 24 states increased their high school graduation rates by modest to large gains, while the number of high schools graduating 60 percent or fewer students on time—often referred to as “dropout factories”— decreased by 457 between 2002 and 2010, with the rate of decline accelerating since 2008.
The number of “dropout factories” totaled 1,550 in 2010, down from 1,634 in 2009 and a high of 2,007 in 2002. The number declined by 84 between 2009 and 2010. As a result, 790,000 fewer students attended dropout factories in 2010 than 2002. These numbers and additional analysis are detailed in the 2012 Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic , an annual report authored by John Bridgeland and Mary Bruce of Civic Enterprises and Robert Balfanz and Joanna Fox at the Everyone Graduates Center at Johns Hopkins University. The report is sponsored by AT&T with additional support from the Pearson Foundation.
“The good news is that some states have made improvements in their graduation rates, showing it can be done. But the data also indicate that if we are to meet our national goals by 2020, we will have to accelerate our rate of progress, particularly in the states that have shown little progress,” said Robert Balfanz, director of Everyone Graduates Center, Johns Hopkins University, and co-author of the Building a Grad Nation report.
Other findings include:
The national graduation rate increased by 3.5 percentage points between 2001 and 2009 from 72 percent to 75.5 percent in 2009.
20 states made the most significant gains in graduation rates (+3 to +17 percentage points). Tennessee (+17.8) and New York (+13) saw double-digit gains.
12 states were responsible for the majority of progress during the past decade: New York, Tennessee, Florida, Georgia, North Carolina, Texas, South Carolina, Missouri, Alabama, Massachusetts, Wisconsin and Kentucky. Combined, these states added nearly 109,000 additional graduates in 2009.
Nine of these 12 states (Alabama, Florida, Georgia, Kentucky, New York, North Carolina, South Carolina, Tennessee and Texas) were also among the top 15 states with the biggest declines in students attending “dropout factories.”
The following states actually saw declines in their graduation rates during this period: Nevada (-15.6), Connecticut (-4.3), New Mexico (-2.6), Arizona (-2.2), California (-1.7), Utah (-1.1), Nebraska (-1.0), Arkansas (-0.8), New Jersey (-0.5) and Rhode Island (-0.4).
Only one state, Wisconsin, has a graduation rate of 90 percent.
The following 13 states: Arizona, Arkansas, California, Connecticut, Illinois, Indiana, Michigan, Mississippi, Nevada, New Mexico, Oklahoma, Virginia, and Washington have to graduate the largest number of students and be most aggressive in accelerating their graduation rate to reach a 90 percent graduation rate by 2020.
The South and the suburbs saw the largest declines in the number of “dropout factory” schools with 410 and 171, respectively, between 2002 and 2009.
The number of “dropout factory” high schools declined by 98 in cities in 2009-2010 while suburbs saw a decrease of 41.
Between 2002 and 2010, the Northeast had the second largest decline of 43 while the West decreased by 35.
The Midwest increased their number of “dropout factory” schools by 33 during 2002-10.
Contrary to 2008-09, progress in towns and rural areas stalled in 2009-2010.
School districts in towns and rural areas saw an increase in the number of “dropout factory” schools between 2009 and 2010. Towns increased the number of these schools by 42 and rural areas by 33 schools.
This slight increase does not diminish progress between 2002 and 2010 where towns decreased their dropout factory schools by 33 percent, slightly behind their suburban counterparts at 36 percent.
The following states saw the greatest change, decreasing the number of “dropout factory” schools by more than 50 between 2002 and 2010: Texas (-122); Florida (-62); and Georgia (-54). These states increased graduation rates during this period as well.
If each state had a graduation rate of 90 percent, 580,000 additional students would have graduated in the class of 2011, increasing the GDP by $6.6 billion and generating $1.8 billion in additional revenue as a result of increased economic activity.
The report used the best and most recent data available: the Averaged Freshman Graduation Rate (AFGR) and Promoting Power for 2010. Although all states were expected to use the Adjusted Cohort Graduation Rate starting in the 2010-11 school year, not all states are reporting these data at this time.
The report also includes updates on progress on the 10 Civic Marshall Plan benchmarks, such as grade-level reading, chronic absenteeism, early warning systems, and state compulsory school age requirements. As highlighted by President Obama in his 2012 State of the Union Address, state laws dictate the minimum and maximum age that all youth must attend school. While the majority of states have a compulsory school age of 17 or 18, a total of 18 states still permit students to drop out before age 18 or the age students drop out.
”In large part the battle will be won or lost in the 13 states that have the largest number of students to get back on track to graduate and need to accelerate their progress two to three-fold in order to reach 90% high school graduation rates by 2020,” said John Bridgeland, CEO of Civic Enterprises and co-author of the Building a Grad Nation report.
The report also features states and school districts that are making significant gains, serving as a challenge that others can too. It also shares promising practices from nonprofits, businesses, media, educational and governmental institutions across the country, and five case studies in: Dothan, AL, the State of Georgia; Henry Grady High School in Atlanta, GA; Houston, TX; and Washington County Public Schools in Maryland.
“In order to accelerate the progress highlighted in this report, it is critical that we identify the initiatives that are most effective in reducing the dropout rate,” said Charlene Lake, Senior Vice President-Public Affairs and Chief Sustainability Officer for AT&T. “Working together to scale these evidenced-based strategies will be vital to helping our students succeed and meeting our national objectives.”
Two of the report’s authors will discuss the complete findings of the report at the March 19 opening session of the 2012 Building a Grad Nation Summit. The summit is the annual premier event of the Grad Nation campaign, a large and growing movement of dedicated individuals, organizations and communities working together to end the dropout crisis. The goal of Grad Nation is to raise the national high school graduation rate to 90 percent by 2020, with no school graduating fewer than 80 percent of its students on time.
A full copy of the 2012 report and more details on state level data are available by request or online March 19 at: www.americaspromise.org, www.civicenterprises.net or www.every1graduates.org.
The Alliance for Excellent Education is a Washington, DC-based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. It focuses on America’s six million most at-risk secondary school students—those in the lowest achievement quartile—who are most likely to leave school without a diploma or to graduate unprepared for a productive future.
America’s Promise Alliance is the nation’s largest partnership dedicated to improving the lives of children and youth. We bring together more than 400 national organizations representing nonprofit groups, businesses, communities, educators and policymakers. Through our Grad Nation campaign, we mobilize Americans to end the high school dropout crisis and prepare young people for college and the 21st century workforce. Building on the legacy of our Founding Chairman General Colin Powell, America’s Promise believes the success of young people is grounded in Five Promises: caring adults; safe places; a healthy start; an effective education; and opportunities to help others.
Civic Enterprises is a public policy firm that helps corporations, nonprofits, foundations, universities and governments develop and spearhead innovative public policies to strengthen our communities and country. Created to enlist the private, public and nonprofit sectors to help address our Nation’s toughest problems, Civic Enterprises fashions new initiatives and strategies that achieve measurable results in the fields of education, civic engagement, economic mobility, and many other domestic policy issues.
The Everyone Graduates Center, part of the Center for Social Organization of Schools at the School of Education at Johns Hopkins University, seeks to identify the barriers to high school graduation, develop strategic solutions to overcoming these barriers and build local capacity to implement and sustain the solutions so that all students graduate prepared for adult success.
Colleen Wilber
202.657.0647 or colleenw@americaspromise.org
Jason Amos
202.828.0828 or jamos@all4ed.org
Mary Maushard
410.516.8810 or mmaushard@jhu.edu
Megan Hoot
202.898.9387 or mhoot@civicenterprises.net
Stories of success from around the country to be highlighted and new national graduation data including latest number of “dropout factory” high schools released
The annual Building a Grad Nation Summit, taking place March 18-21 in the nation’s capital, brings together national and local leaders in education, politics, business, media, nonprofits and research to celebrate progress and discuss the remaining challenges in the nation’s efforts to end the high school dropout crisis. More than 1,000 attendees, including close to 150 youth leaders, from around the country are registered to attend. The event is hosted by America’s Promise Alliance, Alliance for Excellent Education, Civic Enterprises and the Everyone Graduates Center.
Premier Sponsors include Grad Nation Presenting Sponsor, State Farm®, along with AT&T, Bill & Melinda Gates Foundation and Target. Signature Sponsors are Apollo Group, Casey Family Programs, Corporation for Public Broadcasting, Ford Foundation, Ford Motor Company, Intel Corporation, Lumina Foundation, National Cable & Telecommunications Association, and Pearson Foundation.
“This annual summit is the premier event of our Grad Nation campaign and a time when we can come together and assess how we’re doing in our work to keep our young people in school,” said Alma J. Powell, chair, America’s Promise Alliance. “There is a lot of progress underway that we can celebrate and learn from, however we know now is not the time to become complacent because we are still losing one out of every four youth and nearly one out of every two African-American and Hispanic youth to this crisis. Our work will not end until all our children in this country find a path to achieve their full potential.”
The three-day event at the Marriott Wardman Park Hotel will kick-off on March 18 with a pre-conference for youth leaders and continue on March 19 with opening remarks from Mrs. Powell, Director of the White House National Economic Council Gene Sperling, and a special announcement from AT&T Chairman and CEO Randall Stephenson. Secretary of Education Arne Duncan will also welcome attendees on March 19 and moderate a panel discussion on school improvement grants. America’s Promise Founding Chairman General Colin Powell and George Lucas, filmmaker and chairman of the George Lucas Educational Foundation, will deliver the closing luncheon remarks on March 20.
All these sessions will be webcast live at: www.americaspromise.org/summit.
The latest Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic report will be released on March 19. Findings from this highly anticipated annual report, which showcases the latest national graduation rate data, including the current number of dropout factories —those schools graduating 60 percent or less of students on time — will be unveiled. The new report reveals that the number of dropout factory high schools continued to decline between 2009 and 2010 and made significant improvements in graduation rates between 2002 and 2010.
“The good news is that some states have made improvements in their graduation rates, showing it can be done. But the data also indicate that if we are to meet our national goals by 2020, we will have to accelerate our rate of progress, particularly in the states that have shown little progress,” said Robert Balfanz, director of Everyone Graduates Center, Johns Hopkins University, and co-author of Building a Grad Nation report.
Discussions and sessions on key topics such as the role of innovation in school reform, increasing access to and affordability of post-secondary education for underserved populations, school transformation, early childhood education, and using data to raise student achievement will also take place. These sessions will feature national leaders such as: former DC schools chancellor and founder and CEO of StudentsFirst, Michelle Rhee, Jon Schnur of America Achieves, Jose Antonio Tijerino of the Hispanic Heritage Foundation, Dr. Steven Barnett of the National Institute for Early Education Research at Rutgers University and Aimee Guidera of the Data Quality Campaign among many others. A special Planning for the New Majority session on March 19 moderated by Telemundo’s Jose Diaz Balart will examine the implications of the latest census figures showing a demographic shift in America with a growing minority population and what that means for education policies and systems.
“Many of America's leading institutions — from public media to the United Way — are ramping up their efforts to align with the Civic Marshall Plan of action to meet national goals,” said Civic Enterprises CEO, John Bridgeland. “With the support of these innovative organizations as well as businesses and community organizations alike, school districts across the country and many states — such as Tennessee and New York — continue to beat the odds and challenge others to so the same, despite tough economic challenges.”
The intersection between a quality education and a strong economy will be highlighted throughout the summit. This includes a special panel discussion on March 20 on the role of business in supporting education innovation and reform moderated by CNBC’s Maria Bartiromo that includes Miami-Dade County Public Schools Superintendent Alberto Carvalho, DeVry President and CEO Daniel Hamburger, Chief Executive Officer of CVS Caremark Corporation Larry Merlo and others. This discussion will conclude with an overview of the latest data on the economic impact of the high school dropout crisis.
“For the individual and the nation as a whole, the best economic stimulus is a diploma,” said Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. “With a high school diploma, individuals will earn more than their counterparts who drop out. Those additional earnings aren’t going under a mattress—they will be put to good use in local communities, purchasing groceries, clothing, and boosting the local economy.”
Summit attendees will hear successful case studies from more than a dozen communities across the nation, including Houston, TX; Gwinnett County, GA; and Cincinnati, OH. They will also participate in sessions with some of the nation’s most highly regarded practitioners and thought leaders on the following topics: third grade reading; expanded learning opportunities; special challenges facing foster care, homeless and military youth; education legislative landscape; teacher quality; STEM; disconnected youth; rural youth and sustaining important youth programs in tough economic times.
On March 21, about 200 summit attendees will meet with their Congressional representatives to discuss dropout prevention and supporting the America's Promise Grad Nation campaign, now a large and growing movement of dedicated individuals, organizations and communities working together to end the dropout crisis. The goal of Grad Nation is to raise the national high school graduation rate to 90 percent by 2020, with no school graduating fewer than 80 percent of its students on time.
The full summit agenda with a list of all speakers can be found at: www.americaspromise.org/summit.
Majority of college students prefer digital books over print
Students believe tablets will replace textbooks within five years
WASHINGTON—Just a week after the release of the much-anticipated new Apple iPad, a new study from the Pearson Foundation reveals that students believe tablets and other mobile devices will transform learning. The Pearson Foundation’s Second Annual Survey on Students and Tablets also finds that tablet ownership among college students and high school seniors has risen dramatically in the last year—ownership has tripled among college students (25% vs. 7% in 2011) and quadrupled among high school seniors (17% vs. 4% in 2011).
The survey reveals that more students are reading digital books, and that a majority of college students (63%) and high school seniors (69%) believe that tablets will effectively replace textbooks within the next five years.
The Pearson Foundation Survey on Students and Tablets was conducted to understand how college students and college-bound high school seniors currently use and would like to use mobile technology. It also examined their perceptions about how tablets and related mobile devices are changing their expectations about their educational experience. The survey asked students specifically about ownership and intent to purchase; usage; preferences between digital and print formats when reading for school and pleasure; and what school-related activities they prefer. The survey was conducted online by Harris Interactive on behalf of the Pearson Foundation in January 2012 among 1,206 college students and 204 college-bound high school seniors.
Survey findings indicate that over one-third of college students (36%) and one-quarter of college-bound high school seniors (26%) intend to purchase a tablet in the next six months. This includes almost half of tablet-owning college students who plan on buying another tablet device (46%), and one in five who are first-time buyers (college students: 21%; high school seniors: 20%). Among college students who own tablets, the Apple iPad is by far the most popular tablet (63%) followed by the Kindle Fire (26%) and the Samsung Galaxy Tab (15%).
Digital readership has continued to grow since last year’s survey. Seventy percent of college students have read a digital text, compared to 62% in 2011, and the majority of students now prefer digital to print. Almost six in 10 college students prefer digital over print when reading books for fun (57%) or textbooks for class (58%). This is a reversal from last year, when more college students preferred print over digital; this trend also holds true among high school seniors.
Nearly all college student tablet owners believe these devices are valuable for educational purposes (94%). Around half say that they would be more likely to read textbooks on a tablet because of access to embedded interactive materials, access to social networks to share notes or ask questions, and access to instructors’ comments in the reading material. Three-quarters of college student tablet owners use tablets daily for school-related activities; three in five say they use their tablet for school purposes multiple times a day.
The survey is part of the Pearson Foundation Survey series. Previous surveys have addressed early literacy, community college, literacy, philanthropy and, again in 2012, tablets usage.
The survey was conducted online within the United States by Harris Interactive on behalf of the Pearson Foundation between January 9 and 27, 2012, among 1,206 college students and 204 college-bound high school seniors. Qualified college students were U.S. residents between the ages of 18 and 30 who were enrolled in a two-year college, four-year college or university, or graduate school. Qualified college-bound high school seniors were U.S. residents age 17 or 18, enrolled as seniors in high school and intending on enrolling in a two-year or four-year college upon graduation. Data were weighted to be representative of the U.S. population of college students and college-bound high school seniors. Figures for age, sex, race/ethnicity, education, region and household income were weighted where necessary to bring them into line with their actual proportions in the population. No estimates of theoretical sampling error can be calculated. The Pearson Foundation will make the full methodology, including weighting variables, cross tabulations, and the underlying SPSS data file, available upon request.
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
The Pearson Foundation is an independent 501(c)(3) nonprofit organization that aims to make a difference by promoting literacy, learning and great teaching. The Pearson Foundation collaborates with leading businesses, nonprofits and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Harris Interactive is one of the world’s leading custom market research firms, leveraging research, technology and business acumen to transform relevant insight into actionable foresight. Known widely for the Harris Poll and for pioneering innovative research methodologies, Harris offers expertise in a wide range of industries including healthcare, technology, public affairs, energy, telecommunications, financial services, insurance, media, retail, restaurant and consumer package goods. Serving clients in over 215 countries and territories through our North American and European offices and a network of independent market research firms, Harris specializes in delivering research solutions that help us—and our clients—stay ahead of what’s next. For more information, please visit www.harrisinteractive.com.
Garden state youth create compelling public service announcements
TRENTON, New Jersey—The Pearson Foundation today announced the winners of the New Jersey GO GREEN! Challenge. The grand prize was awarded to Scott Nolasco and Alex Schulsinger from Northern Highlands Regional High School (Allendale, New Jersey) for their Public Service Announcement (PSA) entitled, "It's Your Turn."
The New Jersey GO GREEN! Challenge was designed to raise awareness among young people, educators, and policymakers about the importance of clean energy sources. Students across the Garden State entered PSAs focused on the need for renewable, carbon-free energy that comes from natural resources such as sunlight, wind, rain, tides and geothermal heat.
Nolasco and Schulsinger's PSA featured ways people can be more energy conscious and "go green," explaining that only individuals can make the decision to go green. The PSA can be seen at http://njgreenchallenge.org/ . The students will be presented with a certificate of recognition along with Apple iPads at the School Board meeting today.
Go Green finalists included "Keep On Turning," by Aleksandre Kosinski and Tom Johnson from Cherry Hill East High School, and "Save The Planet," by Jenna Cody and Abby Gordon from Princeton High School.
"We are so proud of Scott and Alex," said Northern Highlands Regional High School Principal Joe Occhino. "These students exemplify the creativity and awareness that is the backbone of what we do here at Northern Highlands Regional High School."
"We're pleased with the response we received from students across New Jersey," said Pearson Foundation President and CEO Mark Nieker. "The New Jersey GO GREEN! Challenge provided a great venue for students to be imaginative and inspire others to think about making small changes in their lives in an effort to go green and protect our environment."
To view the winning PSAs visit www.njgreenchallenge.org or to learn more about the Pearson Foundation, visit www.pearsonfoundation.org .
The Pearson Foundation is an independent 501(c)(3) non-profit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, non-profits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel, stacey.finkel@pearsonfoundation.org or 703-304-1377
Six new documentary films highlight local achievements of successful education systems around the world.
(Paris) -- Today, the Pearson Foundation and the Organisation for Economic Co-operation and Development (OECD) announced the extension of their investigative film series that documents successful education initiatives currently improving student learning in classrooms around the world. Six new films now available bringing the total number of films in the series to ten.
"Strong Performers and Successful Reformers in Education" profiles policies and programs that local education leaders credit with improving student achievement – success documented by the strong performance of their countries in the latest PISA assessment. Each short film presents concrete solutions that have helped each educational system to identify and teach the skills students need to succeed in an increasingly global, interconnected economy.
The six films added to the collection build upon four initial profiles of the educational systems in Finland, Ontario, Canada, Poland, and Shanghai, China. The collection now includes profiles of educational innovations in:
Brazil, where the federal government has launched a major effort to improve education, increase spending in classrooms and on teacher salaries, improve teacher quality and provide extra help to get poorer children into classrooms.
Germany, where the traditional three-tiered school system began a massive reform, beginning at the earliest grade levels.
Japan, where in the wake of the earthquake and tsunami disaster of March 2011, education authorities are encouraging more independent thinking and discussion in classrooms in order to help students develop 21st century problem-solving skills to face the uncertainties and challenges of the future.
Korea, where building on the successes of its fast-developing ICT sector, the government is using digital technology to stimulate a creative approach that moves from uniform and standardized education to diversified, creativity-based learning that gives students access to education materials wherever and whenever they want.
Portugal, where reorganizing, modernizing and grouping schools in 'clusters' has resulted in better facilities for all. Between 2006 and 2010, more than 2500 small primary schools were closed, existing schools were expanded, or new schools were built with better facilities.
Singapore, where forward-looking policies benchmark Singapore's practices against the best in the world while also taking into account the local context.
In all, the ten films in the "Strong Performers and Successful Reformers in Education" video series provide a detailed look behind the PISA data, documenting insights into the systemic policies and practices that have distinguished each country's local educational system.
"These films help share methods with the potential to improve student success not just locally, but in classrooms around the world," said Andreas Schleicher, Special Advisor on Education Policy to the OECD's Secretary-General and OECD Deputy Director of Education. "Collectively, they do something just as important: they help to show that significant gains in student improvement are possible in all countries, even in those countries not already at the top of the PISA assessment."
"This new set of films provide an broad view of specific successful practices of educational systems around the world," said Mark Nieker, President and CEO of the Pearson Foundation. "Taken together, the ten films provide the beginnings of a global view if the systemic approaches and strategies that are improving the fortunes of young people, and societies, in countries around the world."
The "Strong Performers and Successful Reformers in Education" films can be viewed online at www.pearsonfoundation.org/OECD. DVD copies may also be obtained directly from the OECD, and from the Pearson Foundation.
In 2011 the OECD celebrated its 50th anniversary of promoting better policies for better lives. The OECD’s core missions are to assist governments design and implement policies that will improve people’s economic and social well-being and help them work together in a coordinated manner towards a stronger, cleaner and fairer global economy. The OECD provides a forum in which governments can share policy experiences and seek solutions to common problems. For more information, please see: www.oecd.org.
The Pearson Foundation is an independent 501(c)(3) non-profit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, non-profits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Data also reveals high levels of boredom and students who think teachers do not care about them
Portland, ME – A new national report that asks students about their goals and aspirations found that 87 percent of students are pushing themselves to do better in school and want to do their best. While some of the findings are encouraging, these students also expressed that they feel undervalued in – and not all proud of – their schools. The results of the My Voice™ National Report offer educators and administrators unique insight into what motivates students to learn and succeed.
The My Voice Student Aspirations Survey seeks to gather information about student perceptions of their experience at school. The results of the survey are used by administrators, educators, parents and students themselves to improve schools, helping many schools to create or move to a more student-centered focus.
Conducted by the Pearson Foundation and the Quaglia Institute for Student Aspirations, the most recent survey was conducted with 57,883 students (grades 6–12) during 2010–2011 academic year, representing more than 200 schools from across the United States. This comprehensive survey asks students to respond to questions about their school and learning environment that spotlight vital areas such as self-worth, engagement, and purpose. The survey is grounded in a framework called the 8 Conditions that Make a Difference® created by the Quaglia Institute.
Key survey findings from the My Voice National Report include:
Almost all students believe they can be successful in school
Nearly nine in ten students believe getting good grades is important
Less than half of students think that their teachers care about them
Nearly half of students say that school is boring
Additional findings in the report paint a mixed picture of how students feel and what is the best environment for success; the survey covers a wide variety of student opinions ranging from peer acceptance to teacher performance and academic motivation.
Nearly three-quarters of students report feeling accepted for who they are at school, and a relatively small proportion (17%) say that they have difficulty fitting in at school. While 66% of the students surveyed said their school is a welcoming and friendly place, bullying is still a problem reported by 45% of the students surveyed, with the problem being more prevalent in middle school than high school.
Research consistently shows that some of the most influential people in students’ lives are their teachers. The positive results of the survey point to a majority of students who said they have a teacher who is a positive role model (74%), yet only 41% of the respondents said that students respect teachers.
“I am encouraged by the fact that so many students want to succeed,” said Dr. Russell J. Quaglia, founder of the My Voice Survey. “This survey provides us a unique window into schools and provides us with a powerful tool to address the conditions that foster student success.”
“The student voice is so important in all of the work we do in education,” said Pearson Foundation President Mark Nieker. “One of the most encouraging outcomes of the My Voice Survey is that schools are able to analyze the perceptions and attitudes of their students and make adjustments and changes to enhance the school environment.”
To learn more about the My Voice National Report, the My Voice Survey or My Voice grant opportunities, visit http://myvoice.pearsonfoundation.org/.
The Pearson Foundation is an independent 501(c)(3) non-profit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, non-profits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
The Quaglia Institute for Student Aspirations is an independent, nonprofit organization dedicated to promoting and putting into practice the conditions that foster student aspirations in schools and learning communities around the world. Visit the website at www.qisa.org.
National award recognizes exemplary community service among two- and four-year college students
New York, NY – The Pearson Foundation today opened the application for the 2012 Pearson Prize for Higher Education, the award that recognizes and supports undergraduate student leaders who are distinguishing themselves by leading public service efforts that give back to their local communities.
The Pearson Foundation will recognize 20 students as Pearson Prize National Fellows, providing financial assistance, access to a vast network of professionals and past award recipients, and the opportunity for training in the areas of project management, communications and technology through the TakingITGlobal Sprout E-course. The online application is now available at www.pearsonfoundation.org/pearsonprize . Completed applications must be received by March 28, 2012.
The Pearson Prize was specifically developed for young people who might not have discovered their direction, or engaged their real passion, until after their freshman year in college. Past Pearson Prize National Fellows have come from diverse backgrounds and have studied at institutions of higher education throughout the United States. In addition to recognizing and addressing the financial challenges that many of these students face while pursuing their academic goals, the Pearson Foundation aims to raise awareness about the important role that student leaders play on college campuses and in surrounding communities.
In 2011, 18,000 students registered for the Pearson Prize. To learn more about past awardees, visit http://pearsonfoundation.org/pearsonprize/2011/fellows.html . This year’s award recipients will be notified by July 2012.
“The Pearson Prize for Higher Education brings to light the importance of community involvement and leadership,” said Pearson Foundation President and CEO Mark Nieker. “Each year we are seeing an increase in applicants – we know that this award is filling a need not traditionally met by other awards. I am in awe of these students’ accomplishments, and they inspire us all to do more and succeed.”
The Pearson Prize is administered by the National Society of Collegiate Scholars (NSCS). The application is open to current undergraduate students enrolled at accredited four-year and two-year institutions in the U.S. who have a minimum 2.5 GPA on a 4.0 scale and at least one year remaining until graduation.
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books mobilizes communities to support schools and raise awareness about literacy’s importance through Read for My School
New York, NY – Less than a week after announcing its first-ever national Read for My School campaign, We Give Books announced today that participants successfully reached the goal of 150,000 children’s books read online—all in just five days. The effort will result in the donation of 150,000 new hardcover and paperback children’s books to more than 700 public elementary schools designated by readers across the United States.
We Give Books, the digital literacy initiative from the Pearson Foundation and the Penguin Group, gives students, teachers and families access to a digital library of world-class children’s books. Simply by reading online at www.wegivebooks.org, anyone can help give a book to one of many literacy-based charities from around the world. For the first time, the Read for My School campaign allowed readers nationwide to direct donations to their own schools.
We Give Books estimates that more than 50,000 people participated in this online reading celebration. Schools from all 50 states participated; some of the top-reading schools include: Westlawn Elementary School (Mobile, AL), Vero Beach Elementary School (Vero Beach, FL), Bessie E. Owens Intermediate (Bakersfield, CA), Lincoln K-8 Choice Elementary (Rochester, MN) and Stillmeadow School (Stamford, CT). Each school will decide how to distribute the children’s books it receives: adding them to its own school library, sharing them with students, or donating them to local community organizations, for example.
“We Give Books is the most unique program to teach two of the most important skills, reading and giving,” said Betsy Hall, media specialist, Imagine Schools Lakewood Ranch (FL). “We are incredibly grateful to the Pearson Foundation for the opportunity to participate in Read for My School. All of our students will benefit from the donation of quality children’s books.”
“We Give Books’ mission is simple: we want to share the love of reading and to teach the importance of giving,” said Pearson Foundation President and CEO Mark Nieker. “The national response to Read for My School shows how strongly We Give Books’ readers feel about giving in their local communities. The impact of this campaign will be felt long after the books have been delivered—in schools, homes and local community centers.”
Since We Give Books launched in 2010, the Pearson Foundation and Penguin have donated nearly 825,000 books to schools and nonprofit organizations designated by readers who read from a free digital library of children’s books at www.wegivebooks.org. We Give Books works with exemplary literacy partners in the United States and around the world to put books into the hands of children and families. To learn more about these partners, including Room to Read, Books for Asia, Harlem Children’s Zone, and Jumpstart, visit www.wegivebooks.org/campaigns.
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
We Give Books is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, the Penguin Group and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and its nonprofit literacy partners, go to www.wegivebooks.org.
The Pearson Foundation, a 501(c)(3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic and business organizations to provide financial, organizational and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Pearson Foundation to donate 150,000 books to schools designated by online readers
New York, NY – Starting today, readers everywhere can secure donations of new hardcover and paperback books for their local public elementary school simply by reading free digital books online at www.wegivebooks.org. We Give Books announced that as many as 150,000 new children’s books will be shared as part of its new online campaign, Read for My School, which allows readers to show their support for local elementary schools and to do their part to highlight the importance of reading.
We Give Books, the digital literacy initiative from the Pearson Foundation and the Penguin Group, gives students, teachers and families access to a digital library of world-class children’s books. Simply by reading online at www.wegivebooks.org anyone can help give a book to one of many literacy-based charities from around the world. Read for My School is the one campaign each year that allows readers to direct donations to their own schools. Starting today at 12:00 PM EST, and lasting until 150,000 books are given, the Pearson Foundation will donate one book to public elementary schools selected by We Give Books visitors.
This latest We Give Books campaign follows other successful campaigns that have benefited schools and families throughout the United States—efforts that have included Read for My School Florida, when Floridians read 50,000 books online in less than 10 days; and Read for Chicago Public Schools, where, in partnership with Hyatt, readers were able to place books in the homes of some of Chicago’s most needy families.
“Reading is a fundamental part of academic success and we encourage students and families to read together every day,” said Colorado Gov. John Hickenlooper, who also serves as Chair of the Education Commission of the States. “Working together, we can help change lives by making sure every child can read.”
“The We Give Books Read for My School campaign inspires a love for reading by putting books directly into the hands of students,” said Colorado Lt. Gov. Joe Garcia. “We believe that everyone has a role to play in making sure that children learn to read.”
“We Give Books aims to share the love of reading and to underscore the importance of giving,” said Pearson Foundation President and CEO Mark Nieker. “Read for My School gives everyone the chance to share digital, hardcover, and paperback books in a way that helps support our nation’s schools and school libraries—and that gives young readers a chance to have a direct impact on their own school in the process. We look forward to students, families and educators reading – and helping to give – these 150,000 books, and hope that Read for My School will become a national celebration of putting books in our schools.”
Since We Give Books launched in 2010, the Pearson Foundation and Penguin have donated close to 650,000 books. We Give Books works with exemplary literacy partners in the United States and around the world to put books into the hands of children and families. To learn more about these partners including Room to Read, Books for Asia, Harlem Children’s Zone, and Jumpstart, visit www.wegivebooks.org/campaigns.
Visit www.wegivebooks.org to learn more and be a part of Read for My School.
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
We Give Books is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, the Penguin Group and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and its nonprofit literacy partners, go to www.wegivebooks.org.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books and Pearson people team up to provide one-day school "make over"
San Diego, CA -- Chesterton Elementary School was selected from schools nationwide to receive the first-ever We Give Books school makeover.
On Tuesday, January 3, more than 200 Pearson people from around the country spent the day at Chesterton providing new learning materials, beautifying the school grounds, refreshing classrooms, and working with students and teachers on academic projects.
The day-long effort was an extension of the Pearson Foundation's on-going We Give Books literacy program, which provides free hardcover and paperback books to children served by schools and non-profit community organizations through online reading campaigns at www.wegivebooks.org.
The Chesterton event was sponsored by Pearson Higher Education, which has adopted the We Give Books program as a way to come together and take part in local, hands-on projects that immediately benefit students and teachers.
Pearson people conducted a variety of school enhancement projects ranging from landscaping the school property, painting murals, assisting teachers in classrooms, and cleaning areas both on the inside and outside of the school. In addition, volunteers prepared care packages containing books and essential supplies for families in need.
In addition, the school received a brand new We Give Books library. Parents and teachers received complementary We Give Books online reading activation kits, with step-by-step instructions for activating the program's growing library of free high-quality digital children's books.
To kick off the day the entire school and the Pearson volunteers were greeted by principal Herb Delute, Pearson people, and Captain Scott Adams, Commanding Officer of Naval Base Point Loma and treated to a presentation by the Color Guard from U.S. Marine Corps HMH-462.
Pamela Hosmer, Program Manager, Children & Youth in Transition, San Diego Unified School District, phosmer@sandi.net, (619) 725-7652
Kathleen VanDernoot, Pearson Foundation, Kathleen.VanDernoot@pearson.com, (617) 680-7173
The Pearson Foundation is a 501(c) (3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation does this by collaborating with leading businesses, not-for-profits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. For more information, visit www.pearsonfoundation.org.
We Give Books is a digital initiative, created by the Penguin Group and the Pearson Foundation, that enables anyone with access to the Internet to put books in the hands of children who don't have them, simply by reading online. We Give Books combines the joy of reading with the power of helping others, providing a platform for caregivers and educators to inspire children to become lifelong readers and lifelong givers. We Give Books also helps some of the world's best, most inspiring, literacy organizations by spreading the word about their great work and by providing books to the young people these organizations support. www.wegivebooks.org
Pearson has as its mission to work side by side with states, districts, teachers, students and parents to ensure that every child is prepared for college and career (NYSE: PSO). www.pearsoned.com
Chesterton Elementary School (Grades K-5) is located in the community of Linda Vista in San Diego, California (7335 Wheatley St., San Diego, 92111). It is part of the San Diego Unified School District.
Chesterton Elementary has approximately 500 students. Chesterton has 11 regular and five Gifted and Talented Education (GATE) classrooms. The school's GATE program includes grades 3, 4 and 5.
A majority of students come from military families living in the Chesterton military housing. Through the Voluntary Enrollment Exchange Program (VEEP) and School Choice Program over 200 students choose to attend Chesterton, enriching the school's cultural diversity.
San Diego Unified serves nearly 132,000 students in pre-school through grade 12 and is the second largest district in California. The student population is extremely diverse, representing more than 15 ethnic groups and more than 60 languages and dialects.
Since its founding on July 1, 1854, the district has grown from a small, rented school building with one teacher to its current state—more than 225 educational facilities with 15,924 full-time equivalent employees. More than 6,600 teachers are in classrooms at the district's various educational facilities, which include 107 traditional elementary schools, 11 K-8 schools, 24 traditional middle schools, 28 high schools, 45 charter schools, and 13 atypical/ alternative schools.
WASHINGTON, D.C. – The Pearson Foundation, in collaboration with the Network for Teaching Entrepreneurship (NFTE), today launched the Connect website, a free online platform that will support and promote the teaching of entrepreneurship skills in America’s classrooms.
