DOCUMENT RESUME ED 374 789 IR 016 833 TITLE Regional ... · DOCUMENT RESUME ED 374 789 IR 016 833 TITLE Regional Educational Laboratory Program. INSTITUTION Office of Educational

DOCUMENT RESUME

ED 374 789 IR 016 833

TITLE Regional Educational Laboratory Program.

INSTITUTION Office of Educational Research and Improvement (ED),Washington, DC. Programs f9r the Improvement of

Practice.

REPORT NO PIP-94-1104

PUB DATE Sep 94

NOTE 21p.

PUB TYPE Reference Materials Directories/Catalogs (132)

EDRS PRICE MF01/PC01 Plus Postage.

DESCRIPTORS Educational Change; Educational Improvement;Educational Policy; *Educational Research; ElementarySecondary Education; *Federal Programs; InstructionalInnovation; Regional Programs; *Research andDevelopment Centers

IDENTIFIERS *Regional Educational Laboratories

ABSTRACTThe Office of Educational Research and Improvement

(OERI) of the U.S. Department of Education supports educators andpolicymakers in their efforts to solve pressing education problemsthrough a network of 10 regional educational laboratories. Theseregional educational laboratories try out new approaches to teaching

and learning; provide training and technical assistance to teachers,

administrators, and policymakers; and disseminate knowledge andfindings about what works with diverse student groups under a variety

of conditions. This document describes this program. It begins with a

map of the United States depicting the regions served by each of the

laboratories and lists the 10 laboratories with their addresses.

Information abstracts are given for each, including address,executive director, deputy director, board chair, and region served;

a description of the laborator,, a listing of the projects carried

out by the laboratory; and the name of the OF.RI liaison responsible

for the laboratory's work. The name of the contact person for each

laboratory follows tne program description in parentheses. (JLB)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.************************************************************a**********

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Regional EducationalLaboratory Program

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Regional EducationalLaboratory Program

Office of Educational Research and ImprovementU.S. Department of Education

3

U.S. Department of EducationRichard W. RileySecretary

Office of Educational Research and ImprovementSharon P. RobinsonAssistant Secretary

Programs for the Improvement of PracticeEve M. BitherDirector

September 1994

Contents

Introduction to the Regional Educational Laboratory Program 1

Educational Laboratories Map: 1990-95 2

Regional Educational Laboratory Program Directory 3

Appalachia Educational Laboratory, Inc. (AEL) 4

Far West Laboratory for Educational Research and Development (FWL) 5

Mid-continent Regional Educational Laboratory (McREL) 6

North Central Regional Educational Laboratory (NCREL) 7

Northwest Regional Educational Laboratory (NWREL) 8

Pacific Region Educational Laboratory (PREL) 9

Regional Laboratory for Educational Improvement of the Northeast and Islands (NE/I) 10

Research for Better Schools, Inc. (RBS) 11

Southeastern Regional Vision for Eaucation (SERVE) 12

Southwest Educational Development Laboratory (SEDL) 14

Introduction to the Regional Educational Laboratory Program

Mission and Mandates

The Office of Educational Research and Improvement (OEM)supports educators and policymakers in their efforts to solvepressing education problems through a network of 10 regionaleducational laboratories. Using the best available research anddevelopment information and the experience and expertise ofhighly skilled professionals, laboratories try out new approaches toteaching and learning; provide training and technical assistance toteachers, administrators, and policymakers; and disseminateknowledge and findings about what works with diverse studentgroups under a variety of conditions.

The laboratories have several specific mandates that frame theirwork. They have both a national as well as regional focus. Anoverarching mandate of the laboratories is to strengthen state andlocal efforts to improve schooling for students at risk of leavingschool unprepared for successful employment, further education,or productive citizenship. Under Congressional direction, 30percent of laboratory funds are targeted to the needs of rural,small schools. Another Congressional priority directs thelaboratories to collaborate with one another and with externalorganizations to improve mathematics and science teaching andlearning. With U.S. Department of Health and Human Servicesfunding, the laboratories are exploring ways to improve thetransition of children from Head Start and other early childhoodprograms to elementary school.

The laboratories operate the Eisenhower Mathematics andScience Consortia. In collaboration with other agencies andinstitutions, Consortia programs aim to enhance mathematics andscience teaching and learning through the delivery of technicalassistance, the use of technology to link and coordinate resources,and the sharing of information about successful practices.

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Regional and National AgendasWithin the broad mandates described above, individual laboratoryprograms are set by regional rimming boards. The boards guidethe laboratories' efforts to transfom. national education reformstrategies into regional, state, and local policies and initiatives. Atthe same time, the governing boards ensure that these institutionsare responsive to the specific needs of schools, teachers, andstudents in their jurisdictions.