Available at www.nfteconnect.org, the new online teacher support platform was announced in conjunction with today’s first Startup America Partnership Board meeting, hosted at the White House. The Pearson Foundation’s support for entrepreneurship education, which has a proven track record of preparing young people for success, is part of an ongoing commitment to finding innovative solutions to the problems faced by today’s youth.
Connect is the result of a partnership between the Pearson Foundation and NFTE, a leader in the field of entrepreneurship education. Based on NFTE’s innovative entrepreneurship curriculum and teaching practices, Connect will help educators who want to integrate successful business practices into their curriculum and support those who are already using NFTE’s resources in their classrooms. Teachers and administrators who join Connect can take advantage of NFTE’s free tools including lesson plans, classroom activities, and standards correlations. They can also become part of an online community of educators through Connect’s social media capabilities including forums, groups, and blogging.
The initial Connect community will consist of the more than 400 educators nationwide who have completed NFTE’s advanced professional development workshop, NFTE University. These teachers and administrators are already using NFTE’s entrepreneurship education approach, which helps young people place their educational goals in the context of real-world success through the process of planning and creating functioning, profitable enterprises. With Connect, NFTE now will have a platform to reach a greater audience and form a nationwide community of entrepreneurship educators who can support each other through the exchange of best practices and development of new ideas.
“Connect makes it possible for NFTE to share their innovative approach to developing basic business skills with a whole new group of teachers and school leaders across the country,” said Pearson Foundation President and CEO Mark Nieker. “It gives entrepreneurship educators a new level of support and the social media tools they need to help develop and share this exciting teaching method that is helping thousands of young people achieve success. We think this will be an exciting contribution to the Startup America Partnership.”
“Teaching young people the principles of successful entrepreneurship has proven to be a great way to motivate them to strive for success in school and in life. With Connect, thanks to the Pearson Foundation, NFTE will be able to grow the entrepreneurship education community to new levels,” said NFTE’s Founder Steve Mariotti.
The Pearson Foundation is a 501(c) (3) nonprofit organization that aims to make a difference by promoting literacy, learning, and great teaching. The Pearson Foundation does this by collaborating with leading businesses, not-for-profits, and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. For more information, visit www.pearsonfoundation.org.
Since 1987, the Network for Teaching Entrepreneurship (NFTE) has been inspiring young people to pursue educational opportunities, start their own businesses, and succeed in life. By providing entrepreneurship education programs relevant to the real world, NFTE empowers students to own their educations in and out of the classroom and to find their own path to success. NFTE supports active programs in 18 states and nine countries around the world. For more information, visit www.nfte.com.
The Startup America Partnership is a nonprofit alliance of the United States’ most innovative entrepreneurs, corporations, universities, foundations, and other leaders, mobilizing private-sector resources in response to President Obama’s call to action to dramatically increase the prevalence and success of American entrepreneurs. For more information, visit www.startupamericapartnership.org/.
Stacey Finkel, Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
Christopher Smith, NFTE
(646) 376-4201
csmith@mww.com
Jakarta, INDONESIA - Senior policy-makers and financial education experts from around the world gathered today in Jakarta for the eighth annual Citi-FT Financial Education Summit, the leading international forum on financial literacy and capability. Discussions will center on how financial education can be used to boost financial inclusion and better protect the most vulnerable at a time of global economic uncertainty.
Held in Indonesia for the first time, and featuring an opening address by Muliaman Hadad, Deputy Governor of Bank Indonesia, the theme of the 2011 Summit is ‘Empowering the Disadvantaged: Inclusive and Innovative Approaches to Financial Capability’. The two-day international conference will share experiences in developing, implementing and measuring some of the most progressive and effective financial education initiatives in Asia Pacific and beyond.
The Citi-FT Financial Education Summit 2011 – organized by the Citi Foundation, the Pearson Foundation and the Financial Times and co-sponsored by IFC, Prudential and Visa – will convene more than 270 representatives of non-profit organisations, financial institutions, government agencies/regulators, multilateral institutions, microfinance institutions, consumer advocacy groups, educational organisations and private business – from 33 countries.
Speakers include senior representatives of Bank Indonesia, China Banking Regulatory Commission, International Labour Organization (ILO), IFC, World Bank, ACCION International, Microfinance Opportunities, Women’s World Banking, BTPN, UKM Center FEUI, ASKI Global, ERA Consumer Malaysia, Habitat for Humanity International, Monitor Inclusive Markets, Plan Indonesia, Prudential and Visa.
“In Asia alone, an estimated 1.5 billion people do not have access to basic financial products and services, and many more lack the knowledge and skills to make the best use of these services even they are available. That is why we decided to focus this year’s Summit on building the financial capability of people at the Base of the Pyramid, and empowering the most disadvantaged in society,” said Shirish Apte, CEO Asia Pacific, Citi.
The Jakarta Summit will showcase innovative financial education programs that support key
segments, such as microentrepreneurs, migrant workers, low-income youth, Islamic communities
and people in disaster-prone areas. In addition, the conference will highlight methodologies
and tools for financial ‘edutainment’ strategies through TV and multimedia channels.
“Citi Indonesia is honored to host the eighth annual Citi-FT Financial
Education Summit 2011. Citi is a long-term supporter of financial inclusion in Indonesia
through both microfinance and financial education. We see this summit as a great opportunity
to highlight how financial education can help people who are disadvantaged, especially those
who are excluded from the formal financial sector. This summit also presents the opportunity
for various stakeholders to come up with actions on how financial education efforts should
be expanded in different regions,” said Tigor M. Siahaan, Citi Country Officer, Citi
Indonesia.
“Sharing perspectives and learning first-hand the best practices of organizations driving financial inclusion across the Asia Pacific region is a key component of the Citi-FT Financial Education Summit,” said Mark Nieker, Pearson Foundation President and CEO. ”We also plan to share the summit proceedings on the internet so that financial education leaders everywhere can have access to best practice.”
The topics discussed are also in line with Citi’s commitment to support the microfinance sector in Indonesia, philanthropically and commercially. Through the Citi Microentrepreneurship Awards (CMA) program, which has been run annually since 2005, Citi and the Faculty of Economics at the University of Indonesia have reached more than 3.800 Indonesian microentrepreneurs and provided more than IDR 4 Billion (US$442,233) in funds to support entrepreneurs with the greatest potential.
Citi has been a pioneer in financial education in Indonesia by supporting programs for the disadvantaged, youth and the general public. All these programs come under Citi Peka – Citi Indonesia’s long-term corporate citizenship campaign. Since 2009, Citi Peka has committed close to US$2 million in Citi Foundation funding for programs focusing on microfinance, financial capability and asset building, enterprise development, and youth education and livelihoods. More information about the Citi-FT Financial Education Summit 2011 can be found at: www.FinancialEducationSummit.org.
Citi, the leading global financial services company, has approximately 200 million
customer accounts and does business in more than 160 countries. Citi provides consumers,
corporations, governments and institutions with a broad range of financial products and
services, including consumer banking and credit, corporate and investment banking,
securities brokerage, transaction services, and wealth management. For further information
please visit www.citigroup.com.
Additional
information may be found at www.citigroup.com | Twitter: @Citi | YouTube: www.youtube.com/citi | Blog:
http://new.citi.com |
Facebook: www.facebook.com/citi | LinkedIn: www.linkedin.com/company/citi
Citi Foundation is committed to the economic empowerment and affordable banking services for individuals and families in need, which are in the communities where we work so as to improve their lives. Globally, the Citi Foundation’s purpose is to focus on providing into several areas: microfinance, enterprise development, education for young generation and livelihoods, as well as financial capability and asset development. Citi Foundation cooperated with several partners in the micro finance and business development to support environment program and innovations. For further information please visit www.citifoundation.com.
The Financial Times Group, one of the world’s leading business information companies, aims to provide a broad range of business information and services to the growing audience of internationally minded business people. The FT has a combined paid print and digital circulation of 592,390 (Deloitte assured, 4 July 2011 to 2 October 2011). This is made up of the FT newspaper’s daily circulation of 345,077 (ABC figures October 2011) and 250,000 paying FT digital subscribers. The FT has a combined print and online average daily readership of 2.1 million people worldwide (ADGA, PwC assured, May 2011).The FT newspaper is printed at 23 print sites across the world and has a global print circulation of 354,077 (ABC, October 2011). FT.com has over 4 million registered users. For more information, please visit www.ft.com.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Six in 10 students go online to take courses
Recent high school graduates concerned about their college-readiness
New York, NY – The weak job market of the past few years has brought a wave of applicants to community colleges in search of job training and lower-cost higher education. But according to the results of the second annual Pearson Foundation Community College Student Survey, community college students are having trouble gaining access to courses, with nearly four in 10 students (37%) unable to enroll in a class this semester because the class was full.
The findings of the survey, conducted online by Harris Interactive on behalf of the Pearson Foundation in August and September 2011 among 1,205 community college students, also indicate that online learning has become a standard for access for many community college students. Nearly six in 10 community college students (57%) have taken college courses online, with almost one-half (46%) taking at least one course online in the fall 2011 semester. Three-quarters of students who have taken these online courses (74%) say they are satisfied with their experience. Almost four in 10 students (39%) agree that they would like to take all of their classes online.
The survey reports on widespread concern among students about their college readiness. Findings show that more than half of community college students who are recent high school graduates (52%) felt their high school did not properly prepare them for college-level academics and could have done more by placing a stronger emphasis on basic skills (48%), offering more courses (52%), and offering more challenging courses (49%).
The 2011 student survey found rapid growth in ownership of tablets, which has tripled since 2010, with nearly 10 percent of community college students owning a tablet device. Students regularly use technology to support their academics: two-thirds of tablet owners (64%) use them at least sometimes when studying or doing homework, and two out of five smartphone owners (42%) use their phones for the same purposes.
Other key findings include:
Seventy-one percent of recent high school graduates say they are working harder in community college than they did in high school, particularly those who say their high school did a fair or poor job at preparing them for college-level courses.
Students agree that while online courses can be convenient (81%), they can also be more difficult than in-person courses (61%).
“This survey underscores the value of the students’ own voices in shaping our perceptions of today’s community college experience,” said Pearson Foundation President and CEO Mark Nieker. “Identifying the ways these students learn, and understanding the technological and academic supports they feel they need in order to thrive, is helpful in making progress toward their long-term success.”
The survey was conducted in the United States by Harris Interactive on behalf of the Pearson Foundation between August 15 and September 26, 2011. The survey included 1,205 U.S. residents between the ages of 18 and 59 who were enrolled in a U.S. community college and pursuing at least one course for college credit at any point between August 1, 2011, and the time the survey was taken. Data were weighted to be representative of the U.S. community college student population using targets obtained from the Current Population Survey, National Center for Education Statistics, and the American Association of Community Colleges. No estimates of theoretical sampling error can be calculated. A full methodology is available upon request by contacting Stacey Finkel at stacey.finkel@pearsonfoundation.org.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
(703) 304-1377
stacey.finkel@pearsonfoundation.org
Harris Interactive is one of the world’s leading custom market research firms, leveraging research, technology, and business acumen to transform relevant insight into actionable foresight. Known widely for the Harris Poll and for pioneering innovative research methodologies, Harris offers expertise in a wide range of industries including healthcare, technology, public affairs, energy, telecommunications, financial services, insurance, media, retail, restaurant, and consumer package goods. Serving clients in over 215 countries and territories through our North American and European offices and a network of independent market research firms, Harris specializes in delivering research solutions that help us – and our clients – stay ahead of what’s next. For more information, please visit www.harrisinteractive.com.
New York, NY – The Pearson Foundation is proud to announce that three National Society of Collegiate Scholars (NSCS) members have been honored with the Pearson Prize in Higher Education.
The Pearson Prize for Higher Education is given annually to students from universities and colleges across the United States and honors exemplary students attending four-year institutions and community colleges who have distinguished themselves through public service while completing their post-secondary studies. The three NSCS members were among 70 college students honored this year – two National Fellows: Rachel Binder-Hathaway, University of Maine and Amber Koonce, UNC-Chapel Hill and one Community Fellow: Abigail Hardin, University of Alabama.
Most college award programs and scholarships focus on graduating high school students and award their academic merits, the Pearson Prize is unique in that it addresses the needs of emerging leaders who have completed at least one year of their college career and have demonstrated leadership in their community. These students inspire and motivate those around them. The Pearson Prize saw the number of applications received double in just one year, including submissions from all 50 states and Washington, D.C., speaking to the need for these opportunities for students.
The application for the 2012 Pearson Prize will be available in early 2012 at http://www.pearsonfoundation.org/pearsonprize/.
Stacey Finkel
Pearson Foundation
(703) 304-1377
stacey.finkel@pearsonfoundation.org
The Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.
The National Society of Collegiate Scholars (NSCS) is a member of the Association of College Honor Societies and is the nation's only interdisciplinary honors organization to invite first- and second-year college students. Membership is by invitation only, based on grade point average and class standing. NSCS awards more in undergraduate scholarship dollars to than any other honor society nationwide. NSCS offers members exclusive access to scholarships, career resources, and leadership and networking opportunities. NSCS has more than 800,000 members and 300 chapters in all 50 states, the District of Columbia and Puerto Rico. Learn more about NSCS at www.nscs.org or the NSCS Facebook page www.facebook.com/nscs94.
ATLANTA, November 15, 2011 — Kristin Kipp of Colorado, the SREB/iNACOL 2011 National Online Teacher of the Year, is featured in a new education video designed to represent high-quality online teaching.
Kipp, an English teacher and instructional leader for JEFFCO’s 21st Century Virtual Academy and a mother of three who lives in Evergreen, Colorado, won the top national award for K-12 online education in March from the Southern Regional Education Board (SREB) and International Association for Online Learning (iNACOL), the two nonprofit sponsoring organizations for the award.
“A Day in the Life of the National Online Teacher of the Year” premiered last week at the iNACOL Virtual School Symposium and can be seen on the Pearson Foundation’s YouTube channel.
From her home atop a mountain accessible only by dirt roads and snowmobiles in the winter, Kristin Kipp connects her students to a community unfettered by the distances between them. The video highlights Kipp teaching high school English online from her home and also features her students and several administrators from the Academy including, Judy Bauernschmidt. The video was produced by Pearson Foundation in association with SREB.
“Students, parents and teachers can see what it’s really like to be an online teacher in this new video,” said Myk Garn, director of SREB’s Education Technology Cooperative, which helps administer the National Online Teacher of the Year Award program. As Kipp is shown with her children, feeding chickens and doing other tasks in addition to teaching, “it’s fascinating to see how an online teacher works with students with such commitment, while blending family and work life in new and unique ways.”
The Pearson Foundation and SREB also partnered on two previous videos featuring online learning. Both are available at www.pearsonfoundation.org.
The SREB/iNACOL National Online Teacher of the Year Award recognizes an outstanding online teacher for exceptional contributions to online K-12 education. The review committee selected Kipp and four other finalists for the 2011 award from 65 nominations of online educators in public schools and state virtual schools in 25 states.
Finalists for the 2012 National Online Teacher of the Year will be announced in late January 2012, and the winner will be announced on March 1.
iNACOL is the International Association for K-12 Online Learning, a nonprofit 501(c)(3) membership association based in the Washington, D.C., area with more than 3,100 members. iNACOL is unique in that its members represent a diverse cross-section of K-12 education from school districts, charter schools, state education agencies, nonprofit organizations, colleges, universities and research institutions, corporate entities, and other content and technology providers. See www.inacol.org.
The Pearson Foundation, a 501(c) (3) nonprofit, works together with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
To learn more about the award program and SREB Educational Technology Cooperative’s work with online teachers, contact SREB Communications.
The Southern Regional Education Board, or SREB, based in Atlanta, was created in 1948 by Southern governors and legislatures to help leaders in education and government work cooperatively to advance education and improve the social and economic life of the region. SREB has 16 member states: Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia and West Virginia. For more information, see www.sreb.org.
Toronto – November 14, 2011 – The Pearson Foundation today announced the launch of Learning to Change/Changing to Learn: A Canadian Perspective, the first in a new series of films about opportunities for system-wide change in Canadian learning. The inaugural film features perspectives of key Canadian education leaders, each of whom discusses the role that new teaching and learning strategies can have in helping young people to develop the skills they need for college and career success in an increasingly global knowledge-based economy.
The film, which debuted in conjunction with the "Making IT Happen" 21st Century Canadian EdTech Leadership Summit in Toronto, features many of the nation's key educators, writers, and government officials, including:
Mike McKay, Superintendent and CEO, Surrey School District, BC
Don Tapscott, Co-Author, Macrowikinomics
Steve Cardwell, Superintendent, Vancouver School District, BC; President, BC Superintendents' Association
Karen Hume, Educator, Speaker, Author
Janet Murphy, Manager of Innovative Learning Solutions, York University and York Region District School Board
Naomi Johnson, Chief Superintendent, Calgary Board of Education
John Kershaw, President, 21st Century Learning Associates
Tom D'Amico, Superintendent of Student Success Department, Ottawa Catholic School Board
Bill Hogarth, President - Corporate Development and Planning, Education Research & Development Corporation
Chris Kennedy, Superintendent of Schools, West Vancouver School District
Ron Canuel, Chief Executive Officer, Canadian Education Association
Bill Muirhead, Associate Provost Academic, University of Ontario Institute of Technology
Together, their voices document the need for all educational stakeholders to develop classroom practices that personalize and maximize student learning. These individuals underscore the value for students in developing skills including new types of creativity, teamwork, and problem solving integrated into the core curriculum. To meet the challenges, they urge a concerted effort by teachers, administrators, government officials, parents, and students to rethink models for learning and develop new approaches for learning inside and outside the classroom.
This overview is the first of four films the Pearson Foundation will produce to support the movement for innovation in Canadian education. Future installments will focus on the roles that education leaders, teachers, and students can each play in helping to transform learning.
"This film provides a great starting point for discussion on the need for 21st century learning, especially because it reflects the opinions of the educational community at large," said Ron Weston, chief superintendent of the St. James-Assiniboia School Division, Winnipeg. "It will be a great Canadian resource that reflects some of the most current and relevant thinking for those seeking to improve student learning."
"We look forward to developing — and to presenting — the other films in this series, and to taking part in the growing dialogue about the exact skills young people need to succeed, no matter where they are in the world," said Pearson Foundation President and CEO Mark Nieker. "We hope these films help the educational community move from dialogue to action, and that they become part of the already remarkable system-wide change and innovation taking place in schools and classrooms across Canada."
Learning to Change/Changing to Learn: A Canadian Perspective can be viewed at http://youtu.be/0e1-ZtFX35E .
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
New National Science and Technology Showcase Designed to Encourage Tanzanian Scientific and Economic Development
November 10, 2011 – Dar es Salaam, Tanzania – In keeping with his nation's goals to encourage scientific education and with it broader economic development, the Hon. Prof. Makame Mbarawa (MP), Tanzania's Minister for Communication, Science and Technology, today announced the official launch of Young Scientists Tanzania (YST), a nationwide science and technology event that beginning next year will provide a platform for young people from across Tanzania to showcase their scientific talents.
Sponsored by the Pearson Foundation and Irish Aid, Young Scientists Tanzania is modeled on the internationally acclaimed Young Scientist Exhibition in Ireland. Like this annual event, now in its 48th year, Young Scientists Tanzania 2012 aims to popularize science among young people through this competition in which both schools and students can take part.
Beginning early next year, participating schools will be supported through teacher workshops that provide mentoring and practical advice on appropriate research methodologies that can shape their students' entries for a nationwide science competition. Students will subsequently be invited to submit project applications through July 31, 2012, and their best efforts will be showcased in a culminating two-day celebration of science, investigative learning and teamwork at the Aga Khan Diamond Jubilee Hall in Dar es Salaam next October.
The first of its kind in Tanzania, the program aims to promote and popularize science and technology by linking these disciplines to social themes such as active citizenship and the fight against poverty. Participating high school students will generate the ideas for their projects based on the realities in their communities. In the process of acquiring key learning skills and scientific practices, they will also have the opportunity to share their perspectives on those key domestic and local economic issues that are best addressed via science and the scientific method.
YST seeks to link participating schools with appropriate mentors from academia, NGOs and the private sector. Participating schools will also receive stipends that will make it possible for their students to attend the culminating exhibition in Dar es Salaam.
"The YST will help us to create a workforce that will have the capabilities to find new solutions to the problems we face in our society and find new ways to drive our economic development," Said Minister Mbarawa (MP).
"YST will harness the curiosity in our secondary school students," added Dr. Shukuru Jumanne Kawambwa, Minister for Education and Vocational Training.
"This new program encourages young people across Tanzania to get more involved in science and technology, and to explore ways that these disciplines can have direct impact in their own communities," said Mark Nieker, Pearson Foundation President and CEO. We look forward to celebrating the results of the 2012 national competition, and – together with Irish Aid and participating Tanzanian ministries – we encourage secondary school students to take part in what we hope will be the first of a long tradition of local Young Scientists Tanzania exhibitions."
"We all know that inside the young minds that surround us lies the vast potential to use science and technology to improve our shared world in ways that our previous generations may never even have considered," said Lorcan Fullam, Irish Ambassador to Tanzania. "If, in time, the Young Scientists event helps to liberate a fraction of the genius among young Tanzanians, then the organizers can be proud of themselves for the considerable effort they have invested."
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
Young Scientists Tanzania provides a platform for young secondary school students to come together to investigate theories, discover new technologies and advance current knowledge through research and innovation. The development of science and technology is deemed vital for economic and social development in sub-Saharan Africa, yet it has long been neglected and poorly funded in many of the region's countries. In recognition of this, African science ministers resolved that 2011 would begin the African Decade for Science. The practical aspects of achieving this goal require the nurturing of young scientists from early stages in learning and an appreciation by the general public of the importance of science in daily life and economic development.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson's commitment to education by partnering with leading nonprofit, civic and business organizations to provide financial, organizational and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Irish Aid is the Government of Ireland's program of assistance to developing countries. The program works in partnership with governments and communities in the developing world in their attempts to alleviate poverty through helping them meet basic needs and through strengthening their capacity to help themselves. It also has a special focus on the fostering of human rights and democracy. Irish Aid has been active in Tanzania since 1975. The aid program is administered by the Embassy of Ireland in Dar es Salaam.
Chautauqua Learn and Serve Charter School Earns Visit from Nobel Peace Laureate Jody Williams
November 3, 2011 – A team of students from the Chautauqua Learn and Serve Charter School in Panama City, Florida today were named the 2011 winners of the Global Call to Action Challenge, sponsored by the Pearson Foundation and PeaceJam. The award to the Chautauqua PeaceJam chapter recognizes their efforts to advance the rights of people with disabilities throughout the world. The students have advocated for accessible, efficient, and public mass transit across Florida and around the globe, traveling more than half a million miles to make presentations in cities including Cairo, Frankfurt, Hong Kong, London, New York, Paris, and Washington DC.
As Challenge Grand Prize winners, representatives of the group will attend the annual PeaceJam Hero Awards Luncheon taking place in Denver on November 15, 2011, to receive their award from 1997 Nobel Peace Prize winner Jody Williams. In addition, Laureate Williams will pay a special daylong visit to the Chautauqua school in early 2012. During her visit, Williams will meet with the students and discuss new approaches and strategies for extending their efforts.
Chautauqua Learn and Serve Charter School students are between the ages of 18 and 22 and have moderate to severe disabilities. The school’s motto is, “The servers, not the served.” Locally, Chautauqua conducts 500 trolley trainings monthly to help elderly and disabled people use public transportation. Chautauqua participants have also donated more than 1,000 monthly public transit passes to the elderly, the disabled, disabled veterans, and disadvantaged woman and children.
The Global Call to Action Challenge, which encourages young people to document their service learning project and achievements, extends PeaceJam’s international mission of promoting the creation and implementation of one billion local service projects that extend the work of leading Nobel Peace Laureates including Williams, the Dalai Lama, and Archbishop Desmond Tutu.
Chautauqua students, many wheelchair bound, have dedicated themselves to other Global Call to Action issues. Students from the school traveled to Jamaica to assist the Westhaven Children’s Home, a large orphanage of disabled children that had access to water only four days per week. The students dug a new water reservoir and trenches to bring water to the kitchens and bathrooms within the home. When they returned to Florida, the Chautauqua students organized the Rotary, Lions Club, Kiwanis, and Junior Service League to contribute to the Home, thereby doubling the impact of their project.
Chautauqua Learn and Serve Charter School students worked out an agreement with a local principal in which the Chautauqua students committed to cleaning the high school cafeteria; in exchange, the principal agreed to use the $48,000 per year savings to fund a paraprofessional for both English as a second language students and exceptional education students.
“The students’ success at the Chautauqua Learn and Serve Charter School illustrates the power that young people have to improve their schools, their communities, and the world,” said Dawn Engle, PeaceJam co-founder. “Their efforts reflect the spirit and commitment of the Nobel Peace Prize winners and demonstrate that no matter what the circumstance, each and every one of us can make a difference. It all comes down to the heart, the spirit, and the dedication of the young people involved. The young people at Chautauqua are absolutely inspirational."
“Young people everywhere want to improve their communities and the world they will inherit,” said Mark Nieker, president and CEO of the Pearson Foundation. “These exemplary students show how important and essential making this change can be. We’re pleased to again support the Global Call to Action Challenge, and to help celebrate and encourage young activists whose leadership and creativity are building a better world.”
Tickets for the PeaceJam Hero Awards Luncheon are available to the general public online at http://www.peacejam.org/luncheon.aspx, or by calling 303-455-2099.
Jes Ward
Email: jes@peacejam.org
Phone: 303-455-2099 Fax: 303-455-3921
Address: 11200 Ralston Road, Arvada, CO 80004
Website: http://www.peacejam.org
PeaceJam is an international education program built around leading Nobel Peace Laureates who work personally with youth to pass on the spirit, skills, and wisdom they embody. The goal of PeaceJam is to inspire a new generation of peacemakers who will transform their local communities, themselves, and the world. Since its launch in 1996, more than 600,000 youth have participated in the PeaceJam program, creating and implementing almost one million service projects. More than 150 PeaceJam youth events have taken place in over 10 countries throughout the world.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
6th Annual Jumpstart's Read for the Record focuses attention on the importance of early education and school preparedness
BOSTON, MA – Jumpstart’s Read for the Record® 2011 campaign, presented in partnership with Pearson Foundation, has officially set a new world record for the world’s largest shared reading experience. On October 6, adults across the globe read Llama Llama Red Pajama by Anna Dewdney to 2,184,155 children.
Through We Give Books, the digital reading initiative of the Pearson Foundation and the Penguin Group, 75,723 adults and children helped set a new record for the largest digital reading by reading the campaign book online for free, demonstrating how digital technology enabled the campaign to reach even more people this year.
Across the United States, individuals read in homes, schools, libraries, community centers, and online at www.wegivebooks.org all to call for an end to America’s early education achievement gap. The research is undeniable and startling:
Children from low-income neighborhoods start kindergarten 60% behind their wealthier peers in early education skills.
There is only one book title per 300 children in low-income areas. In middle-income areas, each child typically has 13 book titles of his or her own.
“As a mother of a preschool-age child, it doesn’t sit well with me that there are millions of children in low-income neighborhoods who are not getting the early learning experiences they need to prepare them for success in school and in life,” stated Jumpstart’s Read for the Record Ambassador, Bridget Moynahan. Moynahan, star of Blue Bloods, launched the campaign with her appearance on NBC’s TODAY Show, reading to children and speaking with NBC’s TODAY Show hosts, including Matt Lauer, Ann Curry, and Al Roker.
“The harsh reality is that one in three children enters a kindergarten classroom without essential early education skills. These children start behind, and they stay behind, leaving our entire country at a disadvantage,” commented Jumpstart’s President & CEO Naila Bolus. “It’s every American’s responsibility to stand up for these children, and I’m inspired that millions are joining together to take action and support programs like Jumpstart that are making a difference.”
“Jumpstart’s work with children in low-income neighborhoods is transformative,” said Pearson Foundation President and CEO Mark Nieker. “Their classroom-based interventions help preschool children develop language and literacy skills that they will need for lifelong success. Jumpstart’s Read for the Record makes it possible for everyone to get involved in this nationwide effort, and we’re delighted that thanks in part to We Give Books more people helped shine a light on the work of this exemplary organization.”
Now in its sixth year, Jumpstart’s Read for the Record also celebrates the kick off of Jumpstart’s school year. Since 1993, Jumpstart volunteers have helped to prepare more than 100,000 preschool children in low-income neighborhoods for success in kindergarten and life. Jumpstart’s proven curriculum ensures that these children enter school with the language and literacy skills they need to succeed. Children in the program improve by a full developmental level in just 20 weeks.
To find out more about Jumpstart’s Read for the Record, visit www.readfortherecord.org.
2011 CAMPAIGN HIGHLIGHTS
NBC’s TODAY SHOW READS FOR THE RECORD
The day kicked off on NBC’s TODAY Show with the 2011 Ambassador for Jumpstart’s Read for the Record, Bridget Moynahan, star of the television series Blue Bloods. She is joined in support of the campaign by TODAY Show hosts Matt Lauer, Ann Curry, and Al Roker.
BRIDGET MOYNAHAN LIGHTS EMPIRE STATE BUILDING
Following her appearance on NBC’s TODAY Show, Bridget Moynahan lit the Empire State Building red for Jumpstart’s Read for the Record. The color red celebrates the Jumpstart organization’s signature logo color, as well as the red pajamas featured in Llama Llama Red Pajama.
JUMPSTART’S READ FOR THE RECORD ON CAPITOL HILL
National and local leaders, including Jack Lew, Director of the Office of Management and Budget at the White House, Dr. Jacqueline Jones, Senior Advisor on Early Learning at the U.S. Department of Education, and Senators Daniel Inouye (D-HI) and Thad Cochran (R-MS), joined preschool children and Jumpstart Corps members on Capitol Hill to show their support for the importance of quality early education.
AUTHOR AND ILLUSTRATOR, ANNA DEWDNEY, READS FOR THE RECORD
Anna Dewdney, the author of this year’s Campaign book, joined to with children at several events in New York City.
ACROSS THE COUNTRY
Celebrities and politicians, as well as business, philanthropic and community leaders, joined events in major cities including Atlanta, Boston, Chicago, Los Angeles, New York, San Francisco and Washington, DC. To learn more about record-breaking events on October 6, visit www.readfortherecord.org/media.
EXEMPLARY CORPORATE SUPPORT
Jumpstart and the Pearson Foundation are joined in supporting Jumpstart’s Read for the Record by the following:
NATIONAL PARTNERS: Pearson Foundation, Presenting Sponsor; Penguin Young Readers Group, Official Book Publisher; We Give Books, National Campaign Partner; 77kids by American Eagle, Marketing Partner.
MEDIA PARTNERS: NBC’s TODAY Show; Univision, Spanish Language Media Partner.
MAJOR METRO AREA SPONSORS: Bloomberg, New York City Sponsor; Bright Horizons, Chicago Sponsor; Chase, New York City Sponsor; Georgia Power, Atlanta Sponsor; MFS, Boston Sponsor; PNC Bank, Washington, DC Sponsor; Staples, Boston Metro-West Sponsor; United Way of Metropolitan Atlanta, Atlanta Sponsor.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
Every child deserves the chance to succeed, yet studies show that children from low-income neighborhoods are at a greater risk of school failure. Jumpstart is a national early education organization that helps these children develop the language and literacy skills they need for school, setting them on a path to close the achievement gap before it is too late. Since 1993, Jumpstart has trained nearly 25,000 college students and community volunteers to deliver its program to more than 100,000 preschool children nationwide. Jumpstart’s award-winning program holds a “Best in America” seal from Independent Charities of America. Jumpstart’s national sponsors include American Eagle Outfitters, AmeriCorps, Franklin Templeton Investments, and the Pearson Foundation. Join us to work toward the day every child in America enters school prepared to succeed. Learn more at www.jstart.org.
Jumpstart’s Read for the Record©, presented in partnership with the Pearson Foundation, is Jumpstart’s world record breaking campaign that brings children and adults together to read the same book, on the same day, in homes and communities all over the world. The campaign also kicks off Jumpstart’s yearlong program, preparing preschool children in low-income neighborhoods for success in school and life. Since its inception in 2006, the campaign has reached more than 5 million children and more than 800,000 books have been donated to children in low-income neighborhoods. In addition to the Pearson Foundation, Jumpstart’s Read for the Record is further supported by National Campaign Partner We Give Books and Official Book Publisher Penguin Young Readers Group. For more information, visit www.readfortherecord.org.
Pearson, the international education and information company, is Jumpstart’s Read for the Record Presenting Sponsor and Founding National Partner. The Pearson Foundation extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. For more information, visit www.pearsonfoundation.org.
We Give Books is a new digital initiative that enables anyone with access to the Internet to put books in the hands of children who don't have them, simply by reading online. We Give Books combines the joy of reading with the power of helping others, providing a platform for caregivers and educators to inspire children to become lifelong readers and lifelong givers. We Give Books also helps some of the world's best, most inspiring, literacy organizations by spreading the word about their great work and by providing books to the young people these organizations support. For more information, visit www.wegivebooks.org.
Digital technology allows annual literacy event to reach more children and to give books to thousands who need them
New York, NY—October 20, 2011—We Give Books, the digital reading initiative of the Pearson Foundation and the Penguin Group, today announced that a new record for a shared digital reading experience to boost childhood literacy was set during Jumpstart’s Read for the Record on October 6, 2011.
Through We Give Books, 75,723 adults and children across the United States showed their support for early literacy by going online to read this year’s Read for the Record book, Llama Llama Red Pajama by Anna Dewdney, demonstrating how digital technology can help an established literacy program reach eager new eyes and ears.
Launched in 2010, We Give Books makes it possible for anyone with access to the Internet to read children’s books for free, while also helping to ensure that more people also have access to physical books. For each book a person reads online, the Pearson Foundation donates a printed book to an exemplary literacy organization partner. This year, during Read for the Record, readers everywhere shared Llama Llama Red Pajama online and donated thousands of physical books to Jumpstart’s program that serves preschool classrooms in the U.S.
Since 2006, more than seven million people have joined local Read for the Record reading celebrations to engage adults in the important activity of reading with young children. In conjunction with the annual campaign, Jumpstart has raised more than $6 million to support its year-round work in preschools, and the Pearson Foundation has donated nearly one million books to schools, libraries, and community organizations. In addition, this year We Give Books readers also helped the Pearson Foundation donate more than 50,000 books before October 6, so that even more schools could participate in the 2011 Read for the Record event.
This year’s Read for the Record event kicked off on NBC's TODAY Show with a star-studded group of celebrities including Bridget Moynahan and Kourtney Kardashian, as well as hosts Hoda Kotb and Matt Lauer. View highlights from the day’s events at http://www.wegivebooks.org/pf/rftr/events.htm.
“This day of reading is about more than just setting a world record,” said Pearson Foundation President and CEO Mark Nieker. “This day is about making reading with children a priority each and every day. Jumpstart helps children in low-income neighborhoods on a daily basis to help gain the language and literacy skills they need to succeed, and we are honored to be part of that mission. We are delighted that We Give Books can harness digital technology to contribute further to this terrific cause.”