The laboratories also conduct work that supports each of the eightnational goals. The four goals receiving the greatest attention fromlaboratory efforts are Goals 1 (school readiness), 3 (studentachievement and citizenship), 7 (teacher education andprofessional development, and 4 (mathematics and science).Laboratories are collaborating with existing and developingnetworks for systemic reform assistance in their states with aspecial focus on those networks targeting the implementation ofGoals 2000. Laboratories are actively engaged in developing anddisseminating practice-based knowledge and assistance to informthe discussion of issues involved in the standards-based approachto reform and then to help educators with their implementation.

The following information includes a list of the 10 regionaleducational laboratories with their addresses, a map of the UnitedStates depicting the regions served by each of the 10 laboratories,and information abstracts for each laboratory including the nameof the OEM institutional liaison who is the staff person withresponsibility for the laboratory's work. The name of the contactperson for each laboratory program follows the programdescription in parentheses.

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Regional Educational Laboratory Program Directory

Appalachia EducationalLaboratory, Inc. (AEL)Executive Director: Terry L Eidell1031 Quarrier StreetPO Box 1348Charleston, WV 25325800-624-9120,304-347-0400Fax 304-347-0487;Internet: [email protected] Liaison: Carol Mitchell, 202-219-21:'States served: KY, TN, VA, WV

Far West Laboratory forEducational Research andDevelopment (FWL)Executive Director: Dean H. Nafziger730 Harrison StreetSan Francisco, CA 94107-1242415-565-3000Fax 415-565-3012Internet: [email protected] Liaison: Sharon Horn, 202-219-2203States served: AZ, CA, NV, UT

Mid-continent RegionalEducational Laboratory(McREL)Executive Director: C.L. HutchinsColorado Office:

2550 South Parker Road, Suite 500Aurora, CO 80014303-337-0990Fax 303-337-3005Internet: [email protected]

Missouri Office:3100 Broadway, Suite 209Kansas City, MO 64111-2413816-756-2401Fax 816-753-4565

OEM Liaison: Beverly E. Coleman,202-219-2280States served: CO, KS, MO, NE, ND, SD, WY

North Central RegionalEducational Laboratory(NCREL)Executive Director: Jeri Nowakowski1900 Spring Road, Suite 300Oak Brook, IL 60521-1480708-571-4700Fax 708-571-4716Internet [email protected] Liaison: Mary Campbell, 202-219-2130States served: IA, IL, IN, MI, MN, OIL WI

Northwest RegionalEducational Laboratory(NWREL)Executive Director: Robert R. Rath101 SW Main Street, Suite 500Portland, OR 97204-3212503-275-9500Fax 503-275-9489Internet: [email protected] Liaison: John Coulson, 202-219-2133States served: AK, ID, MT, OR, WA

Pacific Region EducationalLaboratory (PREL)Executive Director: John W. Kofel828 Fort Street Mall, Suite 500Honolulu, HI 96813808-533-6000Fax 808-533-7599Internet: [email protected] Liaison: Joseph Wilkes, 202-219-2186States served: American Samoa,Commonwealth of the Northern MarianaIslands, Federated States of Micronesia, Guam,Hawaii, Republic of the Marshall Islands,Republic of PalauMIN

Regional Laboratory forEducational Improvement ofthe Northeast and Islands(NE /I)Executive Director: Glen Harvey (Acting)300 Brickstone Square, Suite 900Andover, MA 01810508-470-0098Fax 508-475-9220Internet: [email protected] Liaison: Lynn Spencer, 202-219-2179States served: CT, MA, ME, NH, NY, PR, RI,VI, VT

411111=

Research for Better Schools,Inc. (RBS)Executive Director: John E. Hopkins444 North Third StreetPhiladelphia, PA 19123-4107215-574-9300Fax 215-574-0133Internet: [email protected] Liaison: Susan K. Talky, 202-219-2129States served: DC, DE, MD, NJ, PA

Laboratory Program Team Leader: Susan GruskinProgram Assistant: Adria WhiteAddress: U.S. Department of EducationOffice of Educational Research and Improvement555 New Jersey Avenue NWWashington, DC 20208-5644Phone: 202-219-2116 Fax: 202-219-2106Internet: [email protected] or [email protected]

Southeastern Regional Visionfor Education (SERVE)Executive Director: Roy H. ForbesPO Box 5367Greensboro, NC 27435910-334-3211,800-755-3277Fax 910-334-3268Internet: [email protected] Ferguson Building, UNC-GGreensboro, NC 27412Tallahassee, FL Office:

345 South Magnolia Drive, D23Tallahassee, FL 32301- -2950904-922-2300,800-352-6001,800-352-3747Clearinghouse Fax 904-922-2286Math/Science Consortium800-854-0476,904-922-8522 /;

Atlanta, GA Office:41 Marietta Street NW, 1000Atlanta, GA 30303404-577-7737,800-659-3204Computer Line: 800-487-7605Fax 404-577-7812

Cleveland, MS Office:Delta State UniversityPO Box 3183Cleveland, MS 38733601-846-4384,800-326-4548Fax 601-846-4402