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
We Give Books is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, the Penguin Group and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime, We Give Books, and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and its nonprofit partners, go to www.wegivebooks.org.
Jumpstart is a national early education organization that helps children develop the language and literacy skills they need for school, setting them on a path to close the achievement gap before it is too late. Read for the Record allows Americans to demand that all children receive the quality early education they deserve. For more information on Jumpstart and Read for the Record, visit www.jstart.org.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
More ways to read, give and participate in the annual event that helps millions of children
New York, NY – October 6, 2011 – We Give Books, the digital reading initiative from the Pearson Foundation and the Penguin Group, today announced new support for Jumpstart’s Read for the Record, a national campaign that raises awareness about the importance of early literacy by annually engaging adults and children in setting a new world reading record. Today, We Give Books is offering new ways take part in the reading event – including an all-new digital reading record – and a new campaign to give thousands of books to children in need across the country.
We Give Books makes it possible for anyone with access to the Internet to read Llama Llama Red Pajama by Anna Dewdney, the official book of this year’s Jumpstart’s Read for the Record campaign, for free. All readers of the digital book will be counted today as part of the new record for the most people reading a digital book on a single day. Results of this new record will be available immediately at We Give Books. Also, for each digital book read at We Give Books, the Pearson Foundation will donate a new printed book to classrooms in Jumpstart’s program. These books will be distributed throughout 2011 and 2012.
As part of Jumpstart’s Read for the Record, We Give Books is also offering new ways to read. The campaign book, Llama Llama Red Pajama, is available online not only for computers, but for tablets and mobile devices, as well as in audio versions downloadable in both English (read by author and illustrator Anna Dewdney) and Spanish. Additionally, a video version in American Sign Language performed by renowned American Sign Language stand-up comedian Keith Wann is online. And a new partnership between Nokia and the Pearson Foundation makes available an interactive reading with Anna Dewdney, the capability to have an interactive reading session with someone in another location, and a Read for the Record downloadable app for Nokia mobile devices.
Presented in partnership with the Pearson Foundation, Jumpstart's Read for the Record campaign calls attention to the importance of early education and the long-term benefits of reading to children at an early age. Since 2006, more than seven million people have joined local Read for the Record reading celebrations; Jumpstart has raised more than $6 million to support their year-round work in preschools; and the Pearson Foundation has donated nearly one million books to local schools, libraries, and community organizations in conjunction with the annual campaign.
Jumpstart’s COO and interim CEO, Paul Leech, applauded the Pearson Foundation and We Give Books’ support of Jumpstart’s Read for the Record. “Jumpstart is thankful for the ongoing support and innovation shown by our partners at the Pearson Foundation and We Give Books,” he said. “It’s great to be able to offer the ability for people to read the book online for free. Providing this option will help us engage even more adults and children in Jumpstart’s Read for the Record and bring even broader awareness to the importance of early education.”
“Our goal for Jumpstart’s Read for the Record this year is to put more books in the hands and homes of children who need them,” said Pearson Foundation President and CEO Mark Nieker. “By making the campaign book, Llama Llama Red Pajama, available in many different ways and for free, we know we can help more children spark a lifelong love of reading.”
Visit www.wegivebooks.org/readfortherecord to learn more and to register for this year’s Read for the Record.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
We Give Books is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, the Penguin Group and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime, We Give Books, and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and its nonprofit partners, go to www.wegivebooks.org.
Jumpstart is a national early education organization that helps children develop the language and literacy skills they need for school, setting them on a path to close the achievement gap before it is too late. Read for the Record allows Americans to demand that all children receive the quality early education they deserve. For more information on Jumpstart and Read for the Record, visit www.jstart.org.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
The Pearson Foundation announced it has joined the ‘Support My School’ (SMS) initiative, a public-private partnership that aims to create a happy and healthy environment for children to learn across India.
The ‘Support My School’ campaign was launched earlier this year with the goal of establishing learning environments and improving basic amenities in rural areas.
The Pearson Foundation will serve as ‘Learning Partner’ for this national initiative, providing support for teachers and helping to outfit classrooms and libraries in 100 schools across the nation. In addition, Pearson’s India businesses will add additional local support by providing localised teacher training materials.
At a ceremony in Mumbai Mr Khozem Merchant, President - Pearson India handed over a cheque to Indian cricketer Sachin Tendulkar, the brand ambassador for the Support My School campaign.
“Helping teachers and students is key to improving the fortunes for everyone in these rural communities,” said Pearson Foundation President and CEO Mark Nieker. “Better classrooms, well-stocked libraries, and improved teacher training are great ways to build upon the exiting achievements of this innovative campaign.”
Launched earlier this year, the ‘Support My School’ campaign was created by NDTV and Coca-Cola in association with NGO partners, UN-Habitat, CAF and Sulabh International. The campaign initially aimed to develop healthy, active and happy schools in rural India through improvement of basic amenities. With the Pearson Foundation’s participation, each of the schools supported now have the capacity to improve teaching and learning as well.
Welcoming Pearson Foundation on board, Vikas Chawla, Vice-President Coca-Cola India and South West Asia, said "We believe that the role of business in the 21st century is not just about creating shareholder value but also promote the sustainability of the environment and local communities. Support My School is a grass root initiative to engage with communities and make a difference on ground. We are extremely pleased to have Pearson Foundation on board as Strategic Partners for this campaign. We believe their association through creating libraries and training teachers will strengthen the campaign and offer rich educational experience to the children. The contribution of the Pearson Foundation will surely make deeper and longer lasting impacts in the communities
Amita Puri, CEO Charities Aid Foundation, India said “We, at CAF, are delighted to have Pearson join us and add a new dimension to the Support My School campaign. The current partners have steadfastly worked towards providing the basic amenities so essential to students. This strategic partnership with Pearson Foundation will now augment learning for students and help them reap the benefits to enhance their potential.”
Pearson Foundation to Donate 50,000 Books to 150 School Districts
New York, NY – September 16, 2011 – Millions of children in low-income neighborhoods don’t have books in their homes, missing out on the chance to develop crucial early literacy skills that affect their success in the classroom and in life. We Give Books, a digital reading initiative from the Pearson Foundation and the Penguin Group, is on a mission to change all that.
We Give Books makes it easy to help people enjoy reading together, at the same time providing books to those who may not have access to them. Anyone with access to the Internet can visit the site (www.wegivebooks.org) to read one of the free books available in its online library, and We Give Books donates a book to a leading literacy group on his or her behalf.
Now We Give Books has introduced a new initiative which takes that concept and adds a twist: Read for Our Schools is tied directly to Jumpstart’s Read for the Record campaign, which is presented in partnership with the Pearson Foundation. The annual Read for the Record campaign draws attention to the importance of early literacy by setting a new record for the most people reading the same book on the same day. Through Read for Our Schools, for each free book read online at www.wegivebooks.org between now and Oct. 6, the Pearson Foundation will donate a copy of Llama Llama Red Pajama – this year’s official Read for the Record title. These donations will enable children who otherwise wouldn’t have the chance to participate in the day’s events. Through We Give Books’ Read for Our Schools campaign, the foundation will donate 50,000 books to 150 participating school districts.
“I commend the We Give Books campaign for its creative approach in promoting the importance of reading in our children's lives,” said Florida Education Commissioner Gerard Robinson. “By making free online books available to families, and linking the use of that free material to this year's Read for the Record, we are engaging our children in the reading process in imaginative and compelling ways.”
“Jumpstart’s Read for the Record shines a spotlight on our obligation to ensure that young people everywhere have an equal chance to succeed,” said Pearson Foundation President and CEO Mark Nieker. “We Give Books and Read for Our Schools add an important digital element that provides another way for people to show they care.”
Visit www.wegivebooks.org/rftr/ to learn more and to register for this year’s Read for the Record.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
We Give Books is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, Penguin Group and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime, We Give Books, and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and its nonprofit partners, go to www.wegivebooks.org.
Jumpstart is a national early education organization that helps children develop the language and literacy skills they need for school, setting them on a path to close the achievement gap before it is too late. Read for the Record allows Americans to demand that all children receive the quality early education they deserve. For more information on Jumpstart and Read for the Record, visit www.jstart.org.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Pearson Foundation to donate children’s books through We Give Books website
New York, NY, September 14, 2011 - Readers everywhere can help make a difference in the lives of U.S. military families through the “Now You’re Thinking” online reading campaign from the Pearson Foundation and We Give Books.
From now through September 30th, for every children’s book read for free online at http://www.wegivebooks.org, the Pearson Foundation will donate a new hardcover or paperback book to one of three non-profits that support military families year round: the Pat Tillman Foundation, United Through Reading and The Mission Continues.
The campaign celebrates the launch of Now You’re Thinking!, a new FT Press title inspired by the true story of U.S. Marines who helped a two-year-old Iraqi girl in need of open-heart surgery that was unavailable in her country.
“With so many military families focused on deployment and related issues, we hope to make it easier for them to discover the rewards of reading with their children and instilling a lifelong love of learning,” said Pearson Foundation President and CEO Mark Nieker.
Now You’re Thinking!, authored by Judy M. Chartrand, Steward Emery, Russ Hall, Heather Ishikawa, and John Maketa, describes how to apply the critical thinking skills demonstrated by these Marines and apply them in every day life.
Stacey Finkel, Pearson Foundation
stacey(dot)finkel(at)pearsonfoundation(dot)org
703.304.1377
Through digital reading initiative We Give Books, launched in March 2010 by the Pearson Foundation and the Penguin Group, every time someone reads a book online at http://www.wegivebooks.org the Pearson Foundation donates a new print book to a charitable organization working to promote literacy. We Give Books has donated more than 350,000 to date, supporting exemplary non-profits that share books and build libraries for young people across the country and around the world.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at http://www.pearsonfoundation.org/.
Garden State Youth Encouraged to Create Public Service Announcements about Clean, Renewable Energy
TRENTON, New Jersey—The Pearson Foundation today launched the New Jersey GO GREEN! Challenge, a video public service announcement (PSA) competition for students designed to raise awareness among young people, educators, and policymakers about the importance of clean, renewable energy sources.
The New Jersey GO Green! Challenge is open to all Garden State residents between the ages of 13 and 18. To enter, students must produce a 30-60 second video PSA that explains the need for renewable, carbon-free energy that comes from natural resources such as sunlight, wind, rain, tides and geothermal heat.
The Grand Prize winner will receive an Apple iPad and an invitation to join New Jersey public officials and Pearson executives at the ribbon-cutting ceremony for the solar panels at Pearson’s Cranbury facility, one of the largest installations of its kind in the U.S. Two runner-ups will also be chosen. The best PSA entries will be featured online at www.pearsonfoundation.org.
“More than ever, young people are using media and technology to make their voices heard,” said Pearson Foundation President and CEO Mark Nieker. “The New Jersey GO GREEN! Challenge is a great way to engage students around the challenges and opportunities of clean energy. We look forward to seeing what the Garden State’s young people produce.”
The deadline to enter the NJ GO GREEN! Challenge is October 28, 2011. To view sample PSAs, visit http://www.njgreenchallenge.org/psas/. For rules and more information about the GO GREEN! Challenge, visit www.njgreenchallenge.org.
The Pearson Foundation extends Pearson’s (NYSE:PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
Pearson, the world’s leading learning company, has global reach and market-leading businesses in education, business information and consumer publishing (NYSE: PSO).
As part of its global efforts to limit the company’s impact on the environment, Pearson is investing $10 million to install solar panels at its Cranbury distribution center. This is one of the largest single-site installations of solar panels in the United States, and will be completed by the end of 2011.
Susan Aspey
Pearson
800-745-8489
susan.aspey@pearson.com
The Pearson Foundation Literacy Project Award will recognize literacy projects created by Rotary Clubs and International Reading Association members
WASHINGTON, DC (August 23, 2011) - Rotary International and IRA have worked together for almost a decade to strengthen literacy in their local communities and internationally. Rotary Club and IRA members have provided books for hospitalized children and new mothers, created literacy mentoring programs and distributed Spanish-language children’s books, among many other projects, all in an ongoing effort to support the neediest children both in the United States and around the world.
The Pearson Foundation Literacy Project Award will honor two exceptional literacy programs with an award of $2,500 to support the work. In addition to the cash award, each honoree will identify a literacy organization to receive a library of books through We Give Books, an initiative that allows adults and children to donate books simply by reading online at www.wegivebooks.org.
“Through this partnership with IRA and Rotary International, we will be able to recognize and share the collaborative work of these influential organizations,” said Pearson Foundation President Mark Nieker. “We know that literacy is an essential key to many other important aspects in people’s lives, and these programs are so significant and reach many that we want to recognize that work.”
“Improving literacy is a collaborative activity. Working with the Pearson Foundation and Rotary International allows IRA to share its professional expertise with our colleagues, which will result in stronger relationships that will build innovative programs to meet the needs of learners in communities around the world,” said IRA Director of Government Relations Richard Long. “We salute the Pearson Foundation's continued commitment to support innovative programs.”
For more information about the Literacy Project Award, visit http://www.reading.org. Applications are now available, and the deadline for submission is June 15, 2012.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
Rotary International is the world's first service club organization, with more than 1.2 million members in 33,000 clubs worldwide. Rotary club members are volunteers who work locally, regionally and internationally to combat hunger, improve health and sanitation, provide education and job training, promote peace, and eradicate polio under the motto Service Above Self.
Since 1956, the International Reading Association, a community of professionals with 70,000 members in 100 countries, has been promoting higher achievement levels in literacy, reading and communication by continually advancing the quality of instruction worldwide.
The Pearson Foundation is the nonprofit arm of Pearson, the international media company with 37,000 employees in more than 60 countries. The Pearson Foundation promotes literacy, learning and great teaching by collaborating with leading businesses, not-for-profits and education experts to share good practice; foster innovation; and find workable solutions to the educational disadvantages facing millions of young people and adults across the globe.
Pearson Foundation awards scholarships to students dedicated to public service, leadership and commitment to community
WASHINGTON, DC, August 15, 2011 — The Pearson Foundation has awarded the Pearson Prize for Higher Education to 70 students from universities and colleges across the United States. The Pearson Prize honors exemplary students attending four-year institutions and community colleges who have distinguished themselves through public service while completing their post-secondary studies. Among these students, 20 have been recognized as Pearson Prize National Fellows. The announcement was made at the Pearson Student Leadership Summit, held at the Smithsonian in Washington, DC.
The Pearson Prize aligns with the Pearson Foundation’s commitment to students, lifelong learning, community service, and leadership, and was created to respond directly to the financial challenges that many students face while pursuing academic goals. The Pearson Prize saw the number of applications double in just one year, including submissions from all 50 states and Washington, DC.
Students who were selected after the preliminary application process were each invited to create a personal video documenting their achievements. Films created by the 20 National Fellows can be viewed at http://www.pearsonfoundation.org/pearsonprize/2011/fellows.html. Photos of the Pearson Prize Fellows can be found here: http://www.flickr.com/photos/16376245@N05/sets/72157627179601597/.
The application for next year’s Pearson Prize will be available in early 2012 at http://www.pearsonfoundation.org/pearsonprize/.
“We are honored to recognize a new group of Pearson Prize awardees,” said Pearson Foundation President and CEO Mark Nieker. “Each of the students recognized this year have demonstrated the values and ambitions that promise an exceptional future. The collective work and inspiration of the 2011 National Fellows represents truly motivated young leaders. We are pleased to help them continue to achieve their dreams.”
The 2011 Pearson Prize National Fellows are:
Karim Abouelnaga, Cornell University
Jon Adams, Helena College of Technology of the University of Montana
Bernard Akem, Normandale Community College
Muthuraman Alagappan, Stanford University
Jay-Sheree Allen, The City College of New York
Rachel Binder-Hathaway, University of Maine
Daniel Brannon, Anne Arundel Community College
Colin Carlson, University of Connecticut
Timi Chu, Northwestern University
Melinda Civic, Schenectady County Community College
Cristina Garcia, University of Texas at Dallas
Jarell Green, University of Nevada, Reno
Niharika Jain, Harvard University
Jacob Kerr, Lake City Community College
Amber Koonce, University of North Carolina at Chapel Hill
Onaje LaMont, Broward Community College
Kevin Magana, LaGuardia Community College
Maia Mossé, Stanford University
Caleb Pendleton, University of Texas at San Antonio
Garrett Wright, University of Southern Mississippi
To view the full list of the 2011 Pearson Prize Community Fellows, visit http://pearsonfoundation.org/pearsonprize/2011/community-fellows.html.
The Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic and business organizations to provide financial, organizational and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
National School Boards Association Launches Board-Student Conversations to Address School Climate
Alexandria, VA (August 10, 2011) – The National School Boards Association (NSBA) today unveiled Students on Board: A Conversation Between School Board Members and Students to get school board members across the country to start talking with students about school climate.
"Feeling welcomed and connected at school can have a huge impact on student achievement," said NSBA’s Executive Director Anne L. Bryant. "Schools where students are safe, academically engaged, and supported by education professionals are more likely to have fewer dropouts and higher student performance."
Students on Board offers practical, straightforward guidance on how to truly gauge the school environment from one of the best sources available: the students. The conversations will be guided by questions from the research-based school climate surveys developed by NSBA’s Council of Urban Boards of Education (CUBE) and by the Pearson Foundation's The Million Voices Project.
"Students on Board helps school board members incorporate practices that ensure they hear directly from the young people their schools serve," said Mark Nieker, President and CEO of the Pearson Foundation. "Research-based surveys can provide an immediate, detailed snapshot of their own school climate. With this baseline, schools can take concrete steps to improve their students’ experience—and they can provide similarly focused and informed support for their classroom teachers."
Gauging school climate is an important first step towards providing a safe and supportive environment for all students and NSBA’s The Key Work of School Boards emphasizes, "Students cannot learn in chaos, fear, or embarrassment." It also states, "If you really want to know what people feel about their schools, ask them."
"To address school climate, local school boards must listen to students and create an environment to analyze root causes and generate solutions that work for their community," said Mary Broderick, President of NSBA and a member of Connecticut’s East Lyme Board of Education since 1989.
# # #
Founded in 1940, the National School Boards Association (NSBA) is a not-for-profit organization representing state associations of school boards and their more than 90,000 local school board members throughout the U.S. Working with and through our state associations, NSBA advocates for equity and excellence in public education through school board leadership. www.nsba.org
Contact:
Linda Embrey, Communications Office
National School Boards
Association
(703) 838-6737;
lembrey@nsba.org
www.nsba.org
2011 grant supports continued professional development for NAF teachers nationwide
San Francisco, CA – July 19 – On the heels of President Barack Obama’s call to build strong industry-led partnerships that will transform the American education system, the Pearson Foundation today announced details of a $900,000 grant to extend the professional development program for high school teachers and administrators at National Academy Foundation (NAF) career-themed academies.
NAF President JD Hoye and Pearson Foundation President Mark Nieker announced the donation – the fourth such annual grant in as many years – at NAF’s 2011 Institute for Staff Development, held in San Francisco. The grant extends the Pearson Foundation’s ongoing commitment to NAF by funding NAF’s regional in-person and online professional development training for more than 1,000 NAF high school teachers.
The grant is also among the first to align with the America’s Promise Alliance Grad Nation Community Impact Fund, which was announced yesterday at the White House. The Grad Nation Community Impact Fund aims to provide grants that stimulate community engagement, business investment and partnerships to help transform the nation’s lowest-performing schools and surrounding communities. Both NAF and the Pearson Foundation are members of the America’s Promise Alliance and supporters of the Grad Nation Community Impact Fund.
“The NAF-Pearson Foundation partnership underscores all that can happen when organizations come together to serve our nation’s young people,” said Alma J. Powell, chair, America’s Promise Alliance. “NAF serves many of the nation’s lowest-performing schools and surrounding communities, yet ensures that more than 90 percent of NAF students graduate from high school. The majority of its success can be attributed directly to its teachers. Since 2008, NAF teachers have been supported by the Pearson Foundation, a terrific partner in our Alliance.”
The Pearson Foundation has supported professional development efforts for NAF teachers nationwide, focusing on helping NAF educators master the components that serve as the foundation of NAF’s exemplary learning communities. In NAF academy classrooms, teachers empower students who, in turn, manage authentic theme-based projects that develop career-ready skills required in the local business community. To do so they make use of the three key elements of NAF’s learning model: a rigorous career-based curriculum, a focus on personalized student learning, and the resources to ensure persistent, engaged support from community partners.
“This year’s grant makes it possible for NAF to further its strategy of offering hands-on professional development sessions for their teachers. It also ensures that these local experiences can be integrated and extended within a year-round online network for teacher collaboration,” explained Nieker, who is also a co-chair of the new Grad Nation Community Impact Fund. “With these elements in place, NAF can continue to improve the support it provides to its remarkable and inspiring educators and school leaders. It can also extend its model to serve new high schools, including those in communities most in need across the United States.”
“NAF students stay in high school and graduate,” said Hoye. “They do so because our teachers and school leaders have the skills and the continued training they need to engage students in authentic classroom learning experiences and industry-based internships provided by thousands of dedicated business partners that together allow young people to change the trajectory of their lives. The Pearson Foundation’s continued commitment to NAF ensures these teachers have the professional development support they need to connect their kids to real world opportunities and to prepare them successfully for college and career.”
The National Academy Foundation (NAF) is an acclaimed network of career-themed academies that open doors for underserved high school students to viable careers. For nearly 30 years, NAF has refined a proven model that provides young people access to industry-specific curricula, work-based learning experiences, and relationships with business professionals. NAF academies focus on one of five career themes: finance, hospitality & tourism, information technology, engineering, and health sciences. Employees of more than 2,500 companies volunteer in classrooms, act as mentors, engage NAF students in paid internships, and serve on local Advisory Boards. Five hundred NAF academies serve 50,000 students across 40 states, D.C., and the U.S. Virgin Islands. NAF’s national graduation rate of 90% testifies to the effectiveness of this effort.
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
The Asia Society’s International Studies Schools Network teaches global competence in an effort to prepare students for college and careers
WASHINGTON, DC - July 12, 2011 - At the Asia Society's Partnership for Global Learning Annual Conference, the Pearson Foundation is highlighting the Asia Society's role in ensuring that every student graduates high school globally competent and college and career ready by releasing two new films on educational leadership and teacher quality. The films document the Asia Society's International Studies Schools Network and are meant to inform educators, administrators and policy makers about the value of global competence and how this concept is being implemented in the classroom.
Asia Society International Studies Schools Network provides an overview of the concepts and thinking that define the global competence which led to the creation of the International Studies Schools Network, a collection of small college preparatory schools. By interviewing educational leaders from a wide range of backgrounds, the Pearson Foundation is helping to describe the importance of the Asia Society's work in classrooms. The film features:
Tony Jackson, Vice President, Education, Asia Society
Mark Gerzon, Global Leadership, Meditation and Conflict Resolution Expert
Deborah Delisle, Former Superintendent, Ohio Department of Education
Heidi Hayes Jacobs, Executive Director, Curriculum Mapping Institute; President, Curriculum Designers Inc.
The second film, Denver Center for International Studies, is a documentary of an effective International Studies Schools Network school, a Denver Public Magnet School for students in grades 6 through 12. This highly successful school is dedicated to developing students' global competence and grants its graduates a Diploma of International Studies. The school has had a 100% graduation and college-going rate among seniors for four straight years.
In comparisons to demographically similar schools in the same school district, International Studies Schools Network schools outperformed comparison schools in 55 of 78 comparisons (70.5%). Across the network, the average graduation rate was 92%; of that, the college-going rate was 94%, of which more than 70% selected four-year colleges or universities.
"Global competence is the ability to adapt, live, and work well in the global economy and society," said Jackson. "It is the ability to investigate key questions using international resources. It's the ability to communicate ideas well across diverse audiences, and the capacity to recognize and weigh other perspectives."
"The results of the students at International Studies Schools Network schools are undeniable," said Mark Nieker, Pearson Foundation president. "The films share the benefits and lessons learned by teaching global competence. These youth are inspirational, and I look forward to seeing how they make a difference in the world."
Asia Society International Studies Schools Network and Denver Center for International Studies are available for viewing at http://www.youtube.com/user/PearsonFdtn.
Asia Society is the leading global and pan-Asian organization working to strengthen relationships and promote understanding among the peoples, leaders and institutions of Asia and the United States. The Asia Society seeks to increase knowledge and enhance dialogue, encourage creative expression and generate new ideas across the fields of policy, business, education, arts and culture. The Asia Society Partnership for Global Learning develops youth to be globally competent citizens, workers and leaders by equipping them with the knowledge and skills needed for success in an increasingly interconnected world.
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic and business organizations to provide financial, organizational and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
Pearson Foundation and Penguin Recognized for Increasing Public Awareness of Importance of Reading and Giving
WASHINGTON, D.C. (June 23, 2011) – At its annual conference, the Association of Educational Publishers (AEP) awarded the prestigious Beacon Award for Excellence in Education Marketing to We Give Books, the philanthropic digital literacy initiative created by the Pearson Foundation and Penguin. AEP honored We Give Books for increasing public awareness of the importance of reading and giving.
Launched in March 2010, We Give Books promotes literacy by making children’s books available at no cost online at www.wegivebooks.org. Parents, educators and caregivers have access to an ever-growing library of Penguin’s classic children’s books and are encouraged to read together. In addition to providing access to beloved children’s books, the website enables participants to share the joy of reading with others worldwide. Every time a child reads a book online, the Pearson Foundation donates a new print book to a charitable organization working to promote literacy. With this mix of technology and philanthropy, We Give Books promotes the relationship of literacy and giving. The We Give Books Poll on Reading and Giving reveals the role literacy plays in promoting charitable behavior in children.
With close to 300,000 books already donated, We Give Books has engaged communities throughout the United States and is giving books to numerous disaster-affected areas including Haiti and Thailand. Here in the US, this year alone the We Give Books ReadMobile Tour delivered 30,000 books in Texas in 30 days and successfully encouraged Floridians to read and give more than 50,000 books in just 10 days.
“We Give Books takes the website to another level by fusing this technology with a great cause,” said AEP CEO Charlene Gaynor. “The result is incredible – an easy-to-use vehicle that simultaneously promotes increased literacy, discussions around philanthropy, and good citizenship.”
“We Give Books is a very simple concept that encourages people to enjoy reading together, while sharing books with those that might not have access to them,” said Pearson Foundation President Mark Nieker. “The Pearson Foundation and Penguin are honored to be recognized by AEP. This award shows the entire publishing community's commitment to literacy and giving.”
The Beacon Awards highlight successful education products and services. Beacon Award winners create effective branding and engaging messages that communicate the value of their products to teachers, administrators, and parents. Judged by an esteemed panel of education influencers, entries are evaluated on design and editorial quality, efficacy in reaching intended audience, and overall cohesiveness.
We Give Books (www.wegivebooks.org) is a new philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers.Together, Penguin and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime, We Give Books, and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program, go to www.wegivebooks.org.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
Collaboration to Provide Training and Support to Extend Reach of Talloires Program for Community Engagement and Social Responsibility
Madrid—June 16, 2011—Today at its Global Leaders Conference, The Talloires Network of higher education institutions joined non-profit partners TakingITGlobal and the Pearson Foundation to announce the Talloires Network Institute, a global initiative to strengthen and extend the Talloires mission of engaging universities and students in civic involvement and social responsibility in more than 60 countries.
The first initiative to develop an international network of academic and student leaders who will work together to encourage social change, the Talloires Network Institute will provide professional development training to university staff who have responsibility for the civic engagement portfolios of their universities. The Institute will provide similar support, online training, and mentorship to student leaders from these same institutions.
Beginning in October, the Pearson Foundation will collaborate with the Talloires Network to host regional workshops for participants to develop and promote their own new models of civic engagement. Additional Pearson Foundation support for the initiative will include documenting and sharing best practices and results from the international convenings, and underwriting scholarships to TakingITGlobal’s e-course in civic participation that will make it possible for student leaders to continue their own professional development throughout the academic year. TakingITGlobal and the Talloires Network will work with participating students to identify technology-based strategies to engage their peers in local and global communities.
Mark Gearan, Steering Committee Chair of the Tailloires Network and President of Hobart and William Smith Colleges, said, "We are grateful to the Pearson Foundation for extending its strong relationship with the Talloires Network through our partnership on this new Institute. This collaboration will meet the critical needs of students, faculty and university leaders for the skills and tools they require to engage even more effectively with their communities."
“More than ever before, young people are working together with higher education leaders to bring about change in their communities,” said Jennifer Corriero, co-founder and Executive Director of TakingITGlobal. “By deliberately creating intergenerational working groups that share ideas and strategies from the outset, these new programs have the chance to develop models that can be shared by students and universities worldwide.”
“Among the six million students enrolled in the universities of the Talloires Network are the next generation of inspiring social leaders,” said Pearson Foundation president Mark Nieker. “Working with university staff and students is a great way to learn how best to engage these young people. We look forward to what are certain to be remarkable results.”
A core team from the Talloires Network Steering Committee and its Secretariat will oversee planning for the initiative. The first participating faculty and students to take part in the Institute’s regional working groups will be announced later this summer.
The Talloires Network is an international association of institutions committed to strengthening the civic roles and social responsibilities of higher education. We work together to implement the recommendations of the Talloires Declaration and build a global movement of engaged universities. We believe that higher education institutions do not exist in isolation from society, nor from the communities in which they are located. Established in 2005, the Talloires Network now includes more than 200 institutions in 60 countries around the world, with a collective enrollment of more than 6 million students. More information on the Talloires Network can be found at http://www.tufts.edu/talloiresnetwork.
The TakingITGlobal social network is an award winning online community of youth who are working for change by addressing issues of economic opportunity, education, health, human rights, access to technology and the environment. This "social network for social good," has over 350,000 members from literally every nation on earth. Through these members and their projects, TakingITGlobal reaches millions of young people worldwide every year. More information on TakingITGlobal can be found http://www.tigweb.org/.
The Pearson Foundation extends Pearson’s (NYSE:PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Tallories Network
Susan Stroud
202-775-0290
Stroud@icicp.org
Pearson Foundation
Kate Miller
800.745.8489
kate.miller@pearson.com
Mark Nieker Recognized as an Ed Tech Superstar
New York, NY (June 3, 2011) – Members of the education community have selected Mark Nieker, president of the Pearson Foundation, as one of the top “Leaders to Watch” in EdNET’s Best for 2011. This award, created by MDR and voted on by the EdNET community at large as well as distinguished EdNET’s Best panelists, recognizes five business professionals making a significant impact in the education industry from among hundreds of highly qualified nominees.
“The 2011 ‘Leaders to Watch’ honorees are education technology superstars,” said Dr. Nelson Heller, president of EdNET, MDR. “Being named among the EdNET’s Best places Mark Nieker among the top five exemplary business leaders in education, and we congratulate those who made the list.”
Mark Nieker is the founding chief executive officer of the Pearson Foundation, the nonprofit arm of international media company Pearson, and under his leadership the organization has made a difference by promoting literacy, learning, and great teaching. The Pearson Foundation collaborates with leading businesses, not-for-profits, and education experts to identify and share good practice; foster innovation; and find workable solutions to the educational disadvantages facing young people and adults across the globe. In 2011, the NEA Foundation recognized the Pearson Foundation with its Award for Philanthropy in Public Education, one of public education’s most prestigious honors.
MDR, with support from Educational Systemics, created the EdNET’s Best program to recognize leaders and innovations in today’s education marketplace. The award recipients on the 2011 EdNET’s Best list will be officially honored at a recognition ceremony held at the 2011 EdNET Conference, September 25–27 in Denver, Colorado.
The Pearson Foundation extends Pearson’s (NYSE:PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
EdNET, the education business network, brings recognized industry experts, education business executives, and school leaders together to share insight, explore trends, find opportunities, and build partnerships. The EdNET offerings include EdNET Insight, the decision support service; the EdNET Conference, the “must-attend” education event for leaders in the education market; and the EdNET News Alert, the free weekly e-newsletter, all owned and operated by MDR.
For more than 40 years, MDR has been the market’s first choice for marketing information and services for the K-12, higher education, library, early childhood, and related education markets. Powered by the most complete, current, and accurate education databases available in the industry, MDR provides email contacts and deployment, direct mail lists, and sales contact and lead solutions, along with social media marketing services and the EdNET community. For more information, call 800-333-8802 or visit http://www.schooldata.com.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
SIIA Ed Tech Impact Award goes to Pearson exec
New York, NY – May 31, 2011 – The Education Division of the Software & Information Industry Association (SIIA) honored Kathy Hurley, senior vice president of strategic partnerships for Pearson and the Pearson Foundation, with its prestigious Ed Tech Impact Award. SIIA annually recognizes leaders in the industry during its Ed Tech Industry Summit in San Francisco.
To a standing ovation, Hurley was presented the award by last year’s winner, Tom Greaves of The Greaves Group.
Hurley’s accomplishments and contributions to the education industry span more than 35 years. She currently serves on several key industry and education advisory boards, including the Board of Directors for SIIA, Consortium of School Networking (CoSN), Association of Educational Publishers (AEP) and DigitalNow; and, in her role as chair of the Partnership for 21st Century Skills (P21), she has been at the forefront in leading the charge for 21st century skills. During her years in the industry, she has also served in SIIA’s Education Division and on ISTE’s Board of Directors. Hurley plays a major role in developing key partnerships for Pearson and the Pearson Foundation, as she works to create new approaches and partnerships to drive innovative educational solutions. She began her career as an educator of children with special needs.
Hurley has received numerous awards, including CoSN’s first-ever Outstanding Private Sector Achievement Award. She was inducted into the Association of Educational Publishers Hall of Fame for her achievements and service to education publishing. Last year, SIIA recognized Hurley with an award for her 25 years of contributions to the education industry.
SIIA Education Division Vice President Karen Billings said, “Like so many of our SIIA membership, I have known Kathy for most of my career, and have witnessed firsthand so many examples of her passion and commitment to improving education. Kathy’s hard work and dedication has helped innovative ed tech ideas flourish, making her such a worthy recipient of SIIA’s Ed Impact Award.”
Peter Cohen, CEO of Pearson School, said, “On behalf of everyone across all of Pearson, I congratulate Kathy on this prestigious recognition of her contribution to the mission that we all share – ensuring a 21st century education for children everywhere and helping teachers be successful. This award is testimony to her amazing career of creating all kinds of partnerships to achieve those goals. We share a genuine admiration and respect for all that she has accomplished.”
“Thanks to her leadership and her amazingly generous spirit, Kathy’s had a remarkable, one-of-a-kind influence in the education industry,” said Pearson Foundation President Mark Nieker. “This award celebrates her unique and continuing contribution, and – together with all her friends – all of us at the Pearson Foundation congratulate Kathy on this well-deserved recognition.”
Pearson, the world’s leading learning company, has global reach and market-leading businesses in education, business and consumer publishing (NYSE: PSO).