Columbia, SC Office:South Carolina Department of Education1008 Rutledge Building1429 Senate StreetColumbia, SC 29201803-734-4110Fax 803-734-3389

Montgomery, AL OfficeAlabama Department of Education50 North Ripley Street5114 Gordon Person BuildingMontgomery, AL 36130205-242-9758Fax 205-242-9708

OEM Liaison: Deborah Williams,202-219-2204States served: AL, FL, GA, MS, NC, SC

Southwest EducationalDevelopment Laboratory(SEDL)Executive Director: Preston C. Kronkosky211 East Seventh Street, Second FloorAustin, TX 78701-3281512-476-5861Fax 512-476-2286Internet: [email protected] Liaison: Richard Lallmang,202-219-2274States served: AR, LA, NM, OK, TX

3 9BEST COPY AVAILABLE

Appalachia Educational Laboratory, Inc. (AEL)

Address

Executive Director

Deputy ExecutiveDirector

Associate ExecutiveDirector

Board Chair

Region Served

1031 Quarrier StreetPO Box 1348Charleston, West Virginia 25325304-347-0400Fax 304-347-0487800-624-9120 (Outside West Virginia)

Terry L. Eidell

John R. Sanders

Pamela B. Lutz

Mrs. Sandra Adams

Kentucky, Tennessee, Virginia, andWest Virginia

AEL's mission is to work with the region's educators in an ongoingl'.&D-based effort to improve education and educationalopportunities. This mission incorporates the collaborative natureof AEL's role, AEL's orientation to both the knowledge of R&Dand the wisdom of practice, and recognition of the importance ofimproving education for all the region's students.

Four goals provide direction for the Laboratory's work with oneextending across all others. It states that AEL should work toward"the improvement of opportunity for access to appropriateeducation by all children of the region." The other three goalsdefine the major areas on which the Laboratory's work will focus:improving the quality of professional educators, improvingcurriculum and instruction in schools, and improving communitysupport for schools.

To carry out its work, AEL has the following nine operatingprograms:

Classroom Instruction works most closely with teachers ofthe region and collaborates with the four state teacher educationassociations. The program provides training materials, facilitatesteacher-led study groups, provides technical assistance toinnovative programs, and disseminates research-basedinformation. (Jane E. Hange)

School Governance and Administration works most closelywith local administrators and school board members andcollaborates with the association of school administrators ineach state. The program conducts training for trainers and studygroups on pertinent education topics. (Sandra P . Orietzky)

Colleges and Schools collaborates with the four stateassociations of colleges for teacher education affiliates tosupport and involve their members' faculty in collaborativeprojects with local schools. (Pamela K. Buckley)

State Policy works most closely with the four Chief StateSchool Officers to serve the needs of state policymakers.(Patricia E. Ceperley)

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Community Liaison to Urban Education involves and servesthe needs of the region's minority and "nonadvantaged"populations. (Betty Harris James)

Rural, Small Schools involves and serves the needs of ruralstudents and educators. The program helps rural communitiesimplement the Infant/Toddler Training Program, works to giveteachers access to information through telecommunications,and convenes rural leaders of schools and communities toexamine social and economic trends. (Hobert L. Harmon)

Rural Excel refines and tests selected materials and proceduresfor improving student performance in rural, small schools.(Robert D. Childers)

Information Services serves the needs of both AEL staff andthe region's educators for information about and access toinnovative practices and materials. (John R. Sanders and PamelaB. Lutz)

Education Services Program is AEL's link to the 10 regionallaboratory networks for sharing innovations to assist nationalefforts to reform public education. (Patricia S. Kusimo)

As part of these programs, AEL conducts applied R&D projects.An ethnographic study of four small, rural districts' response to theKentucky statewide reform is conducted as part of the State PolicyProgram. The Rural Excel Program sponsors three R&D efforts.One is a just-completed Activities Manuals project, which tested aset of activity manuals designed to provide hands-on experiences,enhance discourse, and reduce exclusive reliance on textbooks ingrades 5-8 mathematics classrooms. Family Connections, thesecond project, develops and tests materials and procedures to helppreschool teachers improve the involvement of families in theteaching and learning of their preschool childrel The third activity,focused on professional development, is a 2 -yeas project thatprovides training and technical assistance to teams of teachers infour rural Virginia schools that are designing interdisciplinarycurricula and alternative forms of assessment.

Eisenhower Regional Math/Science Consortium at AEL,established in 1992, provides a broad range of activities includingtrainingfor mathematics and science educators from thefour-state region. The Consortium identifies and shares exemplarymathematics and science classroom materials and providestechnical assistance to help teachers, administrators, and collegefaculty use new teaching methods and assessment tools. Inaddition, the consortium provides financial assistance to teachers,administrators, and other educators to participate in consortiumactivities. The Consortium is the site of an Eisenhower NationalClearinghouse Technology Demonstration Site that containsstate-of-the-art software programs in mathematics and scienceeducation. Teachers can review the software and seedemonstrations. (Pamela K. Buckley)

OERI Institutional LiaisonCarol J. Mitchell202-219-2128

Far West Laboratory for Educational Research and Development (FWL)

Address 730 Harrison StreetSan Francisco, California 94107-1242415-565-3000Fax 415-565-3012

Executive Director Dean H. Nafziger

Board Chair Dr. Colleen KennedyDeanGraduate School of EducationUniversity of UtahSalt Lake City, Utah

Region Served Arizona, California, Nevada, and Utah

FWL's mission is dedicated to improving the quality of educationby helping policymakers and practitioners apply the best availableknowledge from research, development, and practice. FWLa 'resses a broad range of educational priorities, including issuesof early childhood, students at risk, assessment and accountability,school-to-work transition, educational technology, and professionaldevelopment. FWL has eight major program areas supported byOERI, as follows:

Early Childhood Education. FWL's Center for Child and FamilyStudies engages in training and development activities that build onclear findings that family support and early intervention arecritically important in the development and success of children,especially in communities where substance abuse, violence, andpoverty have reached crisis proportions. The Center's Program forInfant/Toddler Caregivers addresses the urgent need for child carethat nurtures young children in an emotionally secure andintellectually exciting group setting. The Bay Area EarlyIntervention Program helps communities develop collaborativefamily, education, and social services structures by providing directservices to at-risk children and their families and strengtheningcommunity-based early intervention services. G. Ronald Lally)

Assessment. FWL's Assessment Services Program is involved atthe local, state, and national levels in planning, developing,implementing, and evaluating new assessment methods andsystems. The National Health Standards Project is leading aconsortium of education, business, and labor groups in developingcontent and performance standards for students and entry-levelworkers in health careers. The California Assessment Collaborativeworks directly with school districts that are developing and pilottesting alternative student assessment including portfolios.(Stanley Rabinowitz and Sri Ananda)

Professional Development of Teachers. FWL's Institute forCase Development has pioneered the use of teacher-writtencasesdramatic, first accounts of real-life classroom dilemmasascatalysts for discussion in teacher preparation and staffdevelopment programs. Long used to prepare professionals inbusiness, law, and medicine, cases help bridge the well-known gap

5

between what is taught in the university and what teachers actuallyexperience in classrooms. (Judy Shulman)

Policy Support. FWL's Policy Support Program provides stateand local policymakers with the up-to-date, research-basedinformation and analysis they need to make sound decisions onissues that shape school practice. By identifying key actors,intervening early in the policy-making process, and identifyingalternatives for action on recognized policy problems, F\VL helpsclose the gap between policy decisions and what currenteducational practice and supporting research have to teach.(Mary Amsler)

Rural Schools. FWL's Rural Schools Assistance Program providesresearch-based and technical assistance to rural schools in theregion. Current work is focused in three areas: staff developmentfor improving school curriculum and instruction, planning for andusing technology, and implementing alternative assessments.(Stanley Chow)

Educational Technology. The objective of FWL's educationaltechnology programs and services are to have technology enhanceteaching and learning, be integral to instruction, he viewed as a toolstudents use to accomplish work, and serve as a vehicle forincreasing equal access to educational information and resources.FWL's technology programs fall into three categories: resourcedissemination, direct services, and policy development.(John Cradler)

Students At Risk. FWL's Students At Risk Program engages inresearch and provides technical assistance to help improveacademic and social outcomes for students by supporting schoolchange aimed at creating equitable learning opportunities for allstudents rather than relying on specialized programs for particulargroups and by encouraging and supporting interagencycollaboration among schools and agencies serving children andfamilies. Research efforts are focused on current restructuring andcollaboration efforts, seeking to learn what policies and practicesincrease opportunities for all students to reach their potential.(Jo Ann Izu)

Mathematics and Science Education. The FWL. RegionalConsortium for Science and Mathematics Education works with awide variety of organizations to identify areas of greatest need,help them effectively use existing resources, and provide newresources to meet targeted needs. The Consortium is working with

the states in its region on developing curriculum frameworks andaligned assessment models, providing technical assistance intelecommunications, using alternative assessments, anddisseminating information about available resources. (Art Sussman)

OERI Institutional LiaisonSharon Kinney Horn202-219-2203

Mid-continent Regional Educational Laboratory (McREL)

Address

Executive Director

Associate ExecutiveDirector

Board Chair

Region Served

Denver Office2550 South Parker Road, Suite 500Aurora, Colorado 80014303-337-0990Fax 303-337-3005

Kansas City Office3100 Broadway, Suite 209Kansas City, Missouri 64111-2413816-756-2401

C.L. (Larry) Hutchins

J. Timothy (Tim) Waters

Thomas M. HowertonMember and Past ChairColorado State Board of EducationColorado Springs, Colorado

Colorado, Kansas, Missouri, Nebraska,North Dakota, South Dakota,and Wyoming

McREL's work is focused on leading and supporting effortsthroughout the region to redesign educational systems to enable allstudents to be successful, especially those students most at risk ofschool failure. Through collaboration with many partners, McRELworks to create and realize a new vision of schooling that willensure all students complete school with the knowledge, skills, andsense of personal responsibility necessary for successfulemployment, for success in further education and training, and forproductive participation in social and democratic processes.