The Pearson Foundation extends Pearson’s (NYSE:PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
Majority of Students Want Their Own Tablet Device
(WASHINGTON) May 25, 2011 — Students who own tablet devices are far more likely to favor digital formats for their textbooks than non-tablet owners, and the overwhelming majority of student tablet owners believe the devices are valuable for educational purposes, according to a new survey from the Pearson Foundation.
The survey reveals more than 70 percent of college students and college-bound high school seniors are interested in owning their own tablet device, with nearly 20 percent intending to purchase a tablet in the next six months.
The Pearson Foundation Survey on Students and Tablets was conducted to gauge college students’ and college-bound high school seniors’ opinions about digital device ownership and purchase intent; perceptions towards tablets; tablet usage and features of interest; and preferences between digital or print formats when reading, studying and doing other school-related activities. The survey was conducted online in March 2011 by Harris Interactive on behalf of the Pearson Foundation among 1,214 college students and 200 college-bound high school seniors. The survey is the first in a series of surveys to assess students’ use, acceptance and preferences when using mobile technology for learning.
Although current ownership of tablets is still low among those surveyed (seven percent of college students and four percent of college-bound high school seniors), nine out of 10 tablet owners say the devices help students study more efficiently (86%), and three-quarters believe tablets help students perform better in class (76%).
“The level of enthusiasm shown by the survey respondents underscores the potential of mobile technology to transform college and high school learning, particularly with regard to digital course materials,” said Mark Nieker, president of the Pearson Foundation.
The Pearson Foundation works across the educational spectrum and seeks to better understand the student experience and what helps them to excel. The Foundation has conducted several surveys including: the Pearson Foundation Community College Student Survey and the Pearson Foundation Early Childhood Education Perception Poll.
The survey was conducted online within the United States by Harris Interactive on behalf of the Pearson Foundation between March 8-31, 2011, among 1,214 college students and 200 college-bound high school seniors. Qualified college students were US residents between the ages of 18 and 30 who were enrolled in a two-year college, four-year college or university, or graduate school. Qualified college-bound high school seniors were US residents age 17 or 18, enrolled as seniors in high school and intending on enrolling in a two-year or four-year college upon graduation. No estimates of theoretical sampling error can be calculated. The Pearson Foundation will make the full methodology including weighting variables, cross tabulations, and the underlying SPSS data file available upon request.
The Pearson Foundation extends Pearson’s (NYSE:PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Harris Interactive is one of the world’s leading custom market research firms, leveraging research, technology and business acumen to transform relevant insight into actionable foresight. Known widely for the Harris Poll and for pioneering innovative research methodologies, Harris offers expertise in a wide range of industries including healthcare, technology, public affairs, energy, telecommunications, financial services, insurance, media, retail, restaurant, and consumer package goods. Serving clients in over 215 countries and territories through our North American, European, and Asian offices and a network of independent research firms, Harris specializes in delivering research solutions that help us—and our clients—stay ahead of what’s next. For more information, visit www.harrisinteractive.com.
Stacey Finkel
Pearson Foundation
703-304-1377
stacey.finkel@pearsonfoundation.org
Susan Aspey
Pearson
800-745-8489
susan.aspey@pearson.com
Nationwide celebration on October 6 invites millions to set a new world record while focusing attention on early literacy
Orlando, FL – May 12, 2011 – This week, Jumpstart, Penguin Books, and the Pearson Foundation joined educators, librarians, and policy makers from across the United States at the International Reading Association Annual Convention to kick off the 2011 Jumpstart’s Read for the Record® campaign, a nationwide effort that draws attention to the importance of early literacy while setting a new world record for the largest shared reading experience on a single day. This year, on October 6, people everywhere will read the beloved children’s book Llama Llama Red Pajama by Anna Dewdney.
Presented in partnership with the Pearson Foundation, Jumpstart's Read for the Record campaign calls attention to the importance of early education and to the ways in which reading before kindergarten significantly improves a child’s chances of graduating from high school. Since 2006, more than seven million people have joined local Read for the Record reading celebrations; Jumpstart has raised more than $6 million to support their year-round work in preschools; and the Pearson Foundation has donated nearly one million books to local schools, libraries, and community organizations in conjunction with the annual campaign.
For the sixth consecutive year, NBC’s TODAY show will kick off Jumpstart’s Read for the Record nationwide celebration. Throughout the day of October 6, Jumpstart, the Pearson Foundation, and Penguin will take part in local reading celebrations in cities across the country – sharing books with young people, teachers, and librarians; and encouraging students, educators, families, schools, and libraries everywhere to help set a new world record and to showcase the vital role that daily reading plays in shaping a lifetime of learning.
We Give Books, the digital reading and philanthropic initiative from the Pearson Foundation and Penguin, will provide people everywhere the opportunity to help set the record by reading Llama Llama Red Pajama online at no cost. We Give Books offers a growing digital collection of children’s books to anyone with access to the Internet. Again this year, for each free book read online at www.wegivebooks.org the Pearson Foundation will donate a brand new book to a preschool classroom Jumpstart supports.
“Early language and literacy skills help set children on the path to school success; when children don't have these skills, they fall behind and stay behind,” said Jumpstart CEO James Cleveland. “Jumpstart Corps members supply preschool classrooms in low-income neighborhoods with much-needed additional support, and our curriculum delivers proven results.” He added, “Read with us on October 6 to help spread the word about the importance of early education, and read books online at We Give Books year round to help donate books to Jumpstart classrooms.”
“Jumpstart’s Read for the Record is a great way for everyone to come together to experience for themselves the power reading has in the life of a child,” said Pearson Foundation President Mark Nieker. “The long-term benefits of reading to children at an early age are undeniable. We need to do all we can to provide all children with the chance to shine and to develop the reading habits that lead to a life of success.”
“Penguin Young Readers Group recognizes the importance of literacy and how crucial it is to read to your child at an early age,” said Penguin Young Readers Group President Don Weisberg. “We are proud and consider ourselves very fortunate to publish all of the wonderful books that are part of Jumpstart’s Read for the Record and We Give Books. Anna Dewdney’s Llama Llama Red Pajama is the perfect book to share with your children.”
Please visit www.readfortherecord.org today to learn more and to register for this year’s event.
Every child deserves the chance to succeed, yet studies show that children from low-income neighborhoods are at a greater risk of school failure. Jumpstart is a national early education organization that helps these children develop the language and literacy skills they need for school, setting them on a path to close the achievement gap before it is too late. Since 1993, Jumpstart has trained more than 20,000 college students and community volunteers to deliver its program to more than 90,000 preschool children nationwide. Jumpstart’s award-winning program holds a “Best in America” seal from Independent Charities of America. Join us to work toward the day every child in America enters school prepared to succeed. Learn more at www.jstart.org.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books is a philanthropic program from the Penguin Group and the Pearson Foundation that helps children become lifelong readers and givers. Together, Penguin and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime, We Give Books, and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities. To learn more about the We Give Books program and our nonprofit partners, go to www.wegivebooks.org.
Penguin Young Readers Group is one of the leading children's book publishers in the United States. The company owns a wide range of imprints and trademarks including Dial Books, Dutton, Grosset & Dunlap, Philomel, Puffin, Speak, Firebird, G. P. Putnam’s Sons, Viking, Razorbill, and Frederick Warne. These imprints are home to such award-winning, New York Times- bestselling authors as Laurie Halse Anderson, Jay Asher, Judy Blume, Jan Brett, Eric Carle, Roald Dahl, Tomie dePaola, Sarah Dessen, John Green, Eric Hill, Anthony Horowitz, Brian Jacques, Mike Lupica, Richelle Mead, Richard Peck, Patricia Polacco, and dozens of other popular authors. Penguin Young Readers Group is also the proud publisher of perennial brand franchises such as The Little Engine That Could, the Nancy Drew and Hardy Boys series, Peter Rabbit, Spot, the Classic Winnie the Pooh, the Very Hungry Caterpillar, Strega Nona, Madeline, Mad Libs, Alex Rider, the Rangers Apprentice, Skippyjon Jones, Flower Fairies, and Pippi Longstocking, among many others. Penguin Young Readers Group is a division of Penguin Group (USA), the U.S. member of the internationally renowned Penguin Group, one of the largest English-language trade book publishers in the world. The Penguin Group is owned by Pearson plc, the international media group.
Stacey Finkel
Pearson
Foundation
703.304.1377
stacey.finkel@pearsonfoundation.org
Award to recognize assistant principal in each of the fifty states and the District of Columbia
Alexandria, VA – May 5, 2011 – The Pearson Foundation and the National Association of Elementary School Principals Foundation today announced the new Outstanding Assistant Principal Award, which will honor exceptional K-8 assistant principals and their accomplishments in helping children develop a lifelong love of learning.
The Outstanding Assistant Principal Award recognizes these leaders in our schools and shares their successes and best practices. There are thousands of assistant principals in the elementary and middle schools across the United States, and this award specifically distinguishes these educational leaders for the important role they play and their commitment to serving their students.
The Outstanding Assistant Principal Award will honor assistant principals who are:
Active at excellent schools that meet the academic and social needs of all students and enjoy firmly established ties with parents, local business organizations, and the entire local community.
Exceptional leaders in a particular school program.
Heavily involved in finding a solution to a problem faced by their school.
Respected by students, colleagues, parents, and the community at large.
Strong educational leaders who set high expectations for school staff and students.
Active at the time of nomination, with at least two years of experience.
The Outstanding Assistant Principal Award is one of several programs supported by the Pearson Foundation that honors educational leadership. The Pearson Foundation works across the educational spectrum with organizations to recognize unique, high-quality leadership among educators. This work includes the Council of Chief State School Officers and the National Teacher of the Year program, which the foundation began supporting in 2007, and the National Education Association Foundation’s Awards for Teaching Excellence.
“We need to embrace and encourage assistant principals for the important role they play in our schools,” said Pearson Foundation President Mark Nieker. “Through this partnership with the National Association of Elementary School Principals Foundation, we will be able to share best practices and scalable solutions for educational leaders.”
“Often the assistant principal is a school community’s unsung hero,” said NAESP Foundation CEO Ernest J. Mannino. “NAESP is excited to partner with the Pearson Foundation to recognize outstanding K-8 assistant principals as they work tirelessly to create a lasting foundation for learning and shape the long-term impact of school improvement.”
For more information about the Outstanding Assistant Principal Award, visit www.naesp.org/naesp-foundation. Applications are now available. Application deadlines vary by state.
About the Pearson Foundation
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
About the National Association of Elementary School Principals Foundation
The National Association of Elementary School Principals Foundation advances excellence, innovation, and equity in schools by endowing leadership and learning for principals for the benefit of all children. Incubating innovation, highlighting success, and connecting key partners, the Foundation supports and extends the work of the Association. The NAESP Foundation works to advance the profession for elementary and middle-level principals leading learning communities. More information on the Foundation can be found at www.naesp.org/naesp-foundation.
Media Contact:
Stacey Finkel
Pearson Foundation
703.304.1377
stacey.finkel@pearsonfoundation.org
Grant from Gates Foundation will help create comprehensive instructional system to prepare America's students to meet Common Core State Standards
New York, NY – April 27, 2011 – The Pearson Foundation today announced a partnership with the Bill & Melinda Gates Foundation to support America’s teachers by creating a full series of digital instructional resources. Online courses in Math and Reading/English Language Arts will offer a coherent and systemic approach to teaching the new Common Core State Standards. Common Core Standards were developed by the National Governors Association, in partnership with the Council of Chief State School Officers. Forty-one states, two territories, and the District of Columbia have adopted the standards.
Unique and original, this project is dedicated to creating a complete, foundational system of instruction built around the Common Core Standards. The Bill & Melinda Gates Foundation will provide funding and research to support this partnership.
Over the next three years, the Pearson Foundation will develop 24 courses covering Math for grades K–10 and Reading/English Language Arts for grades K–12. The courses will enable teachers and students to access the latest and most effective digital learning technologies as they prepare to meet the internationally benchmarked college readiness goals of the Common Core Standards.
"This project is an innovative way to support teachers by providing tools they need to help students meet the new standards," said Vicki Phillips, Director of Education, College Ready, Bill & Melinda Gates Foundation. "The Pearson Foundation has assembled an amazing international team to meet the goals articulated by the new Common Core Standards. We look forward to partnering in the development and dissemination of these much-needed resources."
"The development of the Common Core Standards has set a high bar for public education in America," said Pearson Chief Executive Marjorie Scardino. "With the support of the Bill & Melinda Gates Foundation and the Pearson Foundation, we'll aim high to devise courses that will engage teachers and students and try to help a new generation compete in a demanding world economy."
Complementing the instructional system, additional resources may also be developed, including those from third-party curriculum providers whose solutions offer the greatest potential for student success. The courses will be made available in 2013, before the Common Core Standards are implemented. Funding from the Bill & Melinda Gates Foundation will support four courses to be offered as free, open educational resources, with the intent of widening access and spurring innovation around the Common Core.
Pearson, the nation’s leading education technology company, will offer these courses to school districts, complete with new services for in-person professional development for teacher transition to the Common Core and next-generation assessment. The Pearson Foundation will also work with other partners to explore opportunities for additional commercial development and distribution.
Judy Codding, former President and CEO of America's Choice, is leading the course development effort. Phil Daro, Chairperson of the Common Core Mathematics College and Career Readiness Standards Work Group, and Sally Hampton, Chairperson of the Common Core Reading/English Language Arts College and Career Readiness Standards Work Group, will oversee the course design and development teams. Susan Sclafani, former counselor to U.S. Secretary of Education Rod Paige and Assistant Secretary for Vocational and Adult Education, will play a major role in coordinating this initiative. Educators and researchers from leading universities will also have an active role in designing and developing these courses.
"These new courses will be the first designed from the bottom up to meet the new learning goals established by the Common Core Standards," said Pearson Foundation President Mark Nieker. "These goals are essential to make sure American students have the best chance possible to succeed when they graduate high school. The courses will be developed to increase student engagement and will focus on the essential understanding of the concepts that inform Math and Language Arts. The key learning behaviors of collaboration, the appropriate use of technology, and real-world engagement – which educators agree are already defining college and workforce success – are integrated with the content."
The Pearson Foundation
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. www.pearsonfoundation.org
Bill & Melinda Gates Foundation
Guided by the belief that every life has equal value, the Bill & Melinda Gates Foundation works to help all people lead healthy, productive lives. In developing countries, it focuses on improving people’s health and giving them the chance to lift themselves out of hunger and extreme poverty. In the United States, it seeks to ensure that all people – especially those with the fewest resources – have access to the opportunities they need to succeed in school and life. Based in Seattle, Washington, the foundation is led by CEO Jeff Raikes and Co-chair William H. Gates Sr., under the direction of Bill and Melinda Gates and Warren Buffett.
For more information
Wendy Spiegel
Wendy.Spiegel@Pearson.com
800.745.8489
Adaptable resources will provide teachers with helpful tools to differentiate instruction and prepare all students to meet the Common Core State Standards
Seattle, WA – April 27, 2011 – The Bill & Melinda Gates Foundation today announced a suite of investments, totaling more than $20 million, focused on identifying and expanding promising cutting-edge learning resources that support teachers and students and bring innovative new instructional approaches into America’s classrooms. These investments support the development of game-based learning applications; math, English language arts, and science curricula built in to digital formats; learning through social networking platforms; and embedded assessments through a real-time and engaging environment of experiences and journeys. All these promising resources are aligned to the Common Core State Standards, which are college- and career-ready standards being implemented in more than 40 states.
The Pearson Foundation, one of the major partners in this work, today is also announcing the development of its complete digital curriculum to support the standards. The foundation is pleased to work with the Pearson Foundation by providing research and $3 million in funding to help make these tools widely available. In addition to the Pearson Foundation, the foundation is also partnering with Educurious Partners, Florida Virtual School, Institute of Play, Reasoning Mind, Quest Atlantis, Digital Youth Network, and EDUCAUSE to develop and promote new applications for learning and assessments aligned to the Common Core State Standards.
“Teachers are telling us what they want, and we are listening,” said Vicki L. Phillips, Director of Education, College Ready, at the Bill & Melinda Gates Foundation. “We believe these exciting world-class tools have the potential to fundamentally change the way students and teachers interact in the classroom, and ultimately, how education works in America.”
A significant part of these investments announced today include supporting work to build a complete system of digital courses aligned to the Common Core State Standards. The Pearson Foundation, the philanthropic arm of Pearson, the leading learning company, is developing 24 online math and English language arts courses to help teachers and principals implement the standards. These courses will be delivered through a combination of technologies, including video, interactive software, games, social media, and print. Funding from the Bill & Melinda Gates Foundation will support the development of this robust system of courses, including four – two in math and two in English language arts – to be available at no cost on an open platform for schools.
In addition, with a $2 million grant, Florida Virtual School, the nation’s first statewide, Internet-based public school, will also develop four new digital courses aligned to the Common Core State Standards. These include two literacy-based and two math-based courses that are contextualized within disciplines, such as engineering or writing in the natural sciences.
The foundation’s $742,996 investment in Reasoning Mind, which offers teacher professional development and online elementary math curricula that build algebraic thinking, will pilot a program that makes a single effective math teacher available across multiple classrooms. If successful, one Reasoning Mind-trained teacher can affect the math scores and proficiency of 250 students using the program in different grades at several schools. A Reasoning Mind classroom is a hybrid of online and face-to-face instruction, where the teacher gives each child individual help and attention.
“Technology has advanced how we do so many things today,” added Phillips. “Yet, instead of transforming our schools, technology has generally been placed on top of antiquated models. These new cutting-edge applications have the potential to inspire students and engage them in the way they naturally learn, while giving teachers the flexibility to be creative in their craft and customize tools to their students’ needs.”
The foundation is also investing in several game-based learning tools:
$2.6 million for iRemix, which is being developed by Digital Youth Network. It will be a set of 20 literacy-based trajectories that allow students to earn badges and move from novice to expert in areas like creative writing.
$2.5 million to Institute of Play will build a set of game-based pedagogical tools and game-design curricula that can be used within both formal and informal learning contexts.
$2.6 million to Quest Atlantis is creating video games that build proficiency in math, literacy, and science.
All these applications will support the Common Core State Standards.
In addition, a $2 million grant to Educurious Partners will help develop high school courses in biology, freshman literature, and Algebra I through a social network Internet application. The application will allow students and teachers to collaborate with a variety of experts who are working in professional fields that are relevant to what the students are learning in the courses. These courses will also support the Common Core State Standards.
Finally, in June, Next Generation Learning Challenges will award up to $10 million in competitive grants to support promising technology-enabled programs built around embedded assessments that can help students master 7th-, 8th-, and 9th-grade content and competencies aligned with the Common Core State Standards. Embedded assessments are a way of testing a student’s knowledge in real time through programs such as online math courses that help students self-pace their learning, game-based learning environments, and literacy instruction delivered through mobile phones. While learning in a digital environment that uses embedded assessments, students demonstrate mastery of a subject in order to progress to the next level of a game, course, or application. Next Generation Learning Challenges is a grant competition and community aimed at identifying and expanding promising technologies that can help improve education across the K–12 and postsecondary spectrum. It is led by EDUCAUSE and community partners with support from the Bill & Melinda Gates Foundation and the William and Flora Hewlett Foundation.
For more information about the foundation’s investments to advance promising technologies in education, please visit www.gatesfoundation.org/education.
Bill & Melinda Gates Foundation
Guided by the belief that every life has equal value, the Bill & Melinda Gates Foundation works to help all people lead healthy, productive lives. In developing countries, it focuses on improving people’s health and giving them the chance to lift themselves out of hunger and extreme poverty. In the United States, it seeks to ensure that all people – especially those with the fewest resources – have access to the opportunities they need to succeed in school and life. Based in Seattle, Washington, the foundation is led by CEO Jeff Raikes and Co-chair William H. Gates Sr., under the direction of Bill and Melinda Gates and Warren Buffett.
Contact
Bill & Melinda Gates Foundation
Phone: +1.206.709.3400
Email:
media@gatesfoundation.org
New York, NY – April 19, 2011 – Nearly 1,000 students at 25 leading business schools from around the world have dedicated a weekend to analyzing the costs and benefits of expanding the U.S. presence of a Chinese renewable energy company in this year’s Aspen Institute Business & Society International MBA Case Competition. This new teaching tool – produced by the Yale School of Management – challenges students to innovate at the intersection of corporate profitability and environmental, social, and ethical issues.
Last Friday, the five finalist teams flew to New York City to present their recommendations to a panel of corporate representatives and to compete for their share of a $40,000 prize pool. This year’s winners are:
• 1st Place: Wilfrid Laurier University, School of Business and Economics (Canada)
• 2nd Place: Villanova University, Villanova School of Business (United States)
• 3rd Place: ESADE Business School (Spain)
• 4th Place: Baylor University, Hankamer School of Business (United States)
• 5th Place: IESA - Instituto de Estudios Superiores de Administración (Venezuela)
“We are so pleased to celebrate not only this year’s finalist teams, but all students who enthusiastically engaged in this year’s program,” said Nancy McGaw, Director of the Aspen Institute’s Center for Business Education. “It’s critical that MBA students – the next generation of business leadership – see just how essential a deep understanding of environmental, social, and ethical issues is to corporate profitability in the 21st century.”
Students had one weekend to analyze and respond to the new business & society-focused case study. On-campus competitions determined first-place campus winners, whose work was reviewed by academic judges to determine five finalist teams. All finalist teams receive prize money, with the first-place team receiving $20,000 and $2,000 to donate to a 501(c)(3)-designated charity of their choice.
The Aspen Institute’s Business & Society Program is grateful for the generous support of the following:
• Green is Universal, NBCUniversal
• Levi Strauss & Co.
• Bertelsmann, Inc.
• Deutsche Bank
• Humana
• Motorola Solutions Foundation
• Pearson Foundation
• K. Mehta, former partner of PwC and Advisor to the Aspen Institute’s Business & Society Program
The Aspen Institute is also thankful for the support, time, and enthusiasm of this year’s final round judges: Beth Colleton, VP of Green is Universal, NBCUniversal; Erik Joule, Head of Men’s Merchandising, Design, and Licensing, Levi Strauss & Co.; Asad Mahmood, Managing Director, Global Social Investment Fund at Deutsche Bank; Mark Nieker, President, Pearson Foundation; Bill Rompf, Internal Consultant, Corporate Marketing Strategy & Planning, Humana; Maureen Scully, Associate Professor in Management at the University of Massachusetts Boston; Professor K. Sudhir, Yale School of Management; and Carsten Tams, Senior Vice President, Ethics and Compliance, Bertelsmann, Inc.
This year’s participating business schools include (in addition to this year’s finalist schools):
• Audencia Nantes, School of Management (France)
• Baruch – CUNY, Zicklin School of Business
• Bentley University, McCallum Graduate School of Business
• Case Western Reserve University, The Weatherhead School of Management
• Curtin University, Curtin Graduate School of Business (Australia)
• Dartmouth College, Tuck School of Business
• Duquesne University, Donahue Graduate School of Business
• Griffith University, Griffith Business School (Australia)
• IE Business School (Spain)
• Johns Hopkins University, Carey Business School
• Lamar University, College of Business
• New York University, Leonard N. Stern School of Business
• Rochester Institute of Technology, E. Philip Saunders College of Business
• Saint Joseph’s University, Erivan K. Haub School of Business
• Temple University, Fox School of Business
• University of Denver, Daniels College of Business
• University of Jyväskylä, School of Business and Economics (Finland)
• University of Notre Dame, Mendoza College of Business
• Willamette University, Atkinson Graduate School of Management
• York University, Schulich School of Business (Canada)
Learn more about the 2011 Business & Society International MBA Case Competition by visiting the Competition’s official website: www.AspenCaseCompetition.org.
***
The Aspen Institute Center for Business Education (Aspen CBE) equips business leaders for the 21st century with the vision and knowledge to integrate corporate profitability and social value. We help business educators incorporate issues of social and environmental stewardship into teaching and research by offering targeted resources, networks, and a platform to share cutting-edge practice among peers.
As part of the Aspen Institute Business and Society Program, Aspen CBE maintains close ties with more than 150 MBA programs in 28 countries. Our websites draw over 100,000 visits monthly. Through dialogue and path-breaking research, the Program creates opportunity for executives and educators to explore new pathways to sustainability and values-based leadership.
The Aspen Institute mission is twofold: to foster values-based leadership, encouraging individuals to reflect on the ideals and ideas that define a good society, and to provide a neutral and balanced venue for discussing and acting on critical issues. The Aspen Institute does this primarily in four ways: seminars, young-leader fellowships around the globe, policy programs, and public conferences and events. The Institute is based in Washington, DC; Aspen, Colorado; and on the Wye River on Maryland’s Eastern Shore and has an international network of partners.
Media Contact:
The Aspen Institute’s Business & Society Program
Laurie Ginsberg, Senior Program Manager
Laurie.Ginsberg@aspeninstitute.org
(212) 895-8093
Youth Program's Staff Training Teachers in Three of the Largest Public School Systems in the United States
Arlington, VA – April 7, 2011 – Jane Goodall’s Roots & Shoots, the Jane Goodall Institute’s global environmental and humanitarian program for young people from preschool through university, has launched an environmental service-learning curriculum, which it is rolling out through a series of teacher trainings in three of the largest public school systems in the United States: New York City, Chicago, and Los Angeles. In addition, Roots & Shoots staff will be on site at the National Service Learning Conference (Booth #206) in Atlanta, Georgia, from April 6–9, 2011, to present the curriculum to attendees.
Created in partnership with the Pearson Foundation, the new Roots & Shoots service-learning curriculum helps teachers integrate genuine community needs and service into everyday classroom instruction. The goals of the service-learning curriculum are: to make it easier for educators to incorporate project-based learning techniques into existing lesson plans; to enhance students’ retention of academic content; and to help students develop a sense of empowerment by giving back to their communities. By bringing together best practices from the Jane Goodall Institute’s community-centered conservation approach with the latest service-learning techniques, the curriculum also reinforces environmental literacy and fosters civic responsibility in participating students.
“We are incredibly excited about introducing our new service-learning curriculum in schools across the country,” said Erin Viera-Orr, Roots & Shoots program manager and service-learning specialist in California. “Training teachers with this new resource will make a dramatic difference in the lives of students and have a measurable impact on their communities. In the past, teachers had to find creative ways to include service learning in the classroom, but our new curriculum is aligned with educational standards, and simplifies the integration of service into lesson plans and academic goals.”
The process begins when teachers and students work together to identify needs in their communities. Looking holistically at the range of issues facing people, animals, and the environment, they develop a classroom campaign that uses academic and life skills to address issues that concern them. The service projects are then incorporated into the classroom curriculum. The curriculum also engages students as participants and leaders while emphasizing the value of education. For students, the curriculum answers the “Why” in “Why are we learning this?”
“In our current educational climate, the integration of real-life issues into classroom lessons is of critical importance,” said Maureen P. Smith, president of the Jane Goodall Institute. “We need to focus on training young people about local and global issues and how they can solve them. With this new curriculum we are enhancing the existing educational system and helping young people understand the ways they can effect change in their communities and the world.”
This comprehensive service-learning resource includes nine different curricula addressing elementary, middle, and high school students, as well as extension activities for gifted students and modifications for those with special needs. Available online at no cost to educators, the curriculum and associated resources can be found at
www.pearsonfoundation.org/janegoodall
. For more information about Roots & Shoots and service learning, please visit
http://www.rootsandshoots.org/campaigns/servicelearning
.
The launch of the new service-learning curriculum comes at an exciting time for Jane Goodall’s Roots & Shoots. February 2011 marked Roots & Shoots’ 20th anniversary. Twenty years ago, Dr. Jane Goodall and a group of Tanzanian students started what has become an international movement of young people dedicated to creating a better world. Today, in more than 120 countries, hundreds of thousands of Roots & Shoots members work together on youth-led service projects to improve communities and to make the world better for people, animals, and the environment we all share. For more information on the 20th anniversary of Roots & Shoots, please visit www.rootsandshoots.org/campaigns/20th .
About the Jane Goodall Institute
Founded in 1977, the Jane Goodall Institute continues Dr. Goodall’s pioneering research on chimpanzee behavior – research that transformed scientific perceptions of the relationship between humans and animals. Today, the Institute is a global leader in the effort to protect chimpanzees and their habitats. It also is widely recognized for establishing innovative community-centered conservation and development programs in Africa, and Jane Goodall's Roots & Shoots, the Institute’s global environmental and humanitarian youth program, which has groups in more than 120 countries. For more information, please visit
www.janegoodall.org
.
About Jane Goodall’s Roots & Shoots
Founded in 1991 by Dr. Jane Goodall and a group of Tanzanian students, the Roots & Shoots program is about making positive change happen – for our communities, for animals, and for the environment. With hundreds of thousands of young people in more than 120 countries, the Roots & Shoots network connects youth of all ages who share a desire to create a better world. Young people identify problems in their communities and take action. Through service projects, youth-led campaigns, and an interactive website, Roots & Shoots members are making a difference across the globe. For more information, please visit
www.rootsandshoots.org
.
About the Pearson Foundation
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at
www.pearsonfoundation.org
.
Media Contact:
Claire Gwatkin Jones
703.682.9220
clairejones@janegoodall.org
Pearson Foundation donating 50,000 books in 30 days for Florida schoolchildren
Tallahassee, FL — (April 5, 2011) — A campaign that encourages Florida schoolchildren to read and earn 50,000 free books for their schools kicked off in Tallahassee today, where thousands of local young people joined legislators and dignitaries to celebrate Children’s Week.
Read for My School Florida is the latest campaign offered by We Give Books, the digital initiative from the Penguin Group and the Pearson Foundation that enables students, teachers, and families to work together to provide increased access to books for children who need them—simply by reading online. This new campaign encourages young people across the state to read as many as 50,000 books online in 30 days. For each book read online between April 5 and May 9, the Pearson Foundation will donate one book to the local Florida elementary school that the reader chooses.
Read for My School Florida is the latest reading initiative at We Give Books, which supports a myriad of nonprofit organizations including Room to Read, the Harlem Children’s Zone, and Jumpstart for Young Children. We Give Books enables anyone with access to the Internet to go online and read as often as they like from a free digital library featuring more than 150 children’s books.
Across the state, elementary school teachers, students, parents, and families are already enjoying reading online at We Give Books following the monthlong ReadMobile Tour conducted across Florida in March. The Pearson Foundation traveled to local classrooms and United Way community centers in more than 20 cities to share the joy of reading and the power of giving with young children. At each stop, participating children received their very own copy of a book from Anna Dewdney’s Llama Llama series to take home.
“We have had a wonderful time bringing the We Give Books ReadMobile to young people across Florida this past month,” said Pearson Foundation President Mark Nieker. “We look forward to welcoming young people, teachers, and families across the state to take part in this new campaign, which is designed to showcase the importance of reading. With Read for My School Florida, we will be able to equip libraries and classrooms with books where they will have a remarkable impact.”
Over the 30-day reading period that begins today, Florida schools will be able to earn a portion of the 50,000 books being donated as a part of the Read for My School Florida campaign. Leon County Schools Superintendent Jackie Pons will be among the first to participate in the Read for My School Florida campaign during a reading celebration at Apalachee Tapestry Magnet School of the Arts on Wednesday, April 6.
“Student success directly correlates to the reading abilities of our children, making campaigns like Read for My School Florida tremendously important,” said Education Commissioner Dr. Eric J. Smith. “Any effort to put more books in the hands of our young people should be loudly applauded as we work to improve literacy throughout our state.”
To learn more about We Give Books and the Read for My School Florida campaign, go to www.wegivebooks.org/florida.
###
We Give Books combines the joy of reading with the power of helping others by connecting young people, parents, and teachers with some of the world’s best and most inspiring literacy organizations, and sharing books with the young people these organizations support.
Read for My School Florida and We Give Books are shared initiatives of the Penguin Group and the Pearson Foundation. The Penguin Group provides the free, always-growing digital library of great children’s titles that you can read anytime you like, no matter where you are. The Pearson Foundation helps share brand-new versions of these books – and thousands more – with outstanding nonprofit organizations from around the world.
To learn more about the We Give Books program and our nonprofit partners, go to www.wegivebooks.org.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Media Contact:
Stacey Finkel
Pearson Foundation
703.304.1377
stacey.finkel@pearsonfoundation.org
First-of-its-kind study reports student perceptions as economic difficulties and rising demand strain vital college systems
Sacramento, CA – March 28, 2011 – As rising demand and declining budgets continue to strain community college systems across the United States, the results of a new survey underscore the economy's impact on students in California. The state's students are finding fewer courses available at their local community colleges, and they are competing with greater numbers of their peers for the precious few enrollment spots. In the first survey of its kind, almost one out of every three California community college students experienced difficulty enrolling in courses that they needed during the fall 2010 semester, compared to one out of six students in the rest of the U.S.
The Pearson Foundation Community College Student Survey, conducted online in the fall of 2010 by Harris Interactive, was commissioned specifically to better understand the keys to success for community college students. The survey was conducted among 1,434 current or recent U.S. community college students aged 18 to 59, 260 of whom were enrolled in California colleges. Their perception is an important first step in maintaining and improving quality education for all.
The survey found that almost twice as many California students (47 percent) compared to the rest of the U.S. (28 percent) have been unable to enroll in courses because they were full. About four in 10 California students surveyed (41 percent) enrolled in fewer courses than they had originally planned on taking, compared to about three in 10 students from the rest of the U.S. (28 percent). Students in California and across the country generally cited their struggles with courses or their difficulty in balancing continued academic study with family and work obligations, but more California community college students placed an emphasis on course availability as a key to success – 19 percent in California versus 8 percent in the rest of the U.S.
Similar to community college students from the rest of the U.S., about one in 10 California community college students surveyed had dropped out or had seriously considered dropping out of school.
"Community colleges are pivotal in the Obama Administration's plans to increase the number of U.S. college graduates," said Mark Nieker, president of the Pearson Foundation. "This survey gives voice to the student population at the center of this effort and helps us all to better understand their needs, and their frame of mind, as they begin their college careers."
In addition to these key findings, the survey also underscored the growing demand among California students for online learning: Close to 60 percent of the community college students surveyed reported having taken at least one course online, and 36 percent said they would like to take all of their courses online. However, students in California community colleges are more likely than the rest of the U.S. to take their courses in person (64 percent vs. 54 percent).
Other key findings include:
California students are more likely to value having access to academic advisors (65 percent in California, 55 percent of students in the rest of the U.S.).
Students in California also place more value on establishing relationships with other students (41 percent in California, 31 percent in the rest of the country).
The survey was conducted online within the United States by Harris Interactive on behalf of the Pearson Foundation between September 27 and November 4, 2010, among 1,434 U.S. residents between the ages of 18 and 59 who were enrolled in a U.S. community college, pursuing at least one course for college credit at any point between August 1, 2010, and the time the survey was taken. Included in the 1,434 total were 260 respondents who attended community college in California. No estimates of theoretical sampling error can be calculated; a full methodology is available upon request.