McREL has initiated the Mid-continent Alliance, a regionalinitiative .o share educational strategies, expertise. and resourcesfor refot, ling the education systems in the Laboratory's sevenstates. Triggered by the National Goals and the need for standards,the Alliance has evolved as a strategy for states to design andcoordinate the reform of their own educational systems and tocarry out the reform process in an orderly and integrated manner.The purpose of the Alliance is to create relevant and rigorous highperformance goals, standards, and benchmarks for schools andstudents, focusing on the learning outcomes essential for currentand future students to become adults in an increasingly complexsociety and on more effective ways to assess the achievement ofthose learning outcomes. (Tim Waters and Joan Grady)

McREL's current research and development studies focus onredesigning the outcomes of schooling by creating a curriculumwith clearly specified standards and benchmarks, authentic learningtasks, and authentic assessment (Robert Marzano); developing andvalidating tools that will support teachers and administrators inbecoming1,1,:,te aware of their beliefs and practices in light of thelearner-centered principles and to change both where such changeswill facilitate learning (Barbara McCombs); investigatingapplications of proximal theories of learning and the replicability ofprojects which apply these theories (Jim Fanning); examining

service integration programs in rural settings in order to develop ageneric process model which reflects learning from the research(Judi Elliott), and carrying out a follow-up study of research on thelife path of students who graduate from rural high schools.(Judi Elliott)

Technical assistance services McREL provides includeprofessional development, coordination, facilitation, disseminationof research-based information, brokering, strategic planning, policyplanning, and networking. These services are provided to stateeducation agencies, state professional associations, intermediateservice agencies, large urban school districts, and clusters of smallrural school districts. Major projects involving long-term technicalassistance to individual states include the Kansas AssessmentAlternatives project that McREL is co-sponsoring with the KansasState Department of Education and the Kansas NationalEducation Association and assistance to the Missouri Departmentof Elementary and Secondary Education in implementing theOutstanding Schools Act enacted by the state legislature in 1993.(Susan Everson).

McREL's Rural Eduction projects are focusing on helpingclusters of rural schools in Missouri, North Dakota, South Dakota,Nebraska, and Colorado to enhance their school reform andimprovement though information sharing and collaborative action;increasing capacity in rural districts for using technology as a toolfor learning, for electronic networks, and for distance learning; anddeveloping skills to engage students in community-basedexperiential learning and to involve schools in communitydevelopment. (Judi Elliott)

Major Urban Education projects include work with the DenverPublic Schools to support school improvement efforts throughcollaborative decision making. In Kansas City, McREL is providingtechnical assistance to the school district's Redesigning Chapter IInitiative. In St. Louis, McREL is providing support to the district'sCommunity Schools program. (Fran Mayeski, Loyce Caruthers, andTom Barlow)

The mis ton of McREL's High Plains Consortium forMathernstics and Science (HPC) is to promote and supportsystem' form in mathematics and science education in theseven-state region. The HPC networks with all collaboratingorganizations through electronic and other means to identify anddissemin-' ,:xemplary materials, teaching methods, andassessments across state and regional boundaries as well as to thenational clearinghouse. The Consortium works with variousinterested groups, including a 23-member Advisory Committeerepresenting educational constituencies from all seven states, tocoordinate and enhance services to school districts, designmathematics and science curriculum frameworks that reflect worldclass standards, develop assessment tools, and provide professionaldevelopment. (John Sutton)

OERI Institutional LiaisonBeverly Coleman202-219-2280

12BEST COPY AVAILABLE

North Central Regional Educational Laboratory (NCREL)

Address 1900 Spring Road, Suite 300Oak Brook, Illinois 60521708-571-4700Fax 708-571-4716

Executive Director Jeri Nowakowski

Deputy Director Beverly J. Walker

Board Chair Suellen ReedDirectorIndiana Department of Education

Region Served Minnesota, Wisconsin, Iowa, Illinois,Michigan, Indiana, and Ohio

NCREL assists education professionals to support schoolrestructuring to promote learning for all students, especially thoseat risk of academic failure. NCREL's work is guided by a focus oncomprehensive and systemic school restructuring that is researchbased and learner centered. School developmentthe processthrough which schools restructure and build capacity to grow ineffectiveness and meet students' needsis the major emphasis.

NCREL disseminates information about effective programs,develops educational products, holds conferences, providestechnical assistance, and conducts research and evaluation. NCRELhas a strong focus on telecommunications technology. In additionto conventional print publications, NCREL uses computernetworks, videoconferencing via satellite, and video and audioformats to reach its diverse audiences.