The Pearson Foundation extends Pearson's (NYSE:PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Media Contact: Stacey Finkel, (703) 304-1377, stacey.finkel@pearsonfoundation.org
Media Contact: Susan Aspey, (800) 745-8489, susan.aspey@pearson.com
Harris Interactive is one of the world's leading custom market research firms, leveraging research, technology, and business acumen to transform relevant insight into actionable foresight. Known widely for the Harris Poll and for pioneering innovative research methodologies, Harris offers expertise in a wide range of industries including healthcare, technology, public affairs, energy, telecommunications, financial services, insurance, media, retail, restaurant, and consumer package goods. Serving clients in over 215 countries and territories through its North American, European, and Asian offices and a network of independent research firms, Harris Interactive specializes in delivering research solutions that help Harris – and its clients – stay ahead of what's next. For more information, visit www.harrisinteractive.com.
New initiative aims to provide thought leadership to school district leaders on how to leverage mobile devices to make a meaningful, positive impact on education at the K-12 level.
New Orleans, LA – March 15, 2011 – The Consortium for School Networking (CoSN) today launched Leadership for Mobile Learning (LML), a new initiative to help school district leaders overcome barriers to mobile learning and develop, implement, and manage policies to effectively use mobile devices to improve teaching and learning. As the use of mobile devices in the classroom is one of the latest trends in educational technology, the initiative launched today at the association's annual conference – CoSN 2011 – aims to provide thought leadership to school district leaders on how to leverage these tools to make a meaningful, positive impact on education at the K-12 level.
"With a recent Project Tomorrow survey showing that 88% of administrators and 77% of teachers think mobile devices in schools will increase student engagement, school leaders need solid information on how to best undertake mobile learning strategies. Mobile devices hold a lot of potential for facilitating learning both in and out of the classroom, and improving educational outcomes, but we need to focus on the leadership and policies that enable that vision," said Lucy Gray, project director of CoSN’s LML Initiative. "Educational leaders need up-to-date information to make the best decisions about developing and maintaining a technology infrastructure that includes mobile devices."
"While the LML Initiative is an important, new undertaking for us, we also are leveraging CoSN-related tools and resources. For example, the new initiative will highlight CoSN's EdTechNext report on flexible mobile platforms, two new case studies on districts leveraging student-owned devices, and our new Guide to Rethinking Acceptable Use Policies – pulling them all together under the LML banner. We see mobile learning as a central and emerging issue for school leaders," said CoSN CEO Keith Krueger.
The objectives of the new initiative are three-fold: 1) to highlight leadership, research, and best practices for using mobile learning devices as effective tools in teaching and learning; 2) to identify district policies that hinder the effective deployment of mobile learning devices; and 3) to develop strategies and tools for the successful deployment of mobile learning technologies in school districts. In addition, the initiative will provide information on the role of mobility in bridging the digital divide, technical considerations for mobile learning implementation, and the impact of mobile devices on curricular content and student achievement.
"Mobile broadband is transforming education, and we are proud to support CoSN's Leadership for Mobile Learning Initiative," said Xavier Williams, senior vice president, Public Sector and Healthcare at AT&T. "We look forward to collaborating with them to help school districts across the country increase student engagement through implementing successful mobile learning programs."
Mark Nieker, president of the Pearson Foundation, added, "In a remarkably short period of time, educators have gone from wondering if mobile learning was something to even consider for their classrooms to actively seeking out the best practice approaches that will ensure their students get the most from technologies they make use of every day. CoSN's new initiative helps bring these resources together, and in the process showcases how much we already know about how to make the most of mobile and digital tools for learning."
"We are supporting a number of pilot studies that identify barriers to implementing personal mobile device programs in schools such as digital content, assessment, and professional development for teachers," said Kristin Atkins, director for Qualcomm Incorporated's Wireless Reach™ initiative. "As the pilot studies progress, we intend to share our findings as we believe mobile devices have the potential to dramatically improve student engagement."
CoSN's Leadership for Mobile Learning Initiative is sponsored by AT&T, the Pearson Foundation, and Qualcomm. To learn more about the initiative, visit www.cosn.org/MobileLead.
CoSN is the premier professional association for school, district, and educational service agency technology leaders. CoSN's members are a unique blend of education and technology leaders and decision makers from the public and private sectors. The mission of CoSN is to empower K-12 district technology leaders to use technology strategically for the improvement of teaching and learning.
CoSN provides leadership, community, and advocacy essential for the success of these leaders. Visit www.cosn.org or phone 866.267.8747 to find out more about CoSN's Leadership Initiatives, annual conference and events, policy and advocacy, membership, and resources supporting and promoting leadership development to ensure that technology is used strategically for the improvement of teaching and learning in elementary and secondary schools.
Alexandria, Va. (March 10, 2011) - Earl C. Rickman III, President of the National School Boards Association (NSBA), joined President Barack Obama and First Lady Michelle Obama at today's White House Conference on Bullying Prevention and called for a united effort to address bullying in our schools.
Rickman was joined by approximately 150 students, parents, teachers, non-profit leaders, advocates, and policymakers who discussed ways they can work together to make our schools and communities safe for all students.
"School board leaders and school officials are committed to safe educational environments for all students," said Rickman. "With the right guidance and resources school leaders can meet the challenge of ensuring schools are a safe place for all students, free of bullying and harassment."
As announced at today's conference, NSBA will launch a series of student conversations between school board members and students in middle and high school about the climate in their schools. The sessions will be guided by questions from the research-based school climate surveys developed by NSBA's Council of Urban Boards of Education (CUBE) and by the Pearson Foundation's Million Voices project.
"As school boards across the country develop policies and initiatives to combat bullying, it is important they hear from students about the current realities they face in their schools," said Rickman.
Founded in 1940, the National School Boards Association (NSBA) is a not-for-profit organization representing state associations of school boards and their more than 90,000 local school board members throughout the U.S. Working with and through our state associations, NSBA advocates for equity and excellence in public education through school board leadership. www.nsba.org
View White House Press Release on White House Conference on Bullying Prevention: http://www.whitehouse.gov/the-press-office/2011/03/10/president-and-first-lady-call-united-effort-address-bullying
Linda Embrey, Communications Office
National School Boards Association
703-838-6737; lembrey@nsba.org
www.nsba.org; http://boardbuzz.nsba.org
New Campaign Encourages Parents and Doctors to Discuss Healthy Eating Habits for Children
(NEW YORK) March 8, 2011 – The Alliance for a Healthier Generation and the American Academy of Pediatrics have joined with the best-selling children's book, The Very Hungry Caterpillar by Eric Carle and with We Give Books to help families learn about healthy eating habits at home. The Eating Healthy. Growing Strong. campaign is an important part of the Alliance's mission to combat childhood obesity.
This spring, more than 17,500 pediatrician offices across the United States will receive free copies of specially created The Very Hungry Caterpillar books, together with growth charts and parent handouts that encourage doctors and parents to have meaningful conversations about the importance of healthy eating.
"Parents and doctors both play an enormously important role in ensuring children develop healthy eating habits early on in life. By joining with the American Academy of Pediatrics and the classic children's brand The Very Hungry Caterpillar, we are starting a dialogue between parents and doctors that will go beyond the waiting room and into the home, enabling 21 million children to make more nutritious choices and lead healthier lives," said President Bill Clinton, founder of the William J. Clinton Foundation, a founding organization of the Alliance for a Healthier Generation along with the American Heart Association.
In addition to beginning the conversation on healthy eating between pediatricians and parents, the campaign also showcases ways to integrate discussions of healthy active living into family reading time. Tips for parents to discuss healthy active living using The Very Hungry Caterpillar include:
Teach your child that apples, pears, plums, strawberries, and oranges are all fruits. Ask them if they can name other fruits.
Talk to them about how fruits are good for your body.
Talk about how when the caterpillar overeats, he gets a stomachache – so it is important to stop eating when you feel full.
"Parents should read with their children every day, starting when they are babies," said O. Marion Burton, MD, FAAP, president of the American Academy of Pediatrics. "This campaign provides a wonderful opportunity to teach children about healthy eating habits at a very young age, while fostering a love of books and language."
The materials are being provided to the campaign by We Give Books, a digital initiative from Penguin – the publisher of The Very Hungry Caterpillar – and by the Pearson Foundation. Visitors to We Give Books will have the chance to read a library of great children's books for free, any time they like, and each time they read a book at www.wegivebooks.org the Pearson Foundation will donate a brand-new book to a leading literacy group.
"I am delighted that the Alliance for a Healthier Generation, the American Academy of Pediatrics, and the Pearson Foundation have selected The Very Hungry Caterpillar as a spokescharacter for their important work," said author and illustrator Eric Carle. "I'm so pleased that my caterpillar can help to promote healthy eating in the fight against childhood obesity, and I hope The Very Hungry Caterpillar will be a happy reminder for children to grow healthy and spread their strong wings, like the butterfly in my book."
Don Weisberg, president, Penguin Young Readers Group, said, "We are honored to be part of this important campaign to help educate young children and their families about healthy eating using one of the most beloved and recognized children's book characters of all time, The Very Hungry Caterpillar."
Mark Nieker, president of the Pearson Foundation added, "We Give Books is ready to share news of this important initiative with young people and parents across the country. Parents can talk about the importance of healthy eating – and help their kids develop important literacy skills – at the same time."
Parents and healthcare professionals are encouraged to visit the Alliance for a Healthier Generation (www.healthiergeneration.org/veryhungrycaterpillar) and the American Academy of Pediatrics (www.healthychildren.org/veryhungrycaterpillar) websites for free resources and materials to encourage eating healthy at home including a reading guide on how to discuss healthy active living using The Very Hungry Caterpillar and a special growth chart and keep track of a child's journey to becoming healthy & strong.
The Alliance for a Healthier Generation works to address one of the nation's leading public health threats – childhood obesity. The goal of the Alliance is to reduce the nationwide prevalence of childhood obesity by 2015, and to empower kids to make healthy lifestyle choices. Founded in 2005 by the American Heart Association and William J. Clinton Foundation, the Alliance works to positively affect the places that can make a difference to a child's health: homes, schools, doctors' offices and communities. To learn more about the Alliance for a Healthier Generation, visit www.HealthierGeneration.org.
The American Academy of Pediatrics is an organization of 60,000 primary care pediatricians, pediatric medical subspecialists and pediatric surgical specialists dedicated to the health, safety and well being of infants, children, adolescents and young adults. For more information, visit www.aap.org.
We Give Books ReadMobile Tour celebrates literacy across state in anticipation of Children's Week 2011
Jacksonville, FL – March 3, 2011 – Beginning this week in Jacksonville, and culminating in early April in Tallahassee, students across the state of Florida will have the chance to learn about the importance of reading and giving. Thanks to an initiative from We Give Books, students will receive a special visit and free books from the ReadMobile, which is bringing school and family reading celebrations to Florida communities.
We Give Books, a digital initiative from Penguin and the Pearson Foundation, enables people anywhere to put books in the hands of children who don’t have them simply by reading online for free. In communities large and small across Florida, thousands of students, educators, and families will take part in this month-long tour. The ReadMobile stops will feature stories from author Anna Dewdney’s "Llama Llama" book series, and the children at the participating school classrooms, community centers, and United Way locations will receive free books, as well as access to the library of free books available in digital format online at www.wegivebooks.org.
“The importance of reading to young children can’t be emphasized enough, and in these tough economic times, sharing books with new readers has never been more crucial,” said Pearson Foundation President Mark Nieker. “The ReadMobile is providing an easy and fun way to share books with families and schools across Florida. It’s also a great way to read great children’s books for free online, and to use We Give Books as a teachable moment for children.”
The We Give Books ReadMobile Tour of Florida’s communities is part of the more than two hundred community events and activities statewide leading up to and during Children’s Week (April 3–6), which is supported by the United Way of Florida.
“The United Way of Florida is very excited about its partnership with the Pearson Foundation in support of 2011 Children’s Week,” said United Way of Florida President Ted Granger. “The We Give Books ReadMobile Tour will shine a spotlight on the critical importance of early literacy throughout Florida, and the donated books that the foundation is providing to children in support of Children’s Week will open the door to thousands of children experiencing the fun and joy of reading.”
A digital collection of hundreds of children’s books is available for students, teachers, and families in Florida (and everywhere) to access for free at www.wegivebooks.org.
Follow the We Give Books ReadMobile across Florida at http://wegivebooks.org/readmobile, on Facebook (www.facebook.com/wegivebooks), and on Twitter (@WeGiveBooks). Daily blog updates are available at http://wegivebooks.org/news.
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The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books (www.wegivebooks.org) is a new philanthropic program from Penguin and the Pearson Foundation that helps children become lifelong readers and givers. Together, Penguin and the Pearson Foundation support literacy through programs that engage entire communities. Working around the world through programs like Booktime, We Give Books, and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities.
Stacey Finkel
Pearson Foundation
703.304.1377
Stacey.finkel@pearsonfoundation.org
National award recognizes exemplary community service among two- and four-year college students
New York, NY – February 16, 2011 – The Pearson Foundation today announced the 2011 Pearson Prize for Higher Education, the award that recognizes and provides support to student leaders who are distinguishing themselves by leading public service efforts that give back to their local communities while completing their undergraduate studies.
Again this year, the Pearson Prize will recognize 70 students for exemplary community service, providing 20 with financial assistance and additional support, and 50 more with a single one-time cash grant. The online application is now available at www.pearsonfoundation.org/pearsonprize. Completed applications must be received by March 18, 2011.
With the Pearson Prize, the Pearson Foundation aims to raise awareness about the important role that student leaders play on college campuses and in surrounding communities. In addition to the opportunity to celebrate student leadership, the Prize recognizes and addresses the financial challenges that many of these same students face while pursuing academic goals. The award program specifically responds to financial need among young people who might not have discovered their direction, or engaged their real passion, until after their freshman year in college.
“Most college awards and scholarships focus on graduating high school students and reward their academic achievements,” explained Pearson Foundation President Mark Nieker. “As a result, many truly inspiring young people who really make an impact only after they’ve begun their undergraduate careers are the least likely to be eligible for the same sustained financial support. The Pearson Prize for Higher Education is an attempt to honor some of these remarkable undergraduates, and also to bring them together so that they can learn from and inspire each other.”
The Pearson Prize is one of several programs from the Pearson Foundation that support community service and educational leadership, and that address key social challenges like dropout prevention and 21st century skills. With the Pearson Prize, the Pearson Foundation continues to expand its efforts to better understand the issues facing college students today and the keys to their success.
The Pearson Foundation has worked across the educational spectrum with organizations encompassing pre-K (such as Jumpstart) through high school (e.g., America’s Promise and the National Academy Foundation) and in service learning (with author Greg Mortenson and Dr. Jane Goodall).
In 2010, the Pearson Prize received more than 10,000 applications. To learn more about past awardees, visit http://pearsonfoundation.org/youth-engagement/programs/pearson-prize.html.
The Pearson Prize is administered by the National Society of Collegiate Scholars (NSCS). The application is open to current undergraduate students enrolled at accredited four-year and two-year institutions in the U.S. who have a minimum 2.5 GPA on a 4.0 scale and at least one year remaining until graduation. Recipients will be announced in June.
The Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.
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Stacey Finkel
Pearson Foundation
stacey.finkel@pearsonfoundation.org
703.304.1377
Award for Philanthropy in Public Education recognizes nonprofit foundation's impact in communities worldwide
Washington, DC – February 10, 2011 – The Pearson Foundation helps teachers, schools, academic leaders, and local communities to do all they can to help young people succeed. For this work, the organization will receive the NEA Foundation Award for Philanthropy in Public Education. One of public education’s most prestigious honors, the award will be presented on February 11, 2011, at the NEA Foundation’s Salute to Excellence in Education gala in Washington, DC.
“The NEA Foundation Award for Philanthropy in Public Education recognizes the Pearson Foundation’s significant commitment to public education and their ongoing support of public schools, students, and educators,” said Elizabeth Oliver-Farrow, Chair of the NEA Foundation’s Board of Directors. “Through our partnerships with the Pearson Foundation, we have seen firsthand the impact that its creative, innovative programs have for young people and educators in communities around the world.”
Working with a growing international network of leading public and private organizations, the Pearson Foundation provides programs and resources which help extend the efforts of leading nonprofits – including the NEA Foundation – that promote literacy, learning, and great teaching. The Pearson Foundation aims to make a difference specifically by collaborating with other organizations to share best practices, foster innovation, and find scalable solutions to the educational challenges facing young people and adults across the globe.
“When we selected global education as our theme for this year’s gala, the Pearson Foundation seemed the most appropriate choice for this award,” said Harriet Sanford, President and CEO of the NEA Foundation. “Through our partnerships, we have reached students from South Africa to Bogalusa, Louisiana – and beyond. In each instance, we’ve done more together to help young people and the educators who support them than we ever could have done on our own. It’s this spirit of collaboration and innovation that really distinguishes the Pearson Foundation.”
The Pearson Foundation has supported a number of important NEA Foundation initiatives.
Most recently, the Pearson Foundation has been helping the NEA Foundation to create and launch a new collaborative digital network to be used by members of the NEA Foundation’s Institute for Innovation in Teaching and Learning.
Again this year, the organization is also taking part in the NEA Foundation’s Awards for Teaching Excellence program by providing digital arts training for awardees and their students and colleagues. A team at each school created a video to honor each distinguished educator's impact. These videos will be showcased at the awards gala and can be viewed beginning February 11 at pearsonfoundation.org.
“For five years, the NEA Foundation has graciously invited the Pearson Foundation to join with them in many significant initiatives that have connected us to inspirational educators in all corners of the world,” said Mark Nieker, President of the Pearson Foundation. “To receive this recognition by the NEA Foundation is a great honor, and, we believe, it affirms that our collaborative approach is helping improve opportunities for students and teachers all over the globe.” Nieker will accept the award on behalf of the Pearson Foundation at the NEA Foundation’s awards gala. The Pearson Foundation will be honored along with 31 recipients of the NEA Foundation’s Awards for Teaching Excellence and Adora Svitak, a child prodigy and advocate for literacy and learning.
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Stacey Finkel
(703) 304-1377
stacey.finkel@pearsonfoundation.org
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Nomination process recognizes exceptional contributions to online education from educators across United States
Atlanta, GA – February 9, 2011 – Five finalists for the second annual National Online Teacher of the Year Award for K-12 online learning were announced today by the two education nonprofit organizations that hold the competition, the Southern Regional Education Board (SREB) and the International Association for K-12 Online Learning (iNACOL).
The 2011 SREB/iNACOL National Online Teacher of the Year Award recognizes an outstanding online teacher for exceptional contributions to online K-12 education. The judging committee evaluated 65 nominations of online educators in public schools and state virtual schools from 25 states to make the final selections.The number of finalists was expanded from three to five this year upon recommendation of the judges. Selection of the finalists and the National Online Teacher of the Year was an extraordinarily difficult task, judges said, given that so many candidates epitomize excellence in the profession. Many of the nominees ably demonstrate they are teaching real courses to real students – and their students’ growth and achievement are the true success stories.
The finalists are: Kristin Kipp from Jeffco’s 21st Century Virtual Academy in Colorado, Thomas Landon from Virtual Virginia, Dianna Miller from Florida Virtual School, Emily Parrish from North Carolina Virtual Public School, and Andrew Vanden Heuvel from Michigan Virtual School.
One of these five finalists will be named the 2011 National Online Teacher of the Year on March 10 in Atlanta, at the Excellence Dinner during the SREB’s Education Technology Cooperative’s Teaching and Learning Symposium. Sponsors of the award include Connections Academy LLC, Blackboard Collaborate!, Florida Virtual School, the Pearson Foundation, and SAS.
The 2011 National Online Teacher of the Year will receive a crystal Flame of Excellence and a day with Karen Cator, the director of the Office of Educational Technology at the U.S. Department of Education, plus a trip to the Virtual School Symposium sponsored by iNACOL from November 9 to 11, 2011, in Indianapolis. The winner also will be recognized during the iNACOL Annual Meeting and will be featured on the SREB and iNACOL websites. The other four finalists will receive special recognition at the awards banquet in March and other honors.
"By bringing these deserving teachers into the spotlight, this award is a powerful advocate for online learning," said Myk Garn, the director of the Cooperative.
"This award recognizes teachers who represent excellence in student-centered online teaching. We are grateful to each and every one of the applicants, and we congratulate the second annual National Online Teacher of the Year Award finalists," said Susan Patrick, president and CEO of iNACOL.
Kristin Kipp has been an online English teacher for three years at Jefferson County’s 21st Century Virtual Academy in Golden, Colorado, which serves high school students throughout the state. A nine-year teacher and resident of Evergreen, she currently teaches 11th- and 12th-graders and is instructional leader for the English department. Cited by her director for her exceptional competence and ability to "empower students, parents, and fellow faculty toward the highest academic standards," she also serves as a course reviewer/reviser and part-time adjunct English teacher with Colorado Online Learning.
Thomas Landon of Roanoke has been a teacher for 14 years, including four at Virtual Virginia as an online teacher of AP human geography to grades 9 through 12. Known for his creativity and ability to make learning fun, Landon first introduced the course three years ago to just a handful of students. Today it has "more than 130 enrollments and a waiting list," said the supervisor for instruction and professional development. Landon’s work has helped to raise his students’ scores on the AP exam in the subject "significantly above the national average," he said.
Andrew Vanden Heuvel of Grand Haven, Michigan, teaches AP physics and astronomy at Michigan Virtual School, which reaches high school students statewide. In just two years of online teaching, he has been named the state’s online teacher of the year and been appointed as a NASA solar system educator and a consultant for USA Today Education, where he helps develop projects for teachers nationwide. He sees online teaching as a "new model for K-12 education" to meet the needs of students in an information-based society. For more information about the award program and the work of the Educational Technology Cooperative, contact SREB Communications.
An instructor at Florida Virtual School for the past six years, Dianna Miller of Dunnellon has taught social studies in a variety of subjects, including Advanced Placement (AP) microeconomics and macroeconomics. Called one of the "most effective educators I have ever known" by her principal, she has taken many leadership roles, including developing a new course curriculum in AP macroeconomics, and is "a true master in designing engaging learning experiences for students."
An online math teacher for the past two years, 14-year teacher Emily Parrish of Advance, North Carolina, teaches credit-recovery geometry (a course she helped develop) and occupational studies Algebra I at North Carolina Virtual Public School. Known for her ability to connect with students, she also serves as department chair for credit-recovery math and science, where she helps identify each teacher’s strengths and, her division director noted, "then coaches that teacher to be a better and more effective online teacher."
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iNACOL, the International Association for K-12 Online Learning, is a nonprofit organization based in Vienna, Virginia, that facilitates collaboration, advocacy, and research to enhance quality K-12 online teaching and learning.
The Southern Regional Education Board, or SREB, based in Atlanta, was created in 1948 by Southern governors and legislatures to help leaders in education and government work cooperatively to advance education and improve the social and economic life of the region. SREB has 16 member states: Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia. More information is available online at www.sreb.org.
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Alan Richard, (404) 879-5544 or (cell) (202) 641-1300
As demand increases, institutions are strained; Pearson Foundation Community College Student Survey gathers student perceptions to help identify needs
WASHINGTON, DC – February 9, 2011 – As rising demand and declining budgets continue to strain community college systems across the U.S., the results of a new survey underscore the economy’s impact on students who are finding fewer courses available at their local community college, even as they are competing with greater numbers of their peers to attend them. In the first national survey of its kind, 32 percent of students – and 55 percent of Hispanic students – said they were unable to enroll in a class of their choice because the class roster was already full.
The Pearson Foundation Community College Student Survey, conducted online by Harris Interactive, was commissioned specifically to better understand the keys to success for community college students. Their perception is an important first step in maintaining and improving quality education for all. The survey found that around one in six students was at immediate risk of discontinuing his or her studies within the first few weeks of enrollment: 15 percent reported that they had either dropped out or seriously considered dropping out within the first few weeks of the semester, generally because of their struggles with courses or because of their difficulty in balancing continued academic study with family and work obligations.
The survey also uncovered that, despite these difficulties, a significant number of community college students fail to seek or obtain the help they need to succeed in their studies. Twenty-five percent of students who have considered dropping out said they were struggling with their courses but did not seek help. Nearly 20 percent of students who have considered dropping out and were struggling reported being unable to get the help that they needed. And the vast majority (74 percent) of those who did drop out did not discuss their intentions with instructors or advisors.
“Community colleges are pivotal in the Obama Administration’s plans to increase the number of U.S. college graduates,” said Mark Nieker, president of the Pearson Foundation. “This survey gives voice to the student population at the center of this effort, and helps us all to better understand their needs, and their frame of mind, as they begin their college careers.”
“The survey findings underscore a serious threat to student access that exists,” said Walter G. Bumphus, president of the American Association of Community Colleges. “Community colleges need to increase the level of early intervention to help students overcome internal and external challenges, and colleges need greater support to be able to do that effectively.”
In addition to these key findings, the survey also underscored the growing demand among students for online learning: 61 percent of the community college students surveyed reported having taken at least one course online, and 44 percent said they would like to take all of their courses online. Responses also revealed that the students most at risk of dropping out of community college studies were more likely to be male, employed full-time, enrolled part-time and enrolled in remedial math or English courses.
Other key findings include:
Nearly three out of 10 students surveyed (28 percent) who took a math or English placement test were unable to enroll in all of the recommended courses.
More than 70 percent of students surveyed believe high-speed Internet access is important for success in community college.
External factors, such as family and work obligations and financial concerns, were reported as the top reasons for dropping out or considering it.
The survey was conducted online within the United States by Harris Interactive on behalf of the Pearson Foundation between September 27 and November 4, 2010, among 1,434 U.S. residents btween the ages of 18 and 59 who were enrolled in a U.S. community college, pursuing at least one course for college credit, at any point between August 1, 2010, and the time the survey was taken. No estimates of theoretical sampling error can be calculated; a full methodology is available upon request.
The Pearson Foundation extends Pearson’s (NYSE:PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
Media Contact: Stacey Finkel, (703) 304-1377, stacey.finkel@pearsonfoundation.org
Media Contact: Susan Aspey, (800) 745-8489, susan.aspey@pearson.com
Harris Interactive is one of the world’s leading custom market research firms, leveraging research, technology, and business acumen to transform relevant insight into actionable foresight. Known widely for the Harris Poll and for pioneering innovative research methodologies, Harris offers expertise in a wide range of industries including healthcare, technology, public affairs, energy, telecommunications, financial services, insurance, media, retail, restaurant, and consumer package goods. Serving clients in over 215 countries and territories through its North American, European, and Asian offices and a network of independent research firms, Harris Interactive specializes in delivering research solutions that help Harris – and its clients – stay ahead of what’s next. For more information, visit www.harrisinteractive.com.
Pathways to Prosperity Project examines why many U.S. students are inadequately prepared for adulthood; proposes multi-level strategy to help young people succeed and United States return to education leadership role
WASHINGTON (February 1, 2011) – Despite decades of efforts to reform education, and billions of dollars of expenditures, the harsh reality is that America is still failing to prepare millions of its young people to lead successful lives as adults. Evidence of this failure is everywhere: in the dropout epidemic that plagues our high schools and colleges; in the harsh fact that just 30 percent of our young adults earn a bachelor's degree by age 27; and in low teen and young adult employment rates not seen since the Great Depression.
Today, the Pathways to Prosperity Project, which is based at the Harvard Graduate School of Education, is releasing a major new report that examines the reasons for our failure to prepare so many young adults and advances an exciting vision for how the United States might regain the leadership in educational attainment it held for over a century. Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century contends that our national strategy for education and youth development has been too narrowly focused on an academic, classroom-based approach. It is now clear that this strategy has produced only incremental gains in achievement and attainment, even as many other nations are leapfrogging the United States. In response, the report advocates development of a comprehensive pathways network to serve youth in high school and beyond.
This pathways system would be based on three essential elements. The first is the development of a broader vision of school reform that embraces multiple pathways to help young people successfully navigate the journey from adolescence to adulthood. The report contends that at present, we place far too much emphasis on a single pathway to success: attending and graduating from a four-year college. Yet only 30 percent of young adults successfully complete this preferred pathway. Meanwhile, even in the second decade of the 21st century, most jobs do not require a bachelor's degree. The report notes that while the United States is expected to create 47 million jobs in the 10-year period ending in 2018, only a third of these jobs will require a bachelor's or higher degree. Almost as many jobs – some 30 percent – will only require an associate's degree or a post-secondary occupational credential. Given these realities, the report argues that we need to broaden the range of high-quality pathways that we offer young adults. This would include far more emphasis on career counseling and high-quality career education, as well as apprenticeship programs and community colleges as viable routes to well-paying jobs.
Second, the report argues that we need to ask our nation's employers to play a greatly expanded role in supporting the pathways system, and in providing more opportunities for young adults to participate in work-based learning and actual jobs related to their programs of study. Third, the report contends that we need to develop a new social compact between society and our young people. The compact's central goal would be that by the time they reach their mid-20s, every young adult will be equipped with the education and experience he or she needs to lead a successful life as an adult. Achieving this goal would require far bigger contributions from the nation's employers and governments.
"We are the only developed nation that depends so exclusively on its higher education system as the sole institutional vehicle to help young people transition from secondary school to careers, and from adolescence to adulthood," says Robert Schwartz, academic dean and professor at the Harvard Graduate School of Education, who heads the Pathways to Prosperity Project. Formerly the first president of education-focused nonprofit Achieve, Inc., Schwartz has long been a key supporter of raising expectations and academic standards for all young people. But in recent years, Schwartz has become increasingly concerned about the "college for all" movement, especially as that movement has led states to allow the admissions requirements of four-year colleges and universities to become the default curriculum for all high school students. "Unless we are willing to provide more flexibility and choice in the last two years of high school, and more opportunities for students to pursue program options that link work and learning, we will continue to lose far too many young people along the path to graduation," he says.
"People don't realize how far behind other nations we have fallen. Some of the international comparisons in the report will truly shock people who assume that we lead the world in education and youth development," adds Pathways co-chair Ronald Ferguson, a senior lecturer in education and public policy at the Harvard Graduate School of Education and the Harvard Kennedy School, and director of the Achievement Gap Initiative at Harvard University. "Crafting a 21st century system that takes lessons from abroad but is tailored to the particulars of our own unique society will require our best effort. It can't be a superficial process and still succeed on the scale that we need it to."
The report notes that even as many young adults are failing to earn a post-secondary degree, they have also been hit far harder than older adults by unemployment in the Great Recession. Indeed, the percentage of teens and young adults who have jobs is now at its lowest level since the end of World War II. This has dire implications, because employment in the teen and young adult years can have such a positive impact on future prospects for employment and earnings.
The report was developed over two years of effort that included both research and working closely with partners interested the pathways challenge. An unusually wide range of organizations were involved in the project, including major corporations, leaders from K-12 and higher education, the nonprofit community, and government. The project has also been involved in "on the ground" work in several different regions where it has collaborated with people and organizations eager to develop solutions to the challenge. So far, the project has worked with partners in Silicon Valley, Illinois, and Boston, as well as with leaders interested in developing more effective pathways to careers in health care.
Funding for the Pathways Project reflected this broad base of support. To date, the project has been supported by four corporate foundations, as well as three nonprofit foundations. Corporate support has come from Accenture, the DeVry Foundation, The General Electric Foundation, and the Pearson Foundation. Additional support was provided by the James Irvine Foundation, the W.K. Kellogg Foundation, and the Nellie Mae Education Foundation.
Since its founding in 1920, the Harvard Graduate School of Education has been training leaders to transform education in the United States and around the globe. Through its 13 master's programs, two doctoral programs, professional education institutes, and research projects, the Harvard Graduate School of Education prepares leaders in education and generates knowledge to improve student opportunity, achievement, and success.
Press contact:
Michael Rodman
617-496-5037
michael_rodman@harvard.edu
Grants to Support Launch of 12 Entrepreneurship Projects in Eight Countries
December 9, 2010 – Doha, Qatar – The Pearson Foundation today announced the first winners of the Pearson Fellowship for Social Innovation, awarded to the most outstanding social entrepreneurship projects developed by graduates of TakingITGlobal’s Sprout e-course. The announcement was made at the 2010 World Innovation Summit for Education, held in Doha, Qatar.
TakingITGlobal is an online community where students and teachers can access information and work together in their local and international communities. Its Sprout e-course curriculum is designed to give young leaders worldwide access to training in essential skills, including team-building, project management, communications, and the ability to leverage technology as they imagine, plan, and develop social innovation projects.
The cash grants, ranging from US$1,000 to US$5,000, support the launch of projects developed by twelve social entrepreneurs, ages 20 through 28, in eight countries. The activists are all recent graduates of the online Sprout e-course, where they received training in creating, designing, and launching plans for social innovation in their communities. The grants will make it possible for these dedicated young people to take the crucial first step in moving their projects from idea to reality.
The two top prize winners, with grants of $5,000 each, are Valens Ntamushobora of Rwanda and Pankaj Shanker Jethwani of India. Mr. Ntamushobora’s project, titled Let Us Stay Alive, will address the problems of poverty, HIV, and malnutrition with a program that combines education for women along with the development of agricultural co-ops. Mr. Jethwani’s project, Maid In India, will seek to organize domestic workers, helping them gain access to benefits including healthcare, insurance, and training.
Additional Fellows from Cameroon, Canada, India, Indonesia, Kenya, South Africa, and Uganda were recognized for their proposals for social entrepreneurship that address a wide range of social issues, including helping disadvantaged youth in Cameroon obtain scholarships to online universities; encouraging engineering students in Mumbai to develop products for local businesses; and improving the quality of life for people with spinal cord injuries in South Africa.
In addition to cash grants, all Fellows will receive one-on-one mentoring from experienced social innovators, who will provide guidance as they implement their project plans. The Fellows will also become members of a special online community within the global TIG social network, where they’ll have access to advanced resources and training materials.
TakingITGlobal’s Executive Director, Jennifer Correiro, said that the Fellowships would greatly enhance TIG’s ability to promote youth engagement and social innovation worldwide. “These awards provide a critical link between the training TakingITGlobal offers through the Sprout e-course and the real-world implementation of the plans our participants develop. As these dreams become a reality, they will serve as an inspiration to other young people who are seeking ways to better their communities, their countries, and our world.”
“Pearson believes that young people, with their energy, passion, ingenuity, and willingness to dream, are an enormous force for good in the world,” said Mark Nieker, President of the Pearson Foundation. “Through programs like the Fellowship for Social Innovation and our support for TakingITGlobal and the Sprout e-course, we are doing our part to nurture and encourage these imaginative and inspiring young leaders.”
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The Sprout e-course exists within the framework of the TakingITGlobal social network, an award-winning online community of youth who are working for change by addressing issues of economic opportunity, education, health, human rights, access to technology, and the environment. This "social network for social good" has over 300,000 members from literally every nation on earth. Through these members and their projects, TakingITGlobal reaches millions of young people worldwide every year. www.tigweb.org.
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. www.pearsonfoundation.org.
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stacey.finkel@pearsonfoundation.org
OECD and Pearson Foundation present "Strong Performers and Successful Reformers in Education" as PISA results are announced in Washington, DC; Cites innovations in Shanghai, Ontario, Poland, and Finland
December 7, 2010 – Washington, DC – In conjunction with the release of the Programme for International Student Assessment (PISA) results today, the Organisation for Economic Co-operation and Development (OECD) and the Pearson Foundation announced a new series of investigative films that document successful education initiatives currently improving student learning in classrooms around the world. "Strong Performers and Successful Reformers in Education" profiles policies and programs that local education leaders credit with improving student achievement – success documented by the strong performance of their countries in the latest PISA assessment. Each story of educational innovation presents concrete solutions that have helped a high-quality education system teach the skills its students need to succeed in an increasingly global, interconnected economy.
Screening of two of the four initial films from the "Strong Performers and Successful Reformers in Education” series took place this morning in advance of formal release of the PISA results. OECD Secretary-General Angel Gurría joined U.S. Secretary of Education Arne Duncan to announce the standing of U.S. students in reading, math, and science literacy compared to other countries around the world. The event was part of the “Education for Innovation” live digital town hall meeting held at the Newseum in Washington, DC.
Each “Strong Performers and Successful Reformers” video is introduced by Andreas Schleicher, Head of the Indicators and Analysis Division at the OECD’s Directorate for Education, and presents a specific ambition that has recently had direct impact on a country’s continued strong performance or improvement in PISA. The first set of films provides an in-depth look at innovative collaborations among education officials, teachers, and students in Shanghai, China; Ontario, Canada; Poland; and Finland. This collection will be extended as additional country profiles are added to the program’s website throughout 2011. In addition, OECD and the Pearson Foundation will host a series of country-level investigations beginning next year in which education leaders will have the opportunity to share approaches and learn firsthand from the success of their international counterparts.
“The videos provide a fascinating look behind the PISA data, and they document insights into the policies and practices that underpin strong performers and successful reformers in education,” said Schleicher. “Together, they help share methods with the potential to improve student success not just locally, but in classrooms around the world.”
“As OECD’s PISA makes clear, students across the globe are benefiting from innovative, direct approaches to educational change,” said Mark Nieker, President of the Pearson Foundation. “The ‘Strong Performers and Successful Reformers’ video series is one way that educators can learn from – and ideally be inspired by – the broad range of successful practice making a difference today in classrooms around the world.”
The films can be viewed online at www.pearsonfoundation.org/OECD and copies may be obtained from the OECD.
Shanghai, China, where educators are raising standards by partnering strong-performing schools to help weaker ones. Shanghai’s strong political commitment to raising educational standards has succeeded in raising student performance across the board. The share of disadvantaged students who excel at school despite their background is twice as high as in the United States.
Shanghai’s 15-year-old secondary school students achieved by far the best results in the 2009 PISA tests, scoring 556 in reading, 600 in mathematics, and 575 in science.
In 2009, 97% of Shanghai children in the relevant age group attended senior secondary school or an equivalent vocational school. At preschool age, 98% of children were enrolled, exceeding a national preschool education goal for 2020.
More than 80% of Shanghai’s higher education cohort is admitted to some form of higher education, compared to a national figure of 24%.
Ontario, Canada, where educators are making sure students from all backgrounds and origins can fulfill their potential. Ontario’s education reform has increased elementary literacy and numeracy, improved graduation rates, and reduced the number of low-performing schools. Thanks to such policies, Canada is one of the top-performing countries in PISA and one of very few that show no gap between immigrant and native students.
Within three years of arrival in Canada, immigrants score an average of 500 on the PISA exam, which is remarkably strong by international standards and well ahead of countries like the United States and France.
Between 2003 and 2010, Ontario’s high school graduation rate rose from 68% to 79%. The provincial government’s target is to raise it to 85%.
Ontario’s Literacy and Numeracy initiative raised the average pass rate in grade 3 provincial exams in reading, maths, and writing from 55% in 2003 to 70% in 2010. The provincial government aims to raise it to 75%.
Poland, where educators are changing the structure of the school system to give better education opportunities for all. Thanks to a far-reaching reform program that began in the late 1990s, Poland strongly improved the quality of its secondary education and the performance of its students. In the 2009 PISA tests, Poland ranked among the top 15 OECD countries.
The proportion of 15-year-old students performing below the baseline level of reading performance fell from 23% in 2000 to 15% in 2009.
Between 2003 and 2009, the average overall reading skills of 15-year-old Polish school students rose by the equivalent of more than half a school year, bringing them to the same level as 15-year-olds in the Midwest of the United States.
Three Poles out of 10 in the 25-to-34 age group now have a university education, compared with only one in 10 just 30 years ago.
Finland, where educators are maintaining a strongly supportive school system in which teachers and students share responsibility for results. Finland was the top performer in the PISA 2000 tests, and it has consistently featured among the top performers since then. In 2009, the number of Finnish students reaching the top level of performance in science was three times the OECD average.
Upper secondary students are expected to design their own individual learning programs within a modular structure.
In 2008, Finland’s upper secondary graduation rate was 93%, against an OECD average of 80%.
In 2008, more than 40% of Finns between 20 and 29 were enrolled at university, well above the OECD average of 25%.
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The Organisation for Economic Co-operation and Development (OECD) works with governments on education policy and in many other areas in order to help them to develop policies that will improve the lives of citizens around the world. As an intergovernmental organization, the OECD provides a forum in which countries can work together to share experiences and seek solutions to common problems. Its 34 member countries span the globe, from North and South America to Europe and the Asia-Pacific region. The OECD also works closely with emerging giants like China, India, and Brazil and developing economies in Africa, Asia, Latin America, and the Caribbean to build a cleaner, fairer world. More information about the OECD can be found at www.oecd.org.
PISA tests the educational attainment levels of 15-year-old secondary school students every three years in three core areas: reading, mathematics, and science. Launched in 2000, PISA now covers some 70 countries and economies that together account for around 86% of world economic output. Test results provide education authorities with an international yardstick to measure how their school systems are performing and to identify where progress can be achieved. More information on PISA can be found at www.oecd.org/pisa.
The Pearson Foundation extends Pearson’s (NYSE:PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
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kate.miler@pearson.com - 212.641.6115
Alliance focuses on reduction in high school dropout rates; recommends "Civic Marshall Plan" to continue progress toward Obama Administration's 2020 goal
Washington, DC, November 30, 2010 – Today, the Pearson Foundation joins business, government, education, and child advocacy leaders in releasing Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic, a comprehensive report that reveals the first positive signs that America is making progress in reducing the number of students who drop out of high school. The report, produced by America's Promise Alliance, Civic Enterprises, and the Everyone Graduates Center of The Johns Hopkins University, documents America's progress in improving high school graduation rates – even in low-income urban and rural school districts.
Building a Grad Nation and the plan of action it recommends are the result of the Pearson Foundation Dropout Prevention Roundtable, a summit of educational leaders convened in March 2010 specifically to address the dropout crisis and to identify innovative research and practice currently improving graduation rates in school districts across the United States. The Pearson Foundation also provided support for the research and documentation that informs the report's key findings.
Specifically, Building a Grad Nation highlights:
Innovative states and school districts that are successfully raising their high school graduation rates with scalable solutions, outlining clear measures that can be shared among school districts and classrooms across the nation to improve high school graduation rates.
Improved student achievement in states and school districts resulting from a standard of excellence – a standard that includes the introduction of well-articulated goals and expectations from the state to the classroom; the deliberate challenge to all students of a more rigorous curriculum leading to a meaningful diploma based on college- and work-readiness; and the maintenance of a targeted approach sustained over time that provides extra supports to the school leaders, teachers, and students who need them the most.
Important progress on a range of reforms, policies, and practices at all levels – initiatives that collectively are helping to ensure more students graduate from high school, ready for college and productive work.
Although these efforts are producing real results in school districts across the United States, the research presented today concludes that the pace is too slow to meet the national goal articulated by President Obama and U.S. Education Secretary Arne Duncan of a 90 percent high school graduation rate by 2020. To meet this goal, the report recommends that we calibrate our educational system to the greater demands of the 21st century through a "Civic Marshall Plan" deliberately designed to accelerate student achievement, high school graduation rates, and college- and career-readiness.
"Public schools are showing improvement thanks to reforms and other efforts that have been put in place, but we need to dramatically increase the pace of progress," said Duncan. "No principal, school board, teachers' union, or mayor can resolve a community's dropout crisis alone. It takes everyone working together to make progress every year and build on success."
"The research presented by America's Promise Alliance, Civic Enterprises, and the Everyone Graduates Center of The Johns Hopkins University shows just how much has already been achieved as a result of everyone working together to tackle this essential issue," said Pearson Foundation President Mark Nieker. "We have seen important gains in districts and states, even if, as the report makes clear, the need for progress still remains."
Other findings of the report showcased schools that have shown dramatic gains:
The biggest improvement in high school graduation rates among schools where dropout levels were highest – 216 of the 261 – occurred in the South: In Texas, the number of such schools dropped by 77. Georgia, Alabama, and Tennessee all dropped by 20 or more schools. Tennessee and Texas saw an increase in graduation rates across all locales – cities, suburbs, towns, and rural areas – indicating that improvement is possible in any type of community.
Twenty-two states had improvement in graduation rates in urban areas, led by Texas, New York, Louisiana, Illinois, New Jersey, Florida, Wisconsin, and Tennessee.
Tennessee and New York led the nation by boosting graduation rates 15 and 10 percentage points, respectively.
Ten additional states, including Alabama, had gains larger than the national average – ranging from about four to seven percentage points.
More than half of all states – 29 in total – increased statewide graduation rates substantially from 2002 to 2008.
To view the Building a Grad Nation report and learn about other programs and initiatives the Pearson Foundation supports, visit www.pearsonfoundation.org.
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
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Stacey Finkel
Pearson Foundation
Stacey.finkel@pearsonfoundation.org
703.304.1377
Event highlights the importance of early literacy and offers digital books to teachers, children, and parents everywhere
BOSTON, MA – A little more than a month after the one-day reading event took place, the results are now all in: Jumpstart’s Read for the Record 2010 campaign officially set a new record for the world’s largest shared reading experience. On October 7, a total of 2,057,513 people across the globe read the same classic children’s book – The Snowy Day by Ezra Jack Keats – on the same day, highlighting the importance of early literacy and, in the process, showcasing the important role that the nonprofit organization Jumpstart plays in helping to prepare preschoolers for success in school and in life.
Presented in partnership with the Pearson Foundation, Jumpstart’s Read for the Record broke its own one-day reading record for the fifth year in a row. Since 2006, more than five million record-breakers have read as part of Jumpstart’s Read for the Record, and more than 900,000 books have been donated to children. This year, for the first time, We Give Books offered people everywhere the ability to help set the record online for free at www.wegivebooks.org. In conjunction with this year’s campaign, We Give Books also donated more than 200,000 copies of The Snowy Day to young people in preschools, elementary schools, hospitals, and children’s centers. This year’s campaign also raised more than one million dollars to support Jumpstart’s yearlong work with preschool children in low-income neighborhoods.
As in past years, the hosts of NBC’s TODAY Show, Matt Lauer, Meredith Vieira, and Al Roker, launched the nationwide effort on the morning of October 7, enlisting celebrity readers including world-renowned comedian and human rights activist Bill Cosby; Grammy Award–winner and humanitarian Patti LaBelle; New York City Mayor Michael Bloomberg; actress Amanda Peet; and Disney Channel stars Madison Pettis and Jennifer Stone. The on-air kickoff was followed by thousands of local reading events across the country – celebrations that included governors, mayors, teachers, parents, and family members, as well as the widespread support of education and literacy organizations including the International Reading Association, National Catholic Educational Association, and National Education Association.
“Knowing that so many adults and children read The Snowy Day together to raise awareness of the early literacy crisis is awe inspiring,” said Jumpstart CEO James Cleveland. “Jumpstart’s Read for the Record launches Jumpstart’s work in preschool classrooms all year long and energizes the college students and community volunteers engaged by Jumpstart to work with preschool children in low-income neighborhoods from coast to coast.”
Each year, Jumpstart’s Read for the Record encourages record-breakers to spread the word that reading with a child before he or she enters kindergarten can improve his or her chances of graduating from high school by as much as 30 percent. The campaign brings attention to the imperative of supporting disadvantaged young children whose literacy experience is limited, and – in the process – showcases Jumpstart’s role in addressing this issue in preschools across the United States.
“Jumpstart’s work in communities across the country is essential,” said Pearson Foundation President Mark Nieker. “Jumpstart’s tested classroom curriculum helps ensure that children in low-income neighborhoods gain the language and literacy skills they need so that they can step into kindergarten classrooms ready to learn and succeed. There’s nothing more important in preparing children for a lifetime of learning.”
To find out more about Jumpstart and Jumpstart’s Read for the Record, visit www.readfortherecord.org. To learn about events that took place around the United States, visit www.wegivebooks.org/rftr.
Jumpstart’s mission is to ensure that all children in America enter school prepared to succeed. Year-round, Jumpstart recruits and trains thousands of college students and community volunteers to work with preschool children in low-income neighborhoods, helping them to develop the language, literacy, and social skills they need to succeed in school and in life. Since 1993, more than 70,000 preschool children across America have benefited from millions of hours of Jumpstart service. Jumpstart’s national sponsors include American Eagle Outfitters, AmeriCorps, Franklin Templeton Investments, and Pearson. Jumpstart is the five-time recipient of the Fast Company/Monitor Social Capitalist Award (2004–2008) and has received a four-star rating from Charity Navigator. For more information, visit the Jumpstart website at www.jstart.org.
Pearson, the international education and information company, is Sponsor and Founding Partner of Jumpstart’s Read for the Record. The Pearson Foundation extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. For more information, visit www.pearsonfoundation.org.
We Give Books is a digital reading initiative from Penguin and the Pearson Foundation that helps children become lifelong readers and givers. Together, Penguin and the Pearson Foundation support literacy by working around the world through programs including Booktime and Jumpstart’s Read for the Record, engaging thousands of communities and touching millions of lives. For more information about We Give Books, visit www.wegivebooks.org.
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Jodi Hullinger
(857) 413-4624
jodi.hullinger@jstart.org
The Pearson Prize reflects Pearson’s commitment to students, colleges, and their communities by raising awareness about the importance of student service and leadership.
New York, November 18, 2010— Seventy students from universities and colleges across the U.S. are recipients of the Pearson Prize for Higher Education, a new award from the Pearson Foundation that recognizes and supports exemplary students who are distinguishing themselves through local public service efforts while still completing their undergraduate studies. Twenty students have also been recognized as Pearson Prize National Fellows.
The Pearson Prize reflects Pearson’s commitment to students, colleges, and their communities by raising awareness about the importance of student service and leadership. It specifically provides assistance to those who may have been bypassed by the traditional scholarship system, whose off-campus achievements outshine their academic performance, or who may have discovered their direction or engaged their real passion after their freshman year.
Pearson Prize Fellows were chosen through an application process that included submitting a transcript, an essay, and recommendation letters. Students who were selected after the preliminary application created personal videos, which can be viewed at www.pearsonfoundation.org/youth-engagement/programs/pearson-prize-2010.html. Over 10,000 applied for the Pearson Prize, which was administered in 2010 by the National Society of Collegiate Scholars (www.nscs.org).
The Pearson Prize incorporates a series of Pearson Foundation programs that support community service and educational leadership, and that address key social challenges like dropout prevention, college readiness, and 21st Century skills. The Pearson Foundation has worked across the educational spectrum with organizations in pre-k, such as Jumpstart, through high school, with America’s Promise and National Academy Foundation, and in service learning with Greg Mortenson and Dr. Jane Goodall.
The application for the 2011 Pearson Prize will be available January 15, 2011 at http://www.pearsonfoundation.org/youth-engagement/programs/pearson-prize.html.
"We congratulate these young men and women for the great work they are doing in their communities, and the example they are setting both on and off campus," said Pearson Foundation President Mark Nieker. "It is our honor to support their efforts now, and to help make possible the good we all strive to achieve for our futures."
The Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.
Evelyn Cardenas, Kirkwood Community College
James Casey, Howard University
Sejal Hathi, Yale University
Lauren Hiatt, Pittsburg State University
Amber Lee, Grand Rapids Community College
Elizabeth Lee, New Jersey Institute of Technology
Isaac Powell, Mt. San Antonio College
Erich Rettstadt, New York University
Jerry Risch, Ivy Tech State College
Jose Rodriguez, San Diego City Community College
Eric Schweinhart, University of Cincinnati
Danielle Shriver, Los Angeles Pierce College
Griffin Stevens, Montana State University
Joe Susag, St. Norbert College
Maria Vertkin, Regis College
Leah Simoncelli, American University
Felipe Vieyra, University of Denver
Patrick Wiggins, James Madison University
Greg Woodburn, University of Southern California
Derek Wu, Princeton University
Brenda Barger-Saunders, Missouri Southern State University
Christine Barreto, Broward College
Vanessa Becker, Oral Roberts University
Jahmaica Beebout, Hillsborough Community College
Courtney Bell, University of California, Irvine
Jonathan Bennett, The University of Memphis
Meika Billings, Broward College
Jamie Branch, University of Kansas
Sarah Branch-Boyle, University of Colorado at Colorado Springs
Chelsea Carroll, Point Park University
Elizabeth Casavant, University of Arizona
Rodica Charles, Broward College
Chika Chimezie, The University of Tennessee Knoxville
Charles Cook, San Diego City College
Christopher Cordts, San Diego Miramar College
Travis Covault, Broward College
Jeni Donovan, Arapahoe Community College
Desiree Fedrick, Ivy Tech Community College
June Furr, Central Piedmont Community College
Monty Gaither Jr., South Mountain Community College
Valerie Gomez, Cerritos College
Jordan Hearod, East Central University
Justin Hinh, Utah State University
Tanya Jackson, San Diego City College
Chris Jennings, South Florida Community College
Brenda Kahny, Grace University
Ashlee Kephart, Hamline University
Alejandro Llamas, Loyola Marymount University
Aurelia Lotrean, Broward College
John Maresco, University of Maryland, College Park
Misty Martin, Brown Mackie College
Chantal Masterson, Greenville Technical College
Rebekah McCarley, Tarrant County College
Ken Nakanote, San Diego Mesa College
Lauren Phelps, Butler University
Miriam Salinas-Rios Lozano, Greenville Tech & USC Upstate
Sonjia Sanctious, Broward College
Cheryl Schofield, Glendale Community College
Joshua Scott, Ivy Tech Community College
Brent Simpson, Arizona State University
Samiat Soyan, Los Angeles Southwest College
Shea Standifer, University of Alabama at Birmingham
Tynisha Sudberry, Howard University
Natalie Tepeli, Loyola University
Aubrey Thornton, University of Illinois at Chicago
Erika Vivyan, Michigan State University
Katlin Voigt, Appalachian State University
Clayton Wainwright, The University of Arizona
Chelsea Wong, University of California, San Diego
Esther Yu, University of Chicago
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Adam Ray
Pearson Foundation
(415) 533-1005
Winning Team Meets Nobel Peace Laureate Oscar Arias at Awards Ceremony
Denver, CO, November 17, 2010 – An organic garden and nutrition project developed by students at Mount View High School in central Maine has been named the winner of the 2010 Global Call to Action Challenge. On November 15, the winning group of students attended the annual PeaceJam Hero Awards Luncheon in Denver, Colorado, where they met with Nobel Peace Laureate and former President of Costa Rica Oscar Arias.
Sponsored by PeaceJam and the Pearson Foundation, the Global Call to Action Challenge is part of an international youth movement headed by ten Nobel Peace Laureates including President Arias, the Dalai Lama, and Archbishop Desmond Tutu. To enter the Challenge, student groups first had to create a successful service project in one of ten areas outlined by the Nobel Laureates. They then had to document their work in writing or digital video. The five-minute winning video, “History of Mount View PeaceJam,” tells the story of the Maine students’ four-year effort to fight poverty and provide their community with healthy, locally grown food.
While in Denver, the Maine students had a working session with the Nobel Prize winner to discuss strategies for continuing and expanding their project. In the spring of 2011, another Nobel Peace Laureate will visit Mount View High School to review the students’ progress. In addition, the students will work with professional filmmakers and Pearson Foundation representatives to create a record of their achievements, with the aim of inspiring other young people to work on similar projects.
The organic garden project was started by a group of Mount View students in 2006 as a way to provide fresh, local organic produce to two area food banks, the Belfast Food Pantry and the Knox Food Pantry. As the harvest from their garden grew, the students began providing fresh produce to the Mount View School Nutrition Program.
In the spring of 2008, as a new Mount View High School complex was under construction, the PeaceJam students held meetings with school officials and created a plan for onsite organic gardens specifically designed to supplement the school nutrition program. More than 100 students participated in the creation and maintenance of the gardens, giving them the practical skills to grow their own vegetables at home and reduce their families' overall food costs.
Mount View High School is the centralized high school for eleven rural Maine towns. In the 2009–10 school year, 80 percent of the district population qualified for free and reduced lunch. Waldo County is considered one of the most economically depressed areas in the state, with almost 40 percent of the children living at or below the federal poverty level.
These onsite gardens now save the school $1,700 a year, allowing it to purchase more locally grown produce. Today, 30 percent of the food in the school lunch program comes from local farms. Since the project began, participation in the school lunch program has increased by more than 20 percent. In addition, the students organized a waste sorting program in the school cafeteria that has reduced food and other waste by over 70 percent.
"I have had the pleasure of working with the Mount View PeaceJammers for the past four years," said Barry Felson, Executive Director of NextGen Leaders, the PeaceJam Northeast affiliate, "and have watched both the project and the youth blossom. They have impressed me since day one and continue to demonstrate what a committed group of youth can accomplish. I'm delighted that they are receiving this honor – they really deserve it."
"This is the second year that Pearson has been proud to sponsor the Global Call to Action Challenge," said Mark Nieker, President, the Pearson Foundation. "These young people are making a tremendously positive impact in their communities. Their films are spreading the word, demonstrating the power of individual action, and – in the process – helping to inspire others to do the same."
PeaceJam is an international education program built around leading Nobel Peace Laureates who work personally with youth to pass on the spirit, skills, and wisdom they embody. The goal of PeaceJam is to inspire a new generation of peacemakers who will transform their local communities, themselves, and the world. Since its launch in 1996, more than 600,000 youth have participated in the PeaceJam program, creating and implementing almost one million service projects. More than 150 PeaceJam youth events have taken place in over ten different countries throughout the world.
The Pearson Foundation is the lead sponsor of the Global Call to Action Challenge and is the philanthropic arm of Pearson plc, one of the world's leading media and education companies. The Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. For more information on the Pearson Foundation, please visit www.pearsonfoundation.org .
# # #
Adam Ray
Pearson Foundation
(415) 533-1005
New York, NY, October 22, 2010 – Startl (www.startl.org) today announced the ten teams selected to participate in its second Mobile Design Boost, to be held in San Francisco from November 11 through 14, 2010.
"There were far more applicants than there were slots," said Diana Rhoten, Co-Founder and Managing Director at Startl. "The decisions were difficult given the increasing caliber and number of startups focusing on mobile apps for learning. We are really beginning to see the future of education in these new companies."
With the rise in use of smartphones and tablets such as the iPhone and iPad, parents, teachers, and children are looking for innovative and creative applications to give learners a boost in everything from math and reading to science and history.
The ten teams selected include: ByGone – a startup focused on geo-based history for middle and high school students; Motion Math, Visual Math, and Zoom Math – all approaching various aspects of math for students of varying ages; Voxy – for its English language learning apps; Karunatree and PowerShift – two companies that are focusing on mobile tools to teach about the environment and energy; The Stickery and Hideout – which are developing mobile experiences for preschool children; and Coursebook – which is creating a local directory and social network for adult education courses.
The Mobile Design Boost, sponsored by the Pearson Foundation, is a four-day intensive bootcamp for prototyping digital learning products. In partnership with IDEO, this multi-day immersion offers teams of three to four people the ability to refine prototypes, meet with education and market experts, and conduct user testing in a collaborative environment. On the final day of the Boost, teams present their prototype to an audience that includes a panel of potential customers and investors.
"The ability for many of these startups to come in and have a company like IDEO help them focus on user-centric design, iterate quickly, and then pitch to investors on the fourth day is both an amazing and an exhausting process; but one we have found that works well," notes fellow Startl Co-Founder and Managing Director Phoenix Wang.
Participants of Startl's first Design Boost in March 2010 used the opportunity to fine-tune products and services to great success. For example, San Francisco–based Launchpad Toys (www.launchpadtoys.com) was able to secure angel funding and was selected as one of "ten companies to pitch" at the 2010 Venture Capital in Education Summit Showcase in June. Launchpad Toys was also named as a finalist in the Breakthroughs in Mobile Learning category for the Cooney Center Prizes for Innovation in Children's Learning. Another alumni of Startl's Design Boost program, Project NOAH (www.networkedorganisms.com/), was named the winner of the Cooney Mobile Learning Prize, has attracted investment from a large media company, and was actively used in the Gulf Coast region by professional scientists as well as citizen scientists.
Industry experts and market investors interested in attending "Pitch Day" on November 14, 2010, can email info@startl.org.
Startl is a social enterprise dedicated to accelerating the growth of digital innovations for learning – from kindergarten to college, inside and outside the classroom. Focused on catalyzing next generation products with the greatest promise of transforming the education sector and the learning market, Startl recruits young innovators and entrepreneurs, immerses them in a rigorous product design and development process, and helps them build socially responsible and fiscally sustainable startups. Startl has received initial seed funding from the John D. & Catherine T. MacArthur Foundation, the William and Flora Hewlett Foundation, the Bill and Melinda Gates Foundation, the W.K. Kellogg Foundation, and the Lumina Foundation. For more information, visit www.startl.org.
Washington, D.C., October 20, 2010 – The 2010 mid-term elections are just around the corner and America's students are actively engaged in the process. Students – from kindergarten through college – will be joining the National Student/Parent Mock Election (NSPME) to vote for their candidates of choice on October 28, just days before the rest of the nation takes to the polls.
The NSPME, which topped five million votes in the 2008 Mock Election, is a free, U.S. national voter-education program that enables young Americans to participate in the electoral process. All students, parents, and educators are encouraged to register at http://www.nationalmockelection.org.
On October 28, participants in all 50 states will cast votes for every seat in the House of Representatives, one-third of the seats in the Senate, and 37 gubernatorial races. Students can also vote on four national issues: the economy, energy, health care, and immigration. The NSPME will post voting results, tallied by independent online survey company Zoomerang, on its website that evening.
"The Mock Election gives students of all ages and their parents the opportunity to vote for their local governmental representatives and respond to key national issues facing our country. For more than 30 years, we've seen this process teach young Americans about the power of voting," said NSPME President Gloria Kirshner. She continued, "This year, it's imperative that we educate tomorrow's leaders about the importance of mid-term elections. We want our students to understand that civic responsibility is about more than a presidential election every four years."
In addition to voting, Kirshner said students, parents, and educators can access an array of educational materials through NSPME and its partners. These materials, which are aimed at teaching students about the voting process and their citizenship, include classroom curriculum, educational games, animated videos, and guides to each of the key ballot issues.
Kirshner added, "As W.B. Yeats said, 'Education is not the filling of a bucket but the lighting of a fire.' The Mock Election, as the nation's largest civic education project and the world's largest national mock election, seeks to light a fire that will last a lifetime. As a telling example, we consistently hear from parents who have participated as children and want their children to have the same experience."
The National Student/Parent Mock Election receives support from numerous companies and organizations, including Google, the education services and technology company Pearson, USA Today, online animated educational resource provider BrainPOP, the National Association of Broadcasters Education Foundation, voter registration advocacy group Declare Yourself, the National Association of Secondary School Principals (NASSP), the National Association of Student Councils (NASC), the national PTA, and business intelligence firm Barquin International. The Kaplan Foundation also provides ongoing funding for the Mock Election.
The collective contributions of all supporters help NSPME create a richer and more meaningful experience for students, parents, and teachers. For more information, to register to vote, or to find your state-specific ballot, go to www.nationalmockelection.org.
The NSPME is the nation's oldest, largest, and most successful voter-education project. Since the first Mock Election in 1980, nearly 50 million young voters have cast their ballots and, in the process, discovered what it means to be an American citizen and the value of citizenship in our democracy.
Contact
Gloria Kirshner
nspme@aol.com
Kate Miller
kate.miller@pearson.com
800-745-8489
Pearson Foundation donating 30,000 books in thirty days for Texas school children
San Antonio, TX, October 20, 2010 – A campaign to give away more than 30,000 books in thirty days to Texas school children is driving its way across the state in the We Give Books ReadMobile.
Thousands of school children from El Paso to the Valley are receiving free books to help start home libraries. The statewide "We Give Books" campaign is a major effort by the Pearson Foundation, along with Penguin, to equip Texas families and school libraries with print and online books for children who may not have a home library of their own.
In addition to the 30,000 books being given away in Texas, the national We Give Books campaign has donated more than 81,000 books around the globe to date. We Give Books, a new digital program created by the Pearson Foundation and the Penguin Group, enables anyone with Internet access to put books in the hands of children by reading a children's book online. For each book read online, We Give Books donates a book to a children's literacy group in the United States or around the world.
"The importance of reading to young children cannot be emphasized enough, and with strapped family budgets, it can be difficult for many students to have their very own new books," said Mark Nieker, president of the Pearson Foundation. "Providing children books of their own shows them that the adults in their lives view reading as vitally important, and helps them start a home library. Research shows that children's success in school is related to how many books there are in the home."
We Give Books aims to help young children, along with their families, understand the power of reading and the amazing gift of putting a book in the hands of a child. Children and families can also access a free digital collection of children's books online anytime at http://www.wegivebooks.org.
As one component of its We Give Books global initiative, the Pearson Foundation is hosting a month of We Give Books reading celebrations in schools across Texas, including the areas of Abilene, Brownsville, El Paso, Fort Worth, Garland, Harlingen, Houston, Laredo, McAllen, and San Antonio, where students will receive free books.
The Pearson Foundation, a 501(c) (3) nonprofit, extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books is a new philanthropic program from Penguin and the Pearson Foundation that helps children become lifelong readers and givers. Together, Penguin and the Pearson Foundation support literacy worldwide through programs like We Give Books, Booktime, and Jumpstart's Read for the Record – engaging thousands of communities and touching millions of lives. Learn more about We Give Books at www.wegivebooks.org.
Lisa Kinney
219-713-3245
Booktime delivers 1.36 million free books to children starting primary school in England
October 19, 2010 – New research published today reveals that animals and nature are the favorite reading topics for both children and their parents in the United Kingdom. The research, commissioned to coincide with more than 1.3 million books being given to 4-year-old and 5-year-old children as part of the Booktime program, found that animals are the favorite subject matter for more than half (52%) of children. Forty-nine percent of parents also said animals were their favorite thing to read about when they were growing up, which suggests that books with animal characters and environmental themes are enjoyed across the generations.
Now in its fifth successful year, Booktime will give a free book pack to every reception-aged child in England this autumn as a gift from Pearson, the world’s leading learning company. This year’s book pack will follow an environmental theme, featuring a copy of “Slowly, Slowly, Slowly," Said the Sloth by legendary author and illustrator Eric Carle. The packs will also include Why Is the Sky Blue? by Geraldine Taylor and illustrated by Amy Schimler, the perfect starting point for parents and children to explore those big questions about the world.
Booktime’s research, which polled more than 1,500 parents and carers across the UK, also showed that reading books featuring animal characters motivates children to find out more about the natural world: 44% of children are inspired to want to go to a farm, zoo, or safari park to see animals for themselves. Ninety percent of respondents stated that reading books about animals increases their child’s interest in the natural world, and more than half of Britain’s parents report that their children are more inquisitive about animals and nature after reading a book on the subject.
One of the reasons for this enduring call of the wild was hinted at elsewhere in the research, with parents and carers overwhelmingly agreeing that animal- and nature-themed books help their children to make sense of human feelings, relationships, and the world around them.
Key findings:
42% of parents say that reading about animals and the natural world inspires their
children to read more books. This figure rises to 48% in the North East.
97% of parents find that reading books encourages their child to talk with them about new things.
67% of parents find family discussions useful in exploring their children’s questions about the natural world; 58% turn to books for answers.
92% of parents and carers feel that reading books where animals are the main characters can help children to make sense of human feelings, experiences, and relationships.
90% of parents state that reading books about animals increases their child’s interest in the natural world. Parents in the North West are most likely to agree, with 93% – the highest in the UK – stating that books increase their children’s interest in the wider world.
Eric Carle, author of “Slowly, Slowly, Slowly,” Said the Sloth, states:
“I love all animals, and have since I was a boy when I used to go on walks with my father. I hope that my books can help children to develop a love of the natural world so that they will treasure and care for their environment. I am happy to be working with Booktime to inspire a love of reading that will lead children to engage with their world and every living thing in it.”
Researchers asked parents to tell them some of the most difficult and funny questions they had been posed by their children, and the responses ranged from the challenging to the funny (and downright bizarre):
Why is the sky blue?
Why is water wet?
Do dolphins drink water?
Why are there no dinosaurs anymore?
How high can cows jump?
How does the moon stay in the sky?
Was the orange named after the color, or the color after the fruit?
Why doesn’t the dog use the toilet?
Was the world in black and white when you were young?
Can I be a vampire when I grow up?
Do you need a passport to travel to the moon?
Geraldine Taylor’s Why Is the Sky Blue? is a compilation of questions asked by inquisitive children; a special shortened edition of the title was produced specifically for Booktime.
Animal character books appeared prominently in the research results as the favorite books for both children and adults, with one of Eric Carle’s classic titles appearing on both lists:
Children’s favorite books 2010
The Gruffalo – Julia Donaldson
The Very Hungry Caterpillar – Eric Carle
Peppa Pig – Ladybird Books
Mr. Men series – Roger Hargreaves
We’re Going on a Bear Hunt – Michael Rosen
Parents’ favorite children’s books (when they were 5 years old)
Mr. Men series – Roger Hargreaves
The Very Hungry Caterpillar – Eric Carle
The Snowman – Raymond Briggs
Thomas the Tank Engine – Wilbert Awdry
Just So Stories – Rudyard Kipling
As well as inspiring inquisitiveness and intellectual curiosity, books help to fuel children’s interest in interacting with the natural world. After reading books about or featuring animals, nearly half of 10-year-olds ask for a pet, while 17% of children say they would like to be a vet when they grow up.
World-famous primatologist Jane Goodall, who wrote the foreword to “Slowly Slowly, Slowly," Said the Sloth, comments:
“I’m told I was already watching insects and in love with our dog from before I could talk. Mum got books about animals knowing I would learn to read quickly in order to read them! Reading is so good for the imagination. When I was a child there was no TV, and books were the only window to the wide world. Today it is even more important to stimulate the imagination. My mother always told me that if I was disappointed or sad, I could go into another world through reading. It still, for me, is a way of experiencing another world.”