NCREL weaves these emphases through the following sixsubstantive areas:

Curriculum, Instruction, and Assessment. Major projectsinclude "Schools That Work: The Res -arch Advantage," a series ofvideoconferences with supporting print materials; the SatelliteSchools Project, in which activities focus on reconnecting studentsat risk to meaningful learning opportunities; the ProfessionalDevelopment Library, consisting of print and video teacher andadministrator materials; and the Testing and Assessment Network,a group consisting of the testing and assessment directors from theseven states. (Randy Knuth)

Early Childhood and Family Education. NCREL supports aregional Early Childhood Advisory Council; functions as aclearinghouse for Early Childhood and Family Education research,training, and informational resources; and provides technicalassistance in related areas. (Linda G. Kunesh)

Rural Education. Major projects include the Rural SchoolsAction Project that assists clusters of rural schools in each of theseven states to adapt and apply strategies from the award-winningWisconsin Rural Reading Improvement Project; Project Accessthat provides rural educators with research-based educationalinformation and strategies through a network of ruraldissemination partnerships; and the State Technology Planning andPolicy Project that examines and reports on issues of technologyand rural education. (Joseph D'Amico)

Urban Education. Major projects include the Urban EducationNetwork, an urban school improvement network; the UrbanSchools Action Project that networks 15 schools restructuring toimprove student academic achievement; the Urban TechnologyStudy that examines the use of different technology-basedprograms; the Urban Principal's Leadership Academy that providesinformation and strategies on how principals can be effectiveschool leaders; and the project on School Leadership in aMulticultural Society that ident:fies leadership behaviors associatedwith effective multicultural schools and develops a trainingprogram for principals. (Lynn Stinnette)

Regional Policy Information Center (RPIC). RPIC's mission isto respond to requests for policy information and initiate policystudies that are specific to member states or can be generalized tothe region. RPIC also experiments with new technology todisseminate policy information. NCREL's policy assistance work,mostly in the form of state policy seminars and policy publications,is part of the RPIC effort. (Deanna Durrett)

Midwest Consortium for Mathematics and ScienceEducation. This Consortium is working to advance systemicreform in mathematics and science for all students by creatingstronger infrastructures for knowledge sharing and professionaldevelopment. One strategy is to build collaboradves, networks, andpartnerships that will accelerate the use of research-basedknowledge, promising practices, and exemplary materials. TheConsortium also provides or cosponsors professionaldevelopment; models innovative and high-quality uses oftechnology in mathematics and science education; and integratesreform initiatives with efforts in other areas, both inside andoutside the Laboratory. (Gilbert Valdez)

OERI Institutional LiaisonMary Campbell202-219-2130

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Northwest Regional Educational Laboratory (NWREL)

Address

Executive Director

Deputy ExecutiveDirector

Board Chair

Region Served

101 SW Main Street, Suite 500Portland, Oregon 97204-3212503-275-9500Fax 503-275-9489

Robert R. Rath

Ethel Simon-McWilliams

Barney C. ParkerSuperintendent of SchoolsThe Independent School District

of Boise City, Idaho

Alaska, Idaho, Montana, Oregon,and Washington

The Northwest Regional Educational Laboratory (NWREL) hasbeen the regional laboratory in the Northwest for the past 28 years.NWREL defines its mission as helping others improve outcomesfor children, youth, and adults by providing research anddevelopment assistance to schools and communities in providingequitable, high-quality educational programs.

NWREL programs include the following:

Rural Education focuses on ensuring rural students haveaccess to a quality education that achieves community-valuedoutcomes. (Steve Nelson)

Child, Family, and Community assists leaders in education,government, business, and human services to improve servicesto children and families. (Helen Nissani)

School; Community, and Professional Development assistslocal practitioners in using research-based effective practicesand goal-based leadership activities in their efforts to makeschools and school districts better with a focus on connectingthe performance of teachers and administrators to improvedschool performance. (Bob Ellum)

Indian Education works with schools having significantnumbers of Native American students to be more effective inmeeting their educational needs. (Patrick Weasel Head)

Education and Work, with tht. help of the private sector, aimsto improve career development and occupational trainingexperiences for students at risk of unemployment,.(Larry McClure)

Science and Mathematics Education assists educationalagencies through the Northwest Consortium of Math andScience Teaching and other means in planning andimplementing sound, innovative practices to enhance learningoutcomes in science and mathematics education. (Rob Larson)

Center for National Origin, Race, and Sex Equity p:ovides(mining and technical assistance to assist in securing equality ofopportunity. (Ethel Simon-McWilliams)

Evaluation and Assessment aims to achieve better assessmentof student outcomes and more effective use of assessment andevaluation information by schools. (Dean Arrasmith)

Literacy, Language, and Communications assists agenciesand groups with improving their communication capabilitiesand programs. (Steve Reder)

Technology assists educational agencies in identifying andutilizing effective applications of technology for instruction andadministration. (Don Holznagel)

Drug-Free Schools and Communities provides training andtechnical assistance to state and local education agencies to plan,implement, and evaluate comprehensive programs to preventand eliminate alcohol and drug abuse. (Judy Johnson)