To help encourage a lifelong love of reading, in all 1.36 million free books will be given to schoolchildren in England through Booktime, the free books program administered by independent literary charity Booktrust in partnership with Pearson. The program promotes reading for pleasure at an important transition stage in children’s learning and development.
Inspired by Bookstart, the free books program for babies and toddlers, Booktime will distribute 680,000 book packs to children in more than 17,000 primary schools across England. Over 25,000 resource packs will be given to schools and libraries in England to support the program.
Geraldine Taylor, author of Why Is the Sky Blue? and BBC Wildlife Writer of the Year 2000, notes:
“As a mother and wildlife author, and as a mental health professional, I know how important wildlife is to us all. We have to love the planet, and know things about it, in order to be committed to helping it in realistic ways. In my wildlife work with children and families, I’ve noticed that it’s the small details that captivate the curiosity: the melody of a blackbird; the way that rabbits’ ears move; watching bees weigh down the petals of flowers to make a landing stage. Books are a gateway to learning so much more about the world. It is this lively curiosity and joy of discovery that Why Is the Sky Blue? celebrates.”
# # #
Will White (Booktrust)
020 8875 4583
07826 937 474
Alice Ingall
(Booktrust)
020 8875 4827
07870 636 099
Claire Richman
020 7361 7862
Geraldine Taylor, author of Why Is the Sky Blue?
Independent research was conducted on behalf of Booktime. More than 1,500 UK parents of primary school–aged children took part in the quantitative research, while six children and their parents also took part in focus groups. This was conducted during August 2010. A combination of online and telephone research techniques were used to ensure a representative sample of the UK population was approached.
Booktime is a national program that promotes reading for pleasure and encourages family engagement in shared reading at an important transition stage in children’s learning and development. Booktime encourages children, parents, and carers to read together for pleasure by giving a free book pack to children starting primary school. Booktime also aims to reach children not accessing mainstream education, through local authority contacts and social inclusion coordinators. For more information and a range of downloadable activities and games, log on to www.booktime.org.uk. The site features activities and games as well as videos, competitions, blogs, and book recommendations.
Pearson is the world’s leading learning company. Its major businesses are: Pearson, the world's biggest education business, providing print and digital learning materials and services used by more than 100 million students of all ages every year; The Financial Times Group, which has an international network of business and financial newspapers and online services that are read by millions of business executives and investors every day; and Penguin Group, which is one of the preeminent names in consumer publishing, with an unrivaled range of fiction and nonfiction, bestsellers, and classic titles. Through its books, newspapers, and online products and services, Pearson helps people of all ages to live and learn. Visit www.pearson.com.
Since 2006, Pearson’s UK staff have been giving their time to read with children in local primary schools through its Booktime Volunteer Reading Scheme. In 2009, 266 volunteers spent over 3,000 hours (the equivalent of 508 working days) reading with children.
Booktrust is an independent charity dedicated to encouraging people of all ages and cultures to engage with books. The written word underpins all our activity and enables us to fulfill our vision of inspiring a lifelong love of books for all. Booktrust is responsible for a number of successful national reading promotions, sponsored book prizes, and creative reading projects aimed at encouraging readers to discover and enjoy books. These include the Orange Prize for Fiction, the Children’s Laureate, the Booktrust Teenage Prize, and Bookstart, the national program that works through locally based organizations to give a free pack of books to young children, with guidance materials for parents and carers. See www.booktrust.org.uk.
Jumpstart's Read for the Record focuses attention on the importance of early literacy
New York, NY, October 7, 2010 – Today, mayors across the U.S. took part in Jumpstart's Read for the Record™, a nationwide campaign to set a new world record for the largest shared reading experience on a single day. Starting at the TODAY show in New York City, Mayor Michael Bloomberg kicked off the fifth annual day of reading. Throughout the day, the nation's mayors joined children in schools, community centers, libraries, and colleges, and – for the first time ever – the campaign book is available online at www.wegivebooks.org. Read for the Record brings together adults and children to show support for young children and to showcase the role reading plays in a young child's life.
Presented in partnership with the Pearson Foundation, Jumpstart's Read for the Record encourages record-breakers to spread the word that reading with a child before he or she enters kindergarten can improve his or her chances of graduating from high school by as much as 30%. Today dozens of mayors and community leaders joined 2.5 million children who took part by reading The Snowy Day by Ezra Jack Keats. In the process, Jumpstart and the Pearson Foundation drew attention to the growing crisis for disadvantaged young children whose literacy experience is limited and to Jumpstart's role in addressing this issue.
"We are so pleased by the number of mayors, city council members, and county commission leaders who got involved with Read for the Record this year, both those who participated for the first time and those who celebrated their fifth anniversary with the campaign," said Pearson Foundation President Mark Nieker. "We believe that involving local dignitaries and community members is critical to bringing everyone together to help raise awareness about the importance of early literacy."
The Pearson Foundation thanks the dozens of mayors and local community leaders who participated today in reading events large and small with children in their cities.
This year, We Give Books is making it possible for everyone to read the official Read for the Record campaign book, The Snowy Day, for free, online at www.wegivebooks.org. Through We Give Books, the Pearson Foundation has made available an ever-growing library of digital children's books that is free all year long. In fact, every time you read a book online with a child at We Give Books, the Pearson Foundation donates a book to a child in need.
Presented in partnership with Pearson, Jumpstart's Read for the Record™ is an annual world record–breaking campaign that brings children and adults together to read the same book, on the same day, in homes and communities all over the globe. The campaign also kicks off Jumpstart's yearlong program, preparing preschool children in low-income neighborhoods for success in school and in life. In its first four years (2006–2009), the campaign reached more than 3 million children and more than 750,000 books were donated to children in low-income neighborhoods, with those figures certain to climb significantly in 2010.
For more information, visit www.readfortherecord.org.
Jumpstart's mission is to ensure that all children in America enter school prepared to succeed. Year-round, Jumpstart recruits and trains thousands of college students and community volunteers to work with preschool children in low-income neighborhoods, helping them to develop the language, literacy, and social skills they need to succeed in school and in life. Since 1993, more than 70,000 preschool children across America have benefited from millions of hours of Jumpstart service. Jumpstart's national sponsors include American Eagle Outfitters, AmeriCorps, Franklin Templeton Investments, and Pearson. Jumpstart is the five-time recipient of the Fast Company/Monitor Social Capitalist Award (2004–2008) and has received a four-star rating from Charity Navigator. For more information, visit the Jumpstart website at www.jstart.org.
Pearson, the international education and information company, is Sponsor and Founding Partner of Jumpstart's Read for the Record. The Pearson Foundation extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. For more information, visit www.pearsonfoundation.org.
We Give Books (www.wegivebooks.org) is a new philanthropic program from Penguin and the Pearson Foundation that helps children become lifelong readers and givers. Together, Penguin and the Pearson Foundation support literacy worldwide through programs like We Give Books, Jumpstart's Read for the Record, and Booktime – engaging thousands of communities and touching millions of lives.
# # #
Stacey Finkel
Pearson
(703) 304-1377
Jumpstart's Read for the Record focuses attention on the importance of early literacy
New York, NY (PRWEB) October 7, 2010 – Today, adults and children across the country are taking part in Jumpstart's Read for the Record™, a nationwide campaign to set a new world record for the largest shared reading experience on a single day. Starting this morning at the TODAY Show in New York City, and continuing in schools, community centers, libraries, colleges, and homes, and – for the first time ever – available online at www.wegivebooks.org, this one-day celebration brings together adults and children to showcase the role reading plays in a young child's life.
Presented in partnership with the Pearson Foundation, Jumpstart's Read for the Record encourages record-breakers to spread the word that reading with a child before he or she enters kindergarten can improve his or her chances of graduating from high school by as much as 30 percent. Today, more than 2.5 million children are expected to take part by reading The Snowy Day by Ezra Jack Keats. In the process, Jumpstart and the Pearson Foundation aim to draw attention to the growing crisis for disadvantaged young children whose literacy experience is limited and to Jumpstart's role in addressing this issue.
As in past years, NBC's TODAY Show hosts Matt Lauer and Meredith Vieira are launching the nationwide effort, together with celebrity readers including world-renowned comedian and human rights activist Bill Cosby, Grammy Award winner and humanitarian Patti LaBelle; New York City Mayor Michael Bloomberg, actress Amanda Peet, and actresses Madison Pettis and Jennifer Stone of the Disney Channel.
The United States Congress has officially declared October 7, 2010, as Jumpstart's Read for the Record Day in recognition of the important role this campaign plays in supporting literacy.
Across the country, in cities including Atlanta, Boston, Chicago, Los Angeles, New York, San Francisco, and Washington, DC, celebrities and elected officials are joining business, philanthropic, and community leaders to host readings at schools and libraries. The We Give Books program has donated more than 200,000 books to educators, librarians, and preschool teachers for children to take home after today's events.
In addition, We Give Books is offering readers the chance to join in setting the new world record online by reading a digital version of The Snowy Day, for free, at www.wegivebooks.org. Through this program, created by Penguin and the Pearson Foundation, each time someone reads The Snowy Day online the Pearson Foundation and We Give Books will donate a new children's book to a preschool classroom that Jumpstart serves.
Jumpstart President James Cleveland noted the importance of shining a light on the early literacy crisis: "I want to thank NBC for their amazing support of Jumpstart's Read for the Record. It is so helpful in bringing attention to this important issue. When children start school behind, they tend to stay behind for the rest of their lives. It's critical that we reach these children early in preschool – and Jumpstart does just that. We encourage everyone to read today with a child in their life. Together, we can help all children in America enter school prepared to succeed."
"Jumpstart's work in communities across the United States is essential," said Pearson Foundation President Mark Nieker. "Jumpstart helps children in low-income neighborhoods gain the language and literacy skills they need so that they can step into kindergarten classrooms ready to learn and succeed. Research shows that there's nothing more important in preparing children for a lifetime of learning. Thanks to Read for the Record, everyone can help us spread the word about this vital issue."
In addition to Pearson, Jumpstart's Read for the Record is further supported by Penguin Young Readers Group and 77kids by American Eagle.
For the fifth consecutive year, the Penguin Young Readers Group has published the book that is the heart of Jumpstart's Read for the Record.
American Eagle has been a national sponsor of Jumpstart since 1997; the company and its broad network of employees have participated in Jumpstart's Read for the Record campaign every year since its launch in 2006. For the fifth year, American Eagle will be donating t-shirts to be worn by volunteers on campaign day. The 77kids division is excited to support the campaign by reaching out to parents and children to encourage participation in the record-breaking event.
Anyone, anywhere can participate in Jumpstart's Read for the Record. Learn more at www.readfortherecord.org or go to www.wegivebooks.org any time today to take part in setting the world record immediately, for free.
Presented in partnership with Pearson, Jumpstart's Read for the Record™ is an annual world record–breaking campaign that brings children and adults together to read the same book, on the same day, in homes and communities all over the world. The campaign also kicks off Jumpstart's yearlong program, preparing preschool children in low-income neighborhoods for success in school and life. Since its inception in 2006, the campaign has reached more than 3 million children and more than 750,000 books have been donated to children in low-income neighborhoods.
In addition to Pearson, Jumpstart's Read for the Record is further supported by Penguin Young Readers Group and 77kids by American Eagle.
For the fifth consecutive year, the Penguin Young Readers Group has published the book that is the heart of Jumpstart's Read for the Record.
77kids by American Eagle and its employees have participated in Jumpstart's Read for the Record since 2006. In addition to donating t-shirts, the 77kids division developed a video to promote Jumpstart's Read for the Record that played on American Eagle Outfitters' LED screen in Times Square.
For more information, visit www.readfortherecord.org.
Jumpstart's mission is to ensure that all children in America enter school prepared to succeed. Year-round, Jumpstart recruits and trains thousands of college students and community volunteers to work with preschool children in low-income neighborhoods, helping them to develop the language, literacy, and social skills they need in school and in life. Since 1993, more than 70,000 preschool children across America have benefited from millions of hours of Jumpstart service. Jumpstart's national sponsors include American Eagle Outfitters, AmeriCorps, Franklin Templeton Investments, and Pearson. Jumpstart is the five-time recipient of the Fast Company/Monitor Social Capitalist Award (2004–2008) and has received a four-star rating from Charity Navigator. For more information, visit the Jumpstart website at www.jstart.org.
Pearson, the international education and information company, is Sponsor and Founding Partner of Jumpstart's Read for the Record. The Pearson Foundation extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. For more information, visit www.pearsonfoundation.org.
We Give Books (www.wegivebooks.org) is a new philanthropic program from Penguin and the Pearson Foundation that helps children become lifelong readers and givers. Together, we support literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart's Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities.
Early Results in National Survey from the Pearson Foundation Reveal Gaps in Three Areas Critical to Student Success: Relationships, Participation, and Expectations
NEW YORK – Sept. 20, 2010 – As our nation's more than 55 million K-12 students begin the 2010-11 school year, who knows best how to keep them engaged, interested, and on track? The students themselves.
The Million Voice Project, a public interest initiative from the Pearson Foundation, is asking students in classrooms across the United States to share their impressions of their school experience. This innovative digital survey is designed to organize and present students’ own perspectives, and to share with American educators the insights they need to improve the education experience for children in their own local communities.
Developed by Quaglia Research Institute for Student Aspirations (QISA), the Million Voice Project is a comprehensive study of secondary student attitudes and experiences – one that aims to capture the perspectives of one million students currently enrolled in American classrooms. As students contribute to the survey, their views are organized together with those of others at their school. This confidential data, reported back in aggregate to local school leaders, provides critical information that schools can use immediately to improve student engagement, and is further supported with proven tools that engage students directly to support stronger student aspirations.
To participate, school leaders simply visit www.millionvoice.org to register and gain access to their school’s unique My Voice Student Aspirations Survey (a project team member confirms the survey dates with them). The printer-friendly Administrator’s Handbook, easily downloaded, details the process for asking teachers to administer the online survey to their students. Following completion of the survey, each participating school’s Million Voice School Report will be emailed to school leaders.
Early results from the survey, which was launched earlier this year, indicate that large gaps exist in three important areas that contribute to student success: relationships, participation, and expectations. Students want to do well in school, but are looking to their teachers for greater levels of encouragement and support. Students are also telling education leaders they believe that school can be fun and beneficial to their future, but that they often do not feel engaged in school. And, finally, today's students believe they have leadership abilities, but would like their schools to do more to foster the development of these skills. A preliminary view of these findings can be found at www.millionvoice.org/downloads/MVP_Preliminary_Results.pdf.
“In the first two months of the Million Voice Project survey, students have overwhelmingly told us that they come to school wanting to be successful, but aren't sure that the learning environment fully supports their success," said Russ Quaglia, Ph.D., founder of QISA. “This simple bit of information gives school leaders and teachers around the country a powerful data point for improving the educational environment, increasing student engagement and, ultimately, academic achievement."
Education leaders at the state, district, and school level around the country agree that the My Voice Student Aspirations Survey is a powerful tool for initiating innovative, meaningful school reform.
Ron Rix, principal at Westfield South Middle School in Westfield, Massachusetts, said, "We used the survey and data as a key component of our school improvement effort. The aspiration conditions served as the cornerstone of our school climate goal and student engagement. We used the data to highlight the progress we are marking in attaining our school climate goals."
In New Hampshire, the study has been administered statewide to support school reform efforts. "The My Voice Survey and the professional development that accompanies it have transformed education in New Hampshire," said Mary Heath, deputy commissioner, New Hampshire Department of Education.
Most compellingly, simply being asked for their opinion is increasing levels of student engagement in school. "I couldn't believe it when they asked us to take the My Voice Survey. It was the first time anyone at school asked me what I thought and invited me to do something about it," said one New Hampshire high school student.
“As more and more students share their views about their personal educational experience, educators across the U.S. have the chance to learn in a direct way how schools can successfully develop a dynamic learning environment that engages students and accelerates their achievement," said Mark Nieker, president of the Pearson Foundation. “The final results of the survey will illuminate new pathways for improving our schools for educators at the school, district, state, and national level."
Leading American educational associations have endorsed the Million Voice Project, including the American Association for School Administrators (AASA), the Council of Chief State School Officers (CCSSO), the National Association of Secondary School Principals (NASSP), the National Association of Elementary School Principals (NAESP), the National Middle School Association (NMSA), the National Catholic Educational Association (NCEA), the National Education Association (NEA), and the Partnership for 21st Century Skills (P21).
At the conclusion of the survey, the Pearson Foundation will publish composite statewide results to offer a broader view of students' attitudes toward their schools, teachers, and education. In addition, an aggregate, comprehensive Million Voice Project survey report, to be released in early 2011, will include an accounting of students’ perspectives nationwide. Additional details can be found at www.millionvoice.org.
About the Pearson Foundation
The Pearson Foundation extends Pearson’s commitment to
education by partnering with leading nonprofit, civic, and business organizations to provide
financial, organizational, and publishing assistance across the globe. The foundation aims
to make a difference by sponsoring innovative educational programs and extending its
educational expertise to help in classrooms and in local communities. More information on
the Pearson Foundation can be found at www.pearsonfoundation.org.
# # #
Contact:
Adam Gaber
212.641.6118
adam.gaber@pearson.com
TakingITGlobal and Pearson Foundation's Sprout e-Course Social Innovation Curriculum to Help Promote Lasting Change
Istanbul, Turkey – August 12, 2010 – Today, TakingITGlobal and the Pearson Foundation announced the Pearson Fellowship for Social Innovation, an international fellowship program that supports the most promising social service projects created by TakingITGlobal's growing online network of youth leaders. TakingITGlobal's Executive Director Jennifer Corriero presented the initiative in her address at the closing ceremonies of the 5th World Youth Congress, held to launch the United Nations International Year of Youth.
Beginning this fall, the Pearson Fellowship for Social Innovation will recognize and support youth-developed projects created as a component of TakingITGlobal's innovative Sprout e-Course curriculum, designed to give young leaders worldwide access to training in essential skills, including team building, project management, communications, and the ability to leverage technology as they imagine, plan, and develop social innovation projects. Since its release in 2008, the Sprout e-Course has helped young people from more than 40 countries build the skills they need to develop their own social innovation projects.
Both the Fellowship and the e-Course are aligned with the main objectives of the World Youth Congress – finding ways to harness the incredible talent, energy, and ingenuity of young people in their shared effort to achieve the U.N.'s Millennium Development Goals of eradicating hunger, achieving universal education and gender equality, reducing child mortality, improving maternal health, combating HIV/AIDS, promoting environmental sustainability, and developing global partnerships.
The Pearson Fellowship for Social Innovation will be awarded to young people with the most promising and well-prepared plans for community projects developed during the Sprout e-Course. Two International Fellows will each receive $5,000 to help launch their projects. Ten additional Regional Fellows will each receive a $1,000 award. All Pearson Fellows will receive one-on-one mentoring from experienced social innovators who will consult with them as they implement their project plans. Integral to the program is a special online community where the Fellows can network with their peers and have access to special online materials and training designed to help them take their projects from the planning stage to reality.
The initial phase of the e-Course was developed by TakingITGlobal with a development grant from the Pearson Foundation. Course registration is now open at www.sproutecourse.org to any young person who wishes to take part. In January 2011, anyone who has completed a Sprout e-Course will be eligible to apply for the Pearson Fellowship for Social Innovation.
"The Pearson Foundation was an early believer in TakingITGlobal," said Corriero. "Their support for Sprout made it possible for our organization to turn an idea into a dynamic program with the potential to cultivate young leaders around the world. Now, the Pearson Fellowship for Social Innovation has the potential to spark the same possibilities for young people everywhere."
"TakingITGlobal connects young people who share the desire to change and improve the lives of people around them," said Mark Nieker, President of the Pearson Foundation. "The Pearson Fellowship for Social Innovation helps incubate similarly great ideas developed from among members of their inspiring online community. With the Pearson Fellowship for Social Innovation and the Sprout e-Course, we aim to help these young activists put their plans into action and contribute to their goal of building a better world."
The Sprout course exists within the framework of the TakingITGlobal social network, an award-winning online community of youth who are working for change by addressing issues of economic opportunity, education, health, human rights, access to technology, and the environment. This "social network for social good" has more than 300,000 members from literally every nation on Earth. Although one third of the members are from North America, a large percentage of TakingITGlobal members are from developing countries in Africa, Asia, and Latin America. Through these members and their projects, TakingITGlobal reaches millions of young people worldwide every year. More information is available at http://www.tigweb.org.
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
# # #
Michael Furdyk
Co-founder, TakingITGlobal
(416) 977-9363 x313
mfurdyk@takingitglobal.org
Rod Granger
(800) 745-8489
rod.granger@pearson.com
2010 Grant Invests in Innovative Professional Development for Career Academy Faculty
Pearson Foundation Donates Another $1 Million To Expand Teacher Training Programs at National Academy Foundation’s Public High Schools
Philadelphia, PA – July 12 – Just weeks after a recent MDRC study confirmed the impact that small, specialized high schools have on high school graduation rates and student achievement, the Pearson Foundation today announced an additional $1 million grant to extend the professional development program for high school teachers and administrators at National Academy Foundation (NAF) career-themed academies.
The donation—the third $1m grant from the Pearson Foundation to NAF in as many years – was announced in Philadelphia by NAF President JD Hoye and Pearson Foundation President Mark Nieker at the National Academy Foundation’s 2010 Institute for Staff Development. The funding affirms the Pearson Foundation’s ongoing commitment to NAF’s successful career academy model of regional in-person sessions and online training for more than 1,000 NAF high school teachers.
Launched in 2008 with a contribution from the Pearson Foundation, NAF’s professional development initiatives invest in their teachers’ growth focusing on the components that serve as the foundation of NAF’s exemplary learning communities. In NAF academy classrooms, teachers empower students who, in turn, are responsible for their own portfolio of work, managing authentic theme-based projects that develop career-ready skills required in the local business community.
“NAF’s learning model combines three key elements that have life-changing impact for the young people in NAF academies: a rigorous career-based curriculum, a focus on personalized student learning, and the resources to ensure persistent, engaged support from community partners,” explained Mark Nieker. “This current grant aims to help NAF teachers and school leaders further the model in academy classrooms across the United States.”
“At NAF, we know a great model is only the start of the story. NAF academies succeed to the exact degree our teachers and school leaders succeed,” said JD Hoye. “Specifically, because of the efforts of great, innovative partners like the Pearson Foundation, there are few organizations better positioned to deliver the results we all want for students in school districts across America.”
The National Academy Foundation serves more than 50,000 young people in small learning communities across 41 states and Washington DC.
In June 2008, MDRC released an eight-year longitudinal study demonstrating that graduates from career academies, such as those that are supported by NAF, have average and sustained earning increases of up to 17% over their non-academy peers. This finding was noteworthy among black males, a particularly encouraging development for this segment of the labor market that has been historically underserved.
# # #
The National Academy Foundation (NAF) is an acclaimed network of career-themed Academies that open doors for underserved high school students to viable careers. For nearly 30 years, NAF has refined a proven model that provides young people access to industry-specific curricula, work-based learning experiences, and relationships with business professionals. NAF academies focus on one of four career themes: finance, hospitality & tourism, information technology, and engineering. Employees of more than 2,500 companies volunteer in classrooms, act as mentors, engage NAF students in paid internships, and serve on local Advisory Boards. For more information visit www.naf.org.
The Pearson Foundation extends Pearson’s (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
# # #
Pearson
Rod Granger
212-641-6114
Read free digital books at www.wegivebooks.org to help stock soon-to-be established libraries!
New York, NY – July 8, 2010 – The Pearson Foundation and Room to Read, global organizations dedicated to promoting and enabling education in developing countries, today publicly announced their involvement in the new social benefit entertainment experience, Conspiracy For Good (CFG).
The two non-profit organizations are joining the new entertainment experience created by Emmy award winning transmedia storyteller and “Heroes” creator, Tim Kring and powered by Nokia’s Ovi platform. Uniquely interwoven into the story, The Pearson Foundation and Room to Read will become part of the Conspiracy For Good narrative operating alongside Nadirah X, the main character, and participants to create real-world social and educational change.
Nokia and Room to Read have partnered to establish five libraries in Zambia – one of which will be constructed at the Chataika Basic School located in the village of Chataika – and to fund one year of holistic education for 50 girls in Zambia. Additionally, Nokia and the Pearson Foundation have partnered on a one-for-one giving campaign at www.wegivebooks.org where each time a visitor reads a free digital children’s book online with a child, the Pearson Foundation will donate a corresponding new paperback or hard-cover book to Room to Read for use in their libraries across Zambia.
“Tim Kring and Nokia have developed a truly unique entertainment experience with Conspiracy For Good that not only creates an imaginative way for people to become involved with worthy causes and organizations like Room to Read, but it also succeeds in creating real-life, tangible libraries that will enrich the lives of thousands of Zambian children,” said Room to Read Founder and Board Chair, John Wood.
“Creating an entertainment platform that encourages participants to work together to do good is a terrific idea,” said Pearson Foundation President, Mark Nieker. “Conspiracy For Good brings people together in an innovative, engaging way, and in a way that will have real, immediate impact for young people who otherwise wouldn’t have access to books of their own.”
Utilizing Nokia’s Ovi platform, the new entertainment experience allows participants to become part of the story, find tools and clues to move the narrative forward both in the online and real worlds. Participants are urged to donate books as part of the compelling story helping the CFG movement protect the planning of the Chataika Basic School library and find its missing teacher, Nadirah X.
Over the decades, members of Conspiracy For Good have been reputed to be quietly and effectively doing good in the world's most troubled areas. But CFG is not without enemies, and it is now under fierce attack by Blackwell Briggs, a London-based multinational company committed to advanced infrastructure development and security services. Chataika Basic School teacher, Nadirah X, has recently disappeared whilst investigating an unlawful attempt to destroy the local school in favor of a fuel pipeline by the dubious Blackwell Briggs. For help, CFG turned to Kring, a master storyteller, to share their story, recruit new members to read the signs, and bring down Blackwell Briggs.
Anyone is welcome to join the action. You can participate from any country, and if you live in, or plan to visit London later this summer, there will be live meet-up activities with locations to be revealed as the story unfolds. Go to www.ConspiracyForGood.com to register and get started. There is no cost to participate and no purchase is required.
"HEROES" creator Tim Kring and Nokia launch Conspiracy For Good, June 22
Room to Read seeks to transform the lives of millions of children in the developing world by focusing on literacy and gender equality in education. Working in collaboration with local communities, partner organizations and governments, we develop literacy skills and a habit of reading among primary school children and ensure girls have the skills and support needed to complete their secondary education. Learn more at www.roomtoread.org.
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. Developed together with Penguin, the Pearson Foundation’s new We Give Books literacy initiative enables anyone with access to the Internet to put books in the hands of children who don’t have them, simply by reading online. More information can be found at www.pearsonfoundation.org, and at www.wegivebooks.org.
Tim Kring is one of the Hollywood creative community’s original transmedia storytellers, who works seamlessly across mediums, including viewing screens and delivery devices such as film, TV, broadband, computers, mobile devices and the printed page to engage audiences around the world in narrative and immersive story arcs. For four television seasons, Kring served as the creator and executive producer of “Heroes,” NBC’s Emmy®-nominated epic saga that chronicles the lives of ordinary people who discover they possess extraordinary abilities. An estimated 76 million fans viewed “Heroes” every week around the world on TV and via interactive online programming.
Nokia is a pioneer in mobile telecommunications and the world's leading maker of mobile devices. Today, Nokia is connecting people in new and different ways - fusing advanced mobile technology with personalized services to enable people to stay close to what matters to them. They also provide comprehensive digital map information through NAVTEQ; and equipment, solutions and services for communications networks through Nokia Siemens Networks.
Ovi is a family of internet services for use on Nokia mobile devices that keeps people connected to the people and things that matter. Ovi services include Ovi Maps with walk and drive navigation and premium travel content; Ovi Music with millions of music tracks; Ovi Mail for email and messaging; Ovi Share for sharing content; and the Ovi Store, filled with thousands of apps, games and media from the content industry’s biggest names along with independent developers. Content publishers are invited to distribute and monetize their content through Ovi by visiting www.publish.ovi.com. More information is available at www.ovi.com.
Room to Read
Sonia Torres
Tel. + 1 415-561-3331
Email: sonia.torres@roomtoread.org
www.roomtoread.org
The Pearson Foundation
Adam Ray
Tel. +1 415-389-8853
Email: adam.ray@pearsonfoundation.org
www.pearsonfoundation.org
Nokia Communications
Tel. +358718034900
Email: press.services@nokia.com
www.nokia.com
For Tim Kring
Rogers & Cowan
Sallie Olmsted/Jessica Boyer
Tel. +1 310-854-8124/+1
310-854-8141
Email: solmsted@rogersandcowan.com
Email: jboyer@rogersandcowan.com
Immersive mobile learning boot camp brings education experts together with next-generation of educational innovators; Early-stage technology companies for learning encouraged to apply
June 24, 2010 – Startl (http://www.startl.org) today announced the application process for its second Design Boost, to be held in the San Francisco Bay Area, November 10-14 2010. Like Startl’s March 2010 Design Boost, the November 2010 Boost – which will focus specifically on mobile learning applications and services – is sponsored by The Pearson Foundation. Interested applicants can apply online at http://startl.org/programs-2/design-boost/.
Developed in conjunction with the design firm IDEO, the Startl Design Boost is an immersive multi-day boot camp that brings education experts from the public and private sectors together with the next generation of educational innovators. The November 2010 Boost – a five-day, invitation-only workshop – will offer select designers and creators, hackers and coders, builders, and entrepreneurs real world exposure to design thinking and product development. At the same time, representatives from some of the world’s leading public and private organizations have the chance to share ideas, and to learn from innovative young people whose ideas have the potential to help shape tomorrow’s education industry.
Design Boost applicants are screened by Startl, which evaluates product concepts, the learning efficacy, and the market. Startl only accepts team applications, and looks for teams with at least one programmer, plus others with experience in user product design, learning science, business management or marketing and finance.
“Startl believes that the future of learning is about providing students the knowledge they need, wherever they are – in school or out,” said Phoenix Wang, co-founder of Startl. Co-founder Diana Rhoten added, “Our mission is to advance the products and services that can deliver on that promise, and The Boost is one way to do that.”
“Startl’s Design Boosts are a great way to identify amazing young innovators and entrepreneurs and to help them quickly and effectively build upon their own new ideas for learning,” said Mark Nieker, president of the Pearson Foundation. “By focusing specifically on mobile learning application development, the Boost has the potential to help develop and bring to market innovative applications and services that can reach millions of young people.”
Participants of Startl’s first Design Boost used the opportunity to fine-tune products and services to great success. For example, Launchpad Toys (http://www.launchpadtoys.com) has been able to secure angel funding, was selected as one of “10 companies to pitch” at the 2010 Venture Capital in Education Summit Showcase last week, and was named as a finalist in the Breakthroughs in Mobile Learning category for the Cooney Center Prizes for Innovation in Children’s Learning. Another participant of Startl’s Design Boost in March, Project NOAH (http://www.networkedorganisms.com), was named the winner of the Cooney Mobile Learning Prize, has attracted investment from a large media company, and is now being used actively in the Gulf coast region by scientists and citizen scientists.
“The Startl Design Boost encouraged us to step away from our computers and focus on our design process,” states Yasser Ansari of Project NOAH. “What key features had we overlooked and how would design decisions made today impact our users, partners and investors tomorrow? The Boost provided us with a methodology that has become instrumental to our ongoing development and success. We accomplished more in a week than we could have ever imagined.”
“The Startl Design Boost was a challenging and rewarding week for our young company. As first-time entrepreneurs, it’s easy to get wrapped up in product development and lose sight of the larger business objectives, but the Startl team and the many entrepreneurs, designers, investors, and field experts involved in the program helped us to step back from the day-to-day madness, focus our priorities, and hone our message to both users and potential investors,” explains Andy Russell, co-founder of Launchpad Toys. “Design Boost was an invaluable experience that I would recommend to any new entrepreneur.”
Startl is a social enterprise dedicated to accelerating the growth of digital innovations for learning – from kindergarten to college, inside and outside the classroom. Focused on catalyzing next generation products with the greatest promise of transforming the education sector and the learning market, Startl recruits young innovators and entrepreneurs, immerses them in a rigorous product design and development process, and helps them build socially responsible and fiscally sustainable start-ups. Startl has received initial seed funding from the John D. & Catherine T. MacArthur Foundation, the William and Flora Hewlett Foundation, the Bill and Melinda Gates Foundation, the W.K. Kellogg Foundation and the Lumina Foundation. For more information, visit http://www.startl.org.
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information about the Pearson Foundation can be found at www.pearsonfoundation.org.
Rod Granger
Pearson
rod(dot)granger(at)pearson(dot)com
1-800-745-8489
###
Sylvia Marino
Director of Media,
Startl
sylvia(at)startl(dot)org
1-415-388-3048
Research Reveals that Professional Teamwork Is the Key To Improving School Performance and Increasing Student Achievement
WASHINGTON, D.C. – June 24, 2010 – Steve Robinson (White House Office of Domestic Policy), Brad Jupp (US Department of Education), Tom Payzant (Harvard Graduate School of Education), Beth Wray (Pearson) and teachers from Howard County, Maryland speak on the power of teamwork in high performing schools at the release of NCTAF publication Team Up for 21st Century Teaching and Learning. The Obama Administration had focused the nation’s education vision on two basic goals: assuring that every student is college and career ready, and closing the achievement gap for low income students and children of color. "This is an ambitious challenge, but if all we do is to fix the schools we have, the future is already over," said Tom Carroll, President of the National Commission on Teaching and America’s Future (NCTAF). "To make this vision a reality our schools must be transformed into 21st century learning organizations," he added.
Tom Payzant of the Harvard Graduate School of Education and former superintendent of Boston Public Schools echoed these sentiments, noting that "if education leaders want to turn around low performing schools they need to clear away the antiquated policies and practices that stand in the way of professional collaboration in schools – stand-alone teaching in self-contained classrooms is not the path to the future."
"At the heart of every high performing school, we find a team of effective educators who join forces to increase student achievement beyond what even the best of them could accomplish alone," Carroll added. "To distill the principles that underlie the power of this professional collaboration, NCTAF has published a synthesis of research and case studies that should become an essential tool for school leaders that are working to turn around low performing schools," said Hanna Doerr, NCTAF Program Leader and editor of the report.
With the support of the Pearson Foundation, NCTAF conducted an extensive review of research and case studies, which it published today in Team Up for 21st Century Teaching and Learning. While there is no magic formula, NCTAF found that high performing schools improve student achievement with professional teamwork that has six essential elements:
Shared Values & Goals: The team members have a common vision of student learning needs and a well defined understanding of how their collective teaching expertise can be orchestrated to meet those needs. They clearly identify specific learning challenges around which the team joins forces to improve student achievement.
Collective Responsibility: Team members have appropriately differentiated responsibilities based on their experience, knowledge, and skill. They hold themselves mutually responsible for each other’s success, and they are collectively accountable for improving the achievement of every student served by the team.
Authentic Assessment: Team members hold themselves professionally accountable for student achievement by using assessments that give them realtime feedback on student learning and teaching effectiveness. They use assessments that are valuable to them – not because they are linked to high stakes consequences but because they are essential tools to improve the team’s teaching effectiveness, as measured by student learning gains.
Self-Directed Reflection: Highly effective learning teams establish a reflective feedback loop of goal setting, planning, standards, and assessment that is driven by the learning needs of the students and the corresponding professional development needs of the teachers.
Stable Settings: Highly effective learning teams are not found in dysfunctional schools, but they can transform low performing schools into successful learning organizations, if they are given dedicated time, space, resources, and leadership for their collaborative teamwork. Even the best teachers in the world can’t turn around a low performing school if they are working alone.
Strong Leadership Support: Highly effective learning teams are supported by school leaders who build a climate of openness and trust that empowers team members to make decisions on how to improve teaching effectiveness that are directly linked to student needs. This support must be balanced with appropriate, positive pressure to continuously increase school performance with improvements in teaching effectiveness that are explicitly linked to specific student learning needs.
At today’s forum, NCTAF President Dr. Tom Carroll called on education leaders to use these principles to turn around low performing schools. He noted that "we have been trying to improve schools the old fashioned way – one teacher at a time. It is time to recognize that standalone teaching in self-contained classrooms won’t prepare today’s students for 21st century college or careers – we need to build on the power of teamwork that is the key to success in every high performing organization in our economy."
NCTAF is putting the six principles into action by creating Learning Studios that enable learning teams – composed of digital age teachers, tech savvy youth, veteran educators, and skill-based volunteers – to develop innovative responses to complex learning challenges. Learning Studios improve student achievement, increase teaching effectiveness, and amplify the impact of community resources.
At today’s forum, teachers from a Learning Studio at Hammond High School (Howard County Public Schools, Maryland) spoke about their work as math, science, and technology teachers working alongside NASA scientists to develop project-based learning modules for 9th grade Earth Science students. These Learning Studios demonstrate what educators can achieve when they team up to teach for the 21st century.
The National Commission on Teaching and America's Future (NCTAF) is a nonprofit, nonpartisan advocacy organization based in Washington, D.C. NCTAF is dedicated to providing every child with competent, caring, qualified teaching in schools organized for success. With a network coalition of 27 states and links to professional educational organizations across the nation, NCTAF provides leadership on innovation and improvement in teaching and learning in America’s schools. For more information, visit www.nctaf.org.
Ryan Brookshire
(202) 4292570
rbrookshire@nctaf.org
Gift includes Mobile Learning Institute Programming Commitment for Students and Teachers
New York, NY – May 6, 2010 – The Pearson Foundation today announced a donation of $2.2 million to the Smithsonian to develop, host, and support innovative education programs for teens and teachers. The gift includes funds to bring young people together with educators at the Hirshhorn Museum and Sculpture Garden and at the National Postal Museum to test and share ways to use mobile and digital technologies in a museum setting. It also supports the Smithsonian museums' use of these technologies to disseminate free Smithsonian education programs to classrooms and cultural institutions around the globe.
The opportunity builds upon the Council of Chief State School Officers' (CCSSO's) Next Generation Learning initiative announced at this time last year. Beginning this summer, educators at both the Hirshhorn and U.S. Postal museums will develop individual "next generation learning" approaches, adapting programming provided by the Mobile Learning Institute, the Nokia/Pearson Foundation alliance that brings mobile and digital technologies directly to school classrooms, museums, and libraries. In addition, these educators will share the results of these next generation learning investigations with local and visiting teaching teams from across the United States.
"We're grateful for this support from the Pearson Foundation and the opportunity it provides the Smithsonian to better serve students and educators across the country," said Wayne Clough, Secretary of the Smithsonian Institution. "In this cooperative effort, the Mobile Learning Institute's expertise will help us reach out to young learners while exploring new, creative ways to share our vast collections and inspiring experts. We're not certain where these new technologies will lead, but we're fortunate to start this journey in a way that ensures that we will learn from museum visitors, from the Mobile Learning Institute, and from the Council of Chief State School Officers."
As part of the three-year grant commitment, national teaching teams – including those nominated by CCSSO members – will visit the Smithsonian museums to participate in Mobile Learning Institute workshops. They will have the opportunity to develop their own approaches to Smithsonian exhibits and collections and to work collaboratively with museum experts and Mobile Learning Institute personnel to develop a dynamic library of free, digital resources that will deliver similar next generation learning experiences to middle- and high-school classrooms across the United States.
"Bringing this innovative programming to the Smithsonian provides a dynamic, local laboratory where Washington DC, students, teachers, and educators can join their national counterparts and see for themselves the ways in which technology is making learning more immediate and more personalized for the next generation of learners," said Gene Wilhoit, Executive Director of the Council of Chief State School Officers (CCSSO). "We look forward to learning from their interaction and to sharing the results with CCSSO members and with educators across the country."
In conjunction with this initiative, the Mobile Learning Institute and the Smithsonian Center for Education and Museum Studies will host a series of leadership conferences in Washington. Mobile learning experts and university researchers will share their knowledge and findings about how to use social networking, game-based learning, augmented reality, and related learning approaches in classrooms and after-school programs. These summits are expected to begin later this year.
"Together with the Pearson Foundation, Nokia has served more than 25,000 young people and educators since we first launched the Mobile Learning Institute in 2005," said Michael Quesnell, Senior Manager, Corporate Social Investment, at Nokia. "We look forward to sharing today's latest technologies with so many more educators and young people together with the Smithsonian, and to seeing the results of their shared creativity and innovation."
"For educators in classrooms and in cultural institutions, this is a particularly exciting time – one in which the latest technologies make it possible to re-imagine ways in which young people can learn inside and outside the classroom," added Pearson Foundation President Mark Nieker. "We're looking forward to exploring new approaches to next generation learning together with the Smithsonian and with the young people and teachers they serve, and to sharing the results of these investigations with educators everywhere."
The Smithsonian is the world's largest museum and research complex, with 19 museums and the National Zoo, as well as research centers around the world. It was created by Congress in 1846 under the terms of the will of James Smithson of England, who in 1826 bequeathed his property to the United States of America "to found at Washington, under the name of the Smithsonian Institution, an establishment for the increase and diffusion of knowledge." More information about the Smithsonian can be found at www.si.edu.
The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the U.S. states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. More information about the Council of Chief State School Officers can be found at www.ccsso.org.
Nokia is committed to connecting people. Nokia combines advanced technology with personalized services that enable people to stay close to what matters to them. Every day, more than 1.2 billion people connect to one another with a Nokia device – from mobile phones to advanced smartphones and high-performance mobile computers. Today, Nokia is integrating its devices with innovative services through Ovi (www.ovi.com), including music, maps, apps, email, and more. Nokia's NAVTEQ is a leader in comprehensive digital mapping and navigation services, while Nokia Siemens Networks provides equipment, services, and solutions for communications networks globally. More information about Nokia can be found at www.nokia.com.
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information about the Pearson Foundation can be found at www.pearsonfoundation.org.
# # #
For Pearson Foundation
Adam Ray
Pearson Foundation
adam.ray@pearsonfoundation.org
The Pearson Foundation Declaration of Independence Tour Showcases the Nation's Birth Certificate
Chicago, Il – April 28, 2010 – A surviving copy of the Declaration of Independence helped Chicago school children get the history lesson of a lifetime earlier this month.
The Pearson Foundation, the philanthropic arm of Pearson, presented the document at two Chicago schools to honor students from across Illinois for their exemplary participation in last year's National Student/Parent Mock Election.
The proclamation was handwritten primarily by Thomas Jefferson in 1776, and the first published copies were made at a print shop owned by John Dunlap. These rare, original copies were taken to be read across the 13 American colonies. One of 25 known copies of the Dunlap imprint, the rare document remains as the only touring copy of the Declaration of Independence through the efforts of Declare Yourself, the nonprofit youth voter registration organization. Declare Yourself founder Norman Lear and his wife Lyn purchased the copy in 2000 for $8.1 million, with the goal of bringing "the people's document" directly to the American people.
U.S. Senator Dick Durbin was the keynote speaker at Chicago's Curie Metropolitan High School on April 16, where students had the opportunity to preview the broadside and to consider its role in the founding of the United States. "I think these students are more likely to be participating as citizens in this country," said Senator Durbin."That's what being part of a democracy is all about."
In conjunction with the viewing, a ceremony honored students and teachers from Curie, along with those from Albany Park Community Center, Sutherland School, Rolling Meadows High School, Jefferson Middle School (Champaign), Steinmetz Academic Center, Freeport High School, East Alton-Wood River High School, and Roxana Senior High School. These schools were chosen from among thousands across Illinois for the impressive scope of their voter education and mock election campaigns and for demonstrating leadership in educating young people on the importance of every single vote.
"The visit by the Declaration of Independence was a rare opportunity for our students to witness a piece of living history," said Ron Huberman, Chicago Public Schools' chief executive officer. "Rewarding our students for their civic engagement and their efforts to register voters with a visit from the very document that inspired them to action was a life-changing experience that will have an exciting impact on our community for years to come."
The opportunity to view the Declaration continued for all Chicagoans on April 17 at North-Grand High School.
The Pearson Foundation Declaration of Independence Tour has visited six cities across the country to honor schools, which, in addition to Curie Metropolitan and North-Grand High Schools in Chicago, include Andrew Carnegie Middle School (Carson, CA); the Miami-Dade County School system (FL); Austin Independent School District (TX); and schools in the states of Arizona and New Jersey.
"The Pearson Foundation is honored to support this historic tour, and to recognize Illinois' students and teachers for their energetic participation in the National Mock Election. Their actions remind us of the importance of civic literacy and participation for students, in education and in life," said Pearson Foundation president Mark Nieker.
Declare Yourself is a national nonpartisan, nonprofit campaign to empower and encourage every eligible 18- to 29-year-old in America to register and vote in local and national elections. Using the power of strategic media and retail partnerships, celebrity spokespeople, and most importantly, mobile and Internet technology, Declare Yourself's campaign blankets the landscape of popular culture, as well as universities and high schools, with a simple, clear message: REGISTER and VOTE! Since 2004, Declare Yourself has registered almost 4 million young people via an on-line registration tool, on-location efforts, and an Ultimate College Bowl contest, contributing significantly to the unprecedented turnout of youth voters in the 2008 Presidential Election: 24 million, a major increase from 2004. For more information, visit www.declareyourself.org.
The Pearson Foundation extends Pearson's (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
The National Student/Parent Mock Election (NSPME) is the nation's oldest, largest, and most successful voter-education project, dating from 1980. Since the first Mock Election, over 50 million young voters have cast their ballots and, in the process, discovered what it means to be an American citizen as well as the value of citizenship in our democracy. Every generation is invited to participate in the National Student/Parent Mock Election and to help "preserve and protect" our democracy. Partners for the 2008 National Student/Parent Mock Election included: USA Today, the Pearson Foundation, the National Association of Broadcasters Education Foundation, Declare Yourself, Strong American Schools, School Perceptions, Google, BrainPOP, the National PTA, the National School Boards Association, the National Council for the Social Studies, the American Association of School Administrators, the National Association of Elementary School Principals, the National Association of Secondary School Principals, the National Association of Student Councils, the Council of the Great City Schools, and the National Association of Secretaries of State. Additionally, the National Student/Parent Mock Election's supporters have included the U.S. Election Assistance Commission and the Kaplan Foundation. The collective contributions of all supporters help NSPME create a richer and more meaningful experience for students, parents, and teachers. For more information, go to www.nationalmockelection.org.
One-of-a-Kind Research Initiative to Survey Student Perspectives on Learning
New York, NY – April 27, 2010 – The Pearson Foundation announced today that P21, the national organization that advocates 21st century readiness for every student, is supporting the Million Voice Project, an online administration of the My Voice Survey from the Quaglia Institute for Student Aspirations (QISA). The Million Voice Project will be completed with active support from thousands of schools and communities and is designed to capture the perspectives of one million middle and high school students nationwide.
The Million Voice Project builds on QISA's existing My Voice Survey, which assesses students' perceptions to help school districts gauge students' personal sense of self-worth, active engagement, and sense of purpose and then correlate these to measurable academic gains.
The survey, available at www.millionvoice.org, is provided free of charge thanks to the Pearson Foundation. And school leaders at participating institutions will receive individualized, immediate, and confidential results when their students complete the assessment. With this data, educators can act quickly to improve the educational experience for all of their students.
Beginning later this spring, the Pearson Foundation will also publish composite state- and national-survey results so educators everywhere have the chance to improve learning outcomes and ensure increased academic success.
Of P21's support for the Million Voice Project, Ken Kay, president of P21, said, "I would like to congratulate the Pearson Foundation on launching the Million Voice Project. It is clear that students find class more enjoyable and engaging when teachers fuse the three Rs and four Cs – critical thinking and problem solving, collaboration, communication, and creativity and innovation. This project will help educators gauge how best to fuse the three Rs and four Cs."
"The Million Voice Project aims to assemble the most substantial research-based understanding of student attitudes and experiences in the American education system. We're allowing students to provide feedback on their experiences, so they can make a difference in their own education. We're honored that leading educational associations like P21 are supporting our project to help improve our schools," said Mark Nieker, president of the Pearson Foundation.
The American Association of School Administrators (AASA), the Council of Chief State School Officers (CCSSO), the National Catholic Educational Association (NCEA), and the National Education Association (NEA) also endorsed the Pearson Foundation's Million Voice Project.
Log on to www.millionvoice.org to learn more, or visit www.pearsonfoundation.org for additional information about the Pearson Foundation's support of this campaign.
The Pearson Foundation extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.
Adam Gaber, 800-745-8489
Carson School Children to Receive Ultimate History Lesson; Pearson Foundation Helping to Showcase the Nation's Birth Certificate Thursday
Carson, CA – April 20, 2010 – A surviving print of the Declaration of Independence will be unveiled in Carson on Thursday to help school children get the history lesson of a lifetime.
Students at Andrew Carnegie Middle School in Carson will get front-row access to an original print of the U.S. Declaration of Independence in honor of their high level of participation in the National Student/Parent Mock Election. Starting with a kick-off preview at Andrew Carnegie Middle School on Thursday, April 22, from 8:30 to 9:30 am, the document will be in town for two days, with a full day of free public viewing for the community on Saturday, April 24, at California State University Dominguez Hills.
WHAT: Rare viewing of original print of the Declaration of Independence for Carnegie Middle School students.
WHEN: Thursday, April 22, from 8:30 to 9:30 am
Special early morning previews/interviews for media available.
WHERE: Carnegie Middle School Auditorium, Andrew Carnegie Middle School, 21820 Bonita Street, Carson, CA 90745
WHO: California Secretary of State Debra Bowen and Superintendent of Public Instruction Jack O'Connell. Other dignitaries will include Carson Mayor Jim Dear and LAUSD District 8 Superintendent Linda Del Cueto.
WHAT: Public exhibit of the Declaration of Independence
The public is invited to take advantage of this once-in-a-lifetime opportunity to see an original print of the document that formed the foundation for how our country is governed today – the Declaration of Independence.
WHEN: Saturday, April 24, 9:00 am to 4:00 pm
WHERE: California State University Dominguez Hills, 1000 E. Victoria Street, Carson, CA. Ballroom B of the Loker Student Union. Parking is available in Lot 6 off Tamcliff Avenue and Victoria Street. For additional information, call (310) 243-3819.
One of only 26 known prints still in existence out of 200 printed on July 4, 1776, this rare document remains the only touring print of the Declaration of Independence. Rediscovered in 1989 by a flea market shopper, this print was purchased in 2000 by Hollywood producer and philanthropist Norman Lear for $8.1 million. Now, Lear and his wife Lyn work to ensure that "the people's document" remains accessible to the people.
The Pearson Foundation, the philanthropic arm of Pearson, which is the leading provider of instructional materials in the classroom, is sponsoring this national tour of the Declaration of Independence, which is also supported by the National Student/Parent Mock Election and Declare Yourself.
More information about the Declaration of Independence tour can be found at www.pearsonschool.com/live/customer_central/landingpage/doitour/index.html.
The Pearson Foundation extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. For more information, visit www.pearsonfoundation.org.
Stevan Allen - 916.448.1336 / 916.718.2999 stevan@allenstrategic.com
Jami Warner - 916.761.7699 / jami@jwarnergroup.com
We Give Books Poll of Parents and Teens Underscores Benefits of Shared Experiences in Developing a Life of Giving
Washington, DC – April 20, 2010 – Penguin Group and the Pearson Foundation today announced the launch of We Give Books, a new digital initiative that enables anyone with access to the Internet to put books in the hands of children who don't have them, simply by reading online. The free website gives parents, caregivers, and educators immediate access to a growing digital collection of Penguin Group’s classic children’s literature. For every book read online, the Pearson Foundation will donate a book to a child in partnership with one of the exemplary international, national, and local literacy organizations presented at www.wegivebooks.org.
We Give Books aims to donate more than one million books in the initiative’s first year. Visitors to the site will determine the volume shared with each organization, because each time parents and young people read a new book, they have the opportunity to select the organization they wish their reading to support.
In this way, We Give Books creates shared experiences among parents and their young children that have the potential to impact a life of giving – a correlation supported by a research poll of parents and teenagers commissioned by Penguin Group and the Pearson Foundation, the results of which were also announced today. The poll was developed with the input of leading experts in pro-social research and philanthropy.
Among its many findings related to parents and giving, the "We Give Books Poll on Raising Future Philanthropists," highlights the clear interest among parents (90%) to raise children who become giving adults. It also shows that 68% of parents believe a strong connection exists between reading to children and their later becoming charitable adults. Yet the poll also reveals that many parents may not know how reading and specific daily parenting practices can achieve this goal.
In its survey of teenagers, the We Give Books Poll found that self-identified teen "givers" (45%) are much more likely than other teens (35%) to say that they were read to as a child on a "daily" basis. Teen "givers" are also much more likely than other teens to say that reading "helped them believe that they could make a difference and understand how their actions affected others." While the majority of parents (84%) clearly understand the value of reading for school performance, the We Give Books Poll shows that the majority of parents do not realize that reading to children can also teach how "they can make a difference" and "understand the importance of helping others."
In addition to reading, teens identified through the poll as "givers" were more likely to highlight their parents’
Discussing their own charitable and volunteer efforts in detail;
Explaining how the child can help people by his or her actions;
Speaking about the volunteering and charity they do;
Talking to the child about how their actions make other people feel;
Discussing goals, encouraging opinions, telling the child they were proud of him or her; and
Explaining the importance of giving to others
as key factors that influenced their ongoing commitment to helping others. The "We Give Books Poll on Raising Future Philanthropists" suggests that both the content of and the frequency in communication are critical in influencing children to become future givers. (For full findings, see www.pearsonfoundation.org/wegivebookspoll.)
As part of the launch of We Give Books, the Pearson Foundation and Penguin Group announced an initial set of seven exemplary literacy organizations whose work benefits children throughout the United States and around the world – organizations on whose behalf parents and their children can help share books at the We Give Books website. These organizations’ literacy campaigns focus on locations recently touched by disaster and in the greatest need of aid. They include:
The Asia Foundation’s Books for Asia program – www.asiafoundation.org
The Los Angeles County Office of Education’s Million Word Challenge – www.millionwordchallenge.org
The NEA Foundation’s Books Across America program – www.neafoundation.org
Room to Read – www.roomtoread.org
The United Through Reading Military Program – www.unitedthroughreading.org
Volunteer USA’s Family Literacy Academies – www.volunteerusa.org
World Vision’s Early Childhood Development Learning Spaces program – www.worldvision.org
"At Penguin, we have always believed in the power of reading," said John Makinson, Chairman and Chief Executive of the Penguin Group. "We Give Books is a very simple concept that encourages people to enjoy some of our best-loved books and, at the same time, to share books with others and help to tackle illiteracy, one of the biggest challenges we face around the world today."
"We Give Books gives parents an opportunity to read with their children, and its innovation is that it surrounds reading with those important conversations that can start a young person on a life of giving," said Pearson Foundation President Mark Nieker. "In addition to this important connection, We Give Books also links young readers and their parents directly to causes that benefit other children around the world. We hope everyone will take part in – and enjoy – We Give Books."
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Penguin Group is one of the world’s premier global consumer trade book publishers, with key market positions in the United States, the United Kingdom, South Africa, Australia, Canada, India, China, New Zealand, and Ireland. The Penguin Group (www.penguin.com) is part of Pearson plc, the international media company.
The Pearson Foundation extends Pearson’s (NYSE: PSO) commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities. More information on the Pearson Foundation can be found at www.pearsonfoundation.org.
We Give Books (www.wegivebooks.org) is a new philanthropic program from Penguin and the Pearson Foundation that helps your child become a lifelong reader and giver. Together, we support literacy through programs that engage entire communities. Working around the world through programs like Booktime and Jumpstart’s Read for the Record, Penguin and the Pearson Foundation have touched millions of lives in thousands of communities.
This survey was conducted online within the United States from March 30, 2010, to April 5, 2010, among parents 18+ (with children in the household) and teens 13 through 18 years of age. Data for this survey was collected by Harris Interactive Service Bureau ("HISB") on behalf Pearson Foundation and Penguin Group. HISB was responsible for the data collected and weighting, and Pearson Foundation and Penguin were responsible for the survey design, data analysis, and reporting. (To see the full poll, including methodology and advisory board, visit www.pearsonfoundation.org/wegivebookspoll)
# # #
Amy C. Terpeluk
Tel: (212) 583-2792
Cell: (917) 826-2326
Terpeluka@ruderfinn.com
Award to recognize community service among college students, administered in partnership with the National Society of Collegiate Scholars
New York, NY – March 22 – The Pearson Foundation today announced The Pearson Prize for Higher Education, a new student leadership award that recognizes and provides support to exemplary students who – while still completing their undergraduate studies – are distinguishing themselves by leading public service efforts that give back to their local community.
The Pearson Prize will recognize 70 students for exemplary community service, providing 20 with financial assistance and additional support, and 50 more with a single one-time cash grant. All recipients will take part in the Pearson Foundation’s mobile and digital media projects that support student leadership.
With the Pearson Prize, the Pearson Foundation aims to raise awareness about the important role that student leaders play on college campuses and in surrounding communities. Concurrently, the Prize is a deliberate attempt to respond directly to the financial challenges that many of these same students face while pursuing academic goals. The award program specifically responds to a financial need common among young people who might not have discovered their direction, or engaged their real passion until after their freshman year in college.
“Most college awards and scholarships focus on graduating high school students and reward their academic achievements,” explained Pearson Foundation President Mark Nieker. “As a result, many truly inspiring young people who really make an impact only after they’ve begun their undergraduate careers are the least likely to be eligible for the same sustained financial support. The Pearson Prize for Higher Education is an attempt to honor some of these remarkable undergraduates, and also to bring them together so that they can learn from, and inspire, each other.”
The Pearson Prize is being administered by the National Society of Collegiate Scholars (NSCS) and is open to all current undergraduate students enrolled at accredited four-year and two-year institutions who have a minimum 3.0 GPA on a 4.0 scale and at least one year remaining until graduation. Recipients will be announced in June of 2010.
Additional requirements and the online application are available at www.pearsonfoundation.org/pearsonprize. Completed applications must be received by April 11, 2010.
The Pearson Prize follows a series of programs from the Pearson Foundation that support community service and educational leadership, and that address key social challenges like dropout prevention and 21st Century skills. The Pearson Foundation has worked across the educational spectrum with organizations in pre-k, such as Jumpstart, through high school, with America’s Promise and National Academy Foundation, and in service learning with Greg Mortenson and Dr. Jane Goodall.
The program also reflects Pearson’s commitment to students, colleges, and their communities filling by a gap in support for current college students and raising awareness about the importance of student service and leadership.
About the Pearson Foundation
The Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.
# # #
Adam Ray
Pearson Foundation
adam.ray@pearsonfoundation.org
Roger McGuinn to Join Charity Tour for Washington, D.C. Show and Special Event “in Conversation” with Sam Donaldson
New York, NY – March 18 – The all-star, all-author rock group Rock Bottom Remainders – featuring the likes of writers Dave Barry, Amy Tan, Mitch Albom, Scott Turow, Roy Blount, Jr., Greg Iles, James McBride, Ridley Pearson, and Kathi Kamen Goldmark – is going on tour!
Band members today announced a new, four-city East Coast concert series to take place April 20–24, 2010, with shows in Washington, D.C., Philadelphia, New York City, and Boston. Proceeds from the tour, which is being presented by the Pearson Foundation, will support Haitian relief and local nonprofit organizations at work in each community.
The Rock Bottom Remainders 2010 Wordstock Tour kicks off in Washington on Tuesday, April 20, with a special event, “Besides the Music: a Conversation with the Rock Bottom Remainders,” hosted by veteran newsman Sam Donaldson. Then, after bringing their own brand of classic rock to the Capital City on April 21, the band will travel by train for concerts in Philadelphia on April 22, New York City on April 23, and in Boston on April 24.
“This concert is a rare chance to see a band that has been hailed by critics as ‘not as bad as you would expect,’” said the group’s lead guitarist, bestselling author Dave Barry. “The Rock Bottom Remainders are excited by the response to this tour from our fans. There are only three of them, but they’ve been very responsive. But seriously, we're thrilled to be able to raise money for some great organizations.”
In each city, the Rock Bottom Remainders will be raising funds together with the Pearson Foundation in support World Vision, a nonprofit providing ongoing relief in Haiti; as well as for local organizations including the America’s Promise Alliance, the Free Library of Philadelphia, and New York City’s 92nd Street Y. In addition to underwriting the tour, for every ticket sold the Pearson Foundation is donating five new children’s books to public schools in each tour city.
“These concerts are a great way to raise funds – and raise awareness – for some of America’s best nonprofit organizations,” said Pearson Foundation President Mark Nieker. “We hope people will come out to hear some great music and have fun, but we're especially pleased that the band members are donating their own time and that funds raised will go directly to support much-needed education and literacy efforts in Haiti and in the cities where the tour takes place.”
In addition to Dave Barry, this year’s Rock Bottom Remainders lineup features Amy Tan (vocals), Mitch Albom (keyboards), Scott Turow (vocals), Greg Iles (lead guitar), Kathi Kamen Goldmark (vocals), James McBride (saxophone), Ridley Pearson (bass), and Roy Blount Jr. (self-proclaimed crowd pleaser). Roger McGuinn, a founding member of the Byrds, will be making a special guest appearance with the Rock Bottom Remainders in Washington, D.C.
Washington, D.C. (two events)
The Washington events will benefit World Vision and America’s Promise Alliance, the nation’s largest partnership network dedicated to improving the lives of children and youth. In addition, the Pearson Foundation is donating books to District of Columbia public schools.
April 20, 8:00pm: “Besides the Music: a Conversation with the Rock Bottom Remainders,” hosted by Sam Donaldson. Sidney Harman Hall in the Harman Center for the Arts, 610 F Street NW.
April 21, 8:30pm: Concert, the 9:30 Club, 815 V Street, NW.
Philadelphia
The Philadelphia show will benefit the Free Library of Philadelphia, which provides the public with more than six million items, one of the country’s most extensive library collections. In addition, the Pearson Foundation is donating books to the Philadelphia public schools.
April 22, 8:30pm: Concert, The Electric Factory, 421 N. 7th Street.
New York City
The New York show will benefit World Vision, America’s Promise Alliance, and the 92nd Street Y. In addition, the Pearson Foundation is donating books to the New York public schools.
April 23, 8:30pm: Concert, The Nokia Theatre in Times Square, 1515 Broadway.
Boston
The Boston show will benefit World Vision and America’s Promise Alliance. In addition, the Pearson Foundation is donating books to the Boston public schools.
April 24, 8:00pm: Concert, The Royale (formerly The Roxy), 279 Tremont Street.
In its 18-year existence, the Rock Bottom Remainders have raised close to $2 million for charity through their concert tours. The band first performed at the 1992 American Booksellers Association convention in Anaheim. The group is composed of some of today’s most shining literary lights, who, among them, have published more than 150 titles, which have been translated into more than 25 languages and have sold more than 200 million books. In addition to the literary band members, Rock Bottom Remainders concerts have featured guest appearances by rock legends such as Bruce Springsteen and the late Warren Zevon.
www.rockbottomremainders.com
The Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.
# # #
For Pearson Foundation
Adam Ray
Pearson Foundation
adam.ray@pearsonfoundation.org
Please Contact
Michael Saltzman
Saltzman Communications
310 271 5789
Michael@saltzmanpr.com
Or
Kirk Green
Gonzo Communications
Kirk@gonzocom.com
Pearson Foundation leads research initiative to survey students and to provide
actionable data to thousands of schools; Effort endorsed by American Association of
School Administrators (AASA), the Council of Chief State School Officers (CCSSO), the
National Catholic Educational Association (NCEA) and the National Education Association
(NEA)
New York, NY – March 16 – Current academic research increasingly emphasizes the role that personal engagement plays in students’ success in high school and in their preparation for college and career. In response, the Pearson Foundation today announced a new effort to survey and study students’ personal views of their academic learning experiences. The Million Voice Project – a new, online administration of the My Voice Survey from the Quaglia Research Institute for Student Aspirations (QISA) – aims to assemble the most substantial research-based understanding of student attitudes and experiences in the American education system.
The Pearson Foundation is making the Million Voice Project survey and its results available to American schools and school districts at no cost. Beginning later this spring, the Pearson Foundation will also publish composite state- and national-survey results so educators everywhere have the chance to improve learning outcomes and ensure increased academic success.
As the name suggests, the Million Voice Project is designed to capture the perspectives of 1 million students in grades 6-12. Unlike other polls, this effort will be completed with the active support of thousands of schools and communities across the country. Available at www.millionvoice.org, the survey organizes student participation by school, and reports this confidential information back to school leaders. Million Voice Project school reporting provides an immediate, accurate snapshot of student engagement so educators can improve the educational experience for their entire school community.
This initiative builds on QISA’s existing My Voice Survey, which is the most broadly used gauge of student school perception and generally takes students 15 minutes to complete. As a result of their adoption of this earlier version of the My Voice Survey of more than 400,000 young people, school districts nationwide have been able to correlate measurable academic gains with students’ personal sense of self-worth, active engagement and sense of purpose.
“We believe that all students who come to school, come to succeed,” said Russ Quaglia, Ph.D., founder of QISA. “The Million Voice Project will be a powerful tool for helping school teachers and administrators gauge how students perceive their current school learning environment, and make data-driven decisions to determine what conditions need to be created or changed to prevent kids from dropping out and to foster greater academic success and accomplishment.”
Leading American educational associations have already endorsed the Million Voice Project, including the American Association of School Administrators (AASA), the Council of Chief State School Officers (CCSSO), the National Catholic Educational Association (NCEA) and the National Education Association (NEA).
“There’s broad, growing consensus that we must better incorporate student voice and experience into learning,” said Mark Nieker, president of the Pearson Foundation. “Young people tell us that they want to learn in welcoming environments that promote curiosity and creativity, and that they very much want to be engaged in their academic pursuits. This project can help educators, parents and others learn from students across the country. In the process, we’ll have a unique chance to hear from young people the steps they recommend we take to improve their learning environment and realize their true potential.”
# # #
The Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic and business organizations to provide financial, organizational and publishing assistance across the globe. The foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.
# # #
Pearson Foundation
Adam Gaber
212.641.6118
Reading Events to be Held on Thursday, October 7, 2010 in Schools and Communities Across the Country
Boston, MA – March 11 – Thousands of Americans have shown their ongoing commitment to ending the crisis in early literacy by picking up their cell phones and voting for the official book of Jumpstart’s Read for the Record campaign. Today Jumpstart, Penguin Young Readers Group, and the Pearson Foundation announced that The Snowy Day by Ezra Jack Keats has been selected as the official book to be read by millions on Thursday, October 7, 2010.
The Snowy DayPresented in partnership with Pearson, Jumpstart’s Read for the Record has helped more than three million participants share in the power of reading since 2006 – all while setting a world record for the most children reading the same book on the same day. This annual global celebration of reading and community service highlights the importance of reading to very young children to develop crucial early language and literacy skills, and supports Jumpstart’s mission of ensuring that every child enters school prepared to succeed.
In 2009, the Read for the Record Campaign broke its own record for the world’s largest shared reading experience. More than two million adults and children read Eric Carle’s classic The Very Hungry Caterpillar at organized events across the US and around the world, starting on NBC’s TODAY Show. Hundreds of thousands of Penguin books were donated to children in need, and more than $1.4 million was raised to support Jumpstart’s work with preschool children.
A 1963 Caldecott Medal winner, The Snowy Day is the simple tale of a boy waking up to discover that snow has fallen during the night. The little boy celebrates the snow-draped city with a day of humble adventures – experimenting with footprints, knocking snow from a tree, creating snow angels, and trying to save a snowball for the next day.
From January 15 through February 28, 2010, the American public voted – at www.readfortherecord.org or by sending a text message from their mobile phones – for their favorite of four classic Penguin Young Readers Group children’s books. The Snowy Day received the most votes and will be the centerpiece of Jumpstart’s fifth annual record-breaking campaign to help combat the crisis in early literacy.
“Giving the parents, teachers, and friends who actually set the record the opportunity to choose this year’s winning book was a great way to kick off the 2010 campaign, and we thank everyone who took the time to vote,” said Jumpstart President James Cleveland. “The Snowy Day is a terrific choice.”
“Each year, Penguin Young Readers provides the classic children’s book at the heart of Jumpstart’s Read for the Record Campaign,” said Pearson Foundation President Mark Nieker. “The Snowy Day is another wonderful story – one we can’t wait to share with young people, parents, and educators everywhere as we draw attention to the important work Jumpstart does in American classrooms year around.”
For more information on Jumpstart’s Read for the Record, visit www.readfortherecord.org; on the Pearson Foundation, visit www.pearsonfoundation.org; and on Jumpstart’s year-long early literacy programs, visit www.jstart.org.
# # #
Jumpstart is a national early education organization that works toward the day every child in America enters school prepared to succeed. To cultivate a child’s social, emotional and intellectual readiness, Jumpstart brings college students and community volunteers together with preschool children for year long, individualized tutoring and mentoring. Since 1993, more than 70,000 preschool children across America have benefited from millions of hours of Jumpstart service. Jumpstart’s national sponsors include American Eagle Outfitters, AmeriCorps, Pearson, Sodexo and Starbucks. Jumpstart is the five-time recipient of the Fast Company/Monitor Social Capitalist Award (2004-2008) and has received a 4-star rating from Charity Navigator. For more information, visit the Jumpstart Web site at www.jstart.org.
About the Pearson Foundation
Pearson (NYSE: PSO), the education, services, and technology company, is the Sponsor and Founding Partner of Jumpstart’s Read for the Record. The Pearson Foundation extends Pearson's commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe. The Foundation aims to make a difference by sponsoring innovative educational programs and extending its educational expertise to help in classrooms and in local communities.
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Jodi Hullinger
857-413-4624
Jodi.hullinger@jstart.org