Planning and Service Coordination provides coordinationfor internal programs, regional goals and activities, and nationalcollaboration. (Rex Hagans)

OERI Institutional LiaisonJohn Coulson202-219-2133

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Pacific Region Educational Laboratory (PREL)

Address

Executive Director

Deputy Director

Board Chair

Region Served

828 Fort Street Mall, Suite 500Honolulu, Hawaii 96813808-533-6000Fax 808-533-7599

John W. Kofel

Rita Hocog Inos

Steve UmetaroDirector of theBureau of Public SchoolsMinistry of EducationRepublic of Palau

American Samoa, Commonwealth ofthe Northern Mariana Islands,Federated States of Micronesia, Guam,Hawaii, Republic of theMarshall Islands, and Republic of Palau.

The mission of the Pacific Region Educational Laboratory (PREL)is to assist education, government, community agencies, business,and labor in maintaining cuitural literacy and improving quality andequality in educational., rams and processes. To carry out itsmission, PREL has defined five program areas and seventeenspecific projects.

Educational Policy and Leadership. Major changes inautonomy and governance of departments of education are takingplace throughout the Pacific region. In most of the region, Boardsof Education, as formal policy-making bodies, are in the earlystages of development, while in Hawaii the issues ofdecentralization and school site-based management are in evidence.PREL provides training and technical assistance in the region toincrease awareness, understanding, and capacity for the role ofgovernance and policy making on the part of Boards of Educat;onthroughout the region. BecauSe most of the region's keypolicymakers also serve on the PREL Board of Directors, thisBoard provides a useful setting for working on regional policyissues, both in terms of specific content issues and for the purposeof developing improved policy making skills on the part of Boardmembers. PREL focuses such work on policy for rural and at-riskyouth. To inform policy making on these and other issues, PRELconducted a study of school finance and facilities in the Pacificregion. Further policy-relevant information was developed andshared through PREL's participation in national symposia activitieson early childhood education. (John W. Kofel)

Schooling for Excellence. The largest set of program activitiesoccur in this area. PREL continues to work with small groups ofeducation professionals in each regional entity, developing theapplied research skills of these research and deveit,pment groups.The Laboratory sponsors the dissemination of a schoolimprovement program based on the effective schools research. Anannual conference on education in the Pacific region is convenedduring which educators exchange information about schoolimprovement programs and practices. Five other programs in thisarea are aimed at helping to improve schooling in some directmanner. (Karen Y. Aka)

Evaluation and Assessment. This activity focuses on trainingPacific educators to develop and use effective, high-qualityassessment instruments and procedures to improve measurementof student performance outcomes. (Alice Kawakami)

Partners in Education. This program area has three components.The first part concentrates on developing the capacity to buildeffective partnerships between schools and parents, schools andbusinesses, and schools and the community, as well as otherpartnership relationships. A second part aims to support theapplication of the newly developed capacity to build partnershipsthrough staff training and technical assistance to schools anddistricts. The third component, an applied research project,examines and tries to help improve conditions surrounding thetransition from home to school for young children. The goal is tcinvolve families, public agencies, and community organizations inpartnerships that encourage greater teacher-parent-schoolcooperation. (Karen Y. Aka)

Institutional Development and Support. There are two projectsin this area. One involves building capacity in the Pacific byproviding professional opportunities for educators selected by aregionwide nomination system to participate in an "on-loan"program. The second project centers on dissemination of appliedR&D materials throughout the region. (John W. Kofel)

Eisenhower Regional Mathematics and Science Consortium.The Eisenhower Regional Consortium assists Pacific educators inachieving their vision for the future of their island communitiesand their children to be scientifically and mathematically literateand capable. The consortium supports professional developmentfor mathematics and science teachers, leadership development, andbetter access to high-quality mathematics and science materials andresources for their students. (Rick Davis)

OERI Institutional LiaisonJoseph Wilkes202-219-2186

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Regional Laboratory for Educational Improw ment of the Northeast and Islands (NE/I)

Addre6a

Executive Director

Associate Directors

Director of Programs

Director ofCommunications

Board Chair

Region Served

300 Brickstone Square, Suite 900Andover, Massachusetts 01810508-470-0098Fax ,08-475-9220

Glen Harvey (Acting)

Michael Mayo

Jan Phlegar

Janet Angelis

Susan S. EllisProgram Administrator

for Staff Development/PlanningGreenwich Public Schools, Connecticut

Connecticut, Maine, Massachusetts,New Hampshire, New York,Rhode Island, Vermont, Puerto Rico,and the Virgin Islands

The mission of the Regional Laboratory for EducationalImprovement of the Northeast and Islands is to achieveeducational improvement by linking schools and classrooms in theNortheast and Islands region with R&D and validated craftknowledge, complementing and multiplying the activities andaccomplishments of existing organizations. The work of theLaboratory is driven by the priorities and contextual realities of theregion and a strong consensus that comprehensive, systemicapproaches to educational reform must characterize programmaticefforts. The theme that guides the Laboratory is "Making SchoolsWork for the Success of All Stude.nts." Within this theme, theLaboratory provides leadership and support for transformation ofeducational systems throughout the region.

The Laboratory works to support the efforts of organizations andindividuals at a wide range of levels in the system by pursuingactivities in partnerships with them and by fostering theengagement of the critical mass of citizens necessary to realize whatthe Laboratory refers to as a "regional renaissance"a paradigmshift among educators and the public about the ways and means ofschooling.

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The following interrelated initiatives constitute the core of theLaboratory's program work:

Designing Schools for Enhanced Learning is a multi-phasedtechnical assistance and action research initiative to promotelearner-focused transformation of education systems. The effortconcentrates on both rural and urban school districts with largenumbers of at-risk youth and includes a collaborative actionresearch component in which the Laboratory is engaged in acomprehensive redesigning efforts. Two additional featuresinclude a Regional Consortium (technical assistance for thoseengaged in transformation efforts across the region) and aknowledge-building and dissemination component (developingproducts and processes useful to schools as they work towardmeaningful change). (Sharon Rallis)

The Northeast Common Market is an initiative that builds onthe Laboratory's past policy work on the issue of teacher supplyand demand that resulted in the nation's first regional credentialfor certifying educators. Three additional areas are underway: aregional mentor teacher training program, a regional credentialfor special educators, and a visionary set of regional standardsand credentials for administrators that is being complementedby an assessment and a framework for program developrnentfor administrators seeking to qualify for the credential.(Anne Newton)

Information Services is designed to make R&D availablethrough information-based services and products. Its focus ison the identification, organization, analysis, and disseminationof regionally relevant information. Coordinating with theLaboratory's Communications Division, Information Servicescombines the activities of the Linkers Team, ManagementInformation Systems, Resource Center, Telecommunications,Local Area Computer Network Administration, and VideoProduction. (Marilyn Rauth and Jeff Sun)

In addition, the Laboratory participates with each of the other nineregional educational laboratories in a varied set of cross-institutioncollaborations. For example, the Laboratory Network Programfeatures initiatives currently targeted to mathematics and scienceeducation reform, the expansion of public access to information,and the ongoing development of the national system as a whole.The Laboratory also co- direcs the Northeast's Dwight D.Eisenhower Regional Consortium initiative, the Regional Alliancefor Mathematics and Science Education Reform, with the CollegeBoard. (Eileen Ferrance)

OERI Institutional LiaisonLynn Spencer202-219-2179

Research for Better Schools, Inc. (RBS)

Address 444 North Third StreetPhiladelphia, Pennsylvania19123-4107215-574-9300Fax 215-574-0133

Executive Director John E. Hopkins

Deputy ExecutiveDirector John A. Connolly

Board Chair Dr. Robert GabrysAssistant State Superintendent

for School PerformanceMaryland State Department

of Education

Region Served Delaware, Maryland, New Jersey,Pennsylvania, and the Districtof Columbia

RBS has operated as the regional laboratory in this region for thepast 26 years. Over the years the mission of the laboratory hasshifted from a focus on schc.)1 improvement to a primaryemphasis on school reform, with the goal of restructuringelementary and secondary education to make it more compatiblewith the needs of at-risk students in the region. The RBS programencompasses four major strands. RBS also operates theMid-Atlantic Consortium for Math and Science.

Through the State Assistance project, RBS staff work with statedepartment of education staff on a negotiated set of technicalassistance activities. Examples of negotiated agreements includeassistance to Maryland on the design of a statewide program toimprove school performance, assistance to Pennsylvania andDelaware in the implementation and monitoring of Chapter Ischoolwide projects, and assistance to New Jersey in improvingeducational programs offered at-risk students in high-need urbandistricts of the state. (Richard A. McCann)

Under the auspices of the Urban Education project, RBS hasdeveloped a network called the Mid-Atlantic MetropolitanCouncil (MAMC), composed of superintendents of the largestschool districts in the region through which the Laboratory alsonegotiates agreements to provide various kinds of assistance. RBSis providing support to school reform agendas in Baltimore,Newark, Philadelphia, Pittsburgh, and Washington, DC.Assistance is provided through a framework for decision making

developed by RBS staff that focuses on instructional improvementand organizational development for urban schools and students.RBS is also providing intensive services to several other urbandistricts scattered throughout the region, including Camden, NJand Chester-Upland, PA. (Belinda Williams)

The Applied Research project is studying restructuring activitiesin the region with a view to better understanding state Ind localpolicies that support or interfere with such efforts. In this regardthe Applied Research work focuses on three themes: localimplementation of restructuring initiatives through studies of fourMaryland middle schools engaged in significant reforms, the rolethat assessment plays in restructuring through case studies ofseveral district school efforts to rethink how they assess studentand system progress; and the relationship that state policy plays inrestructuring through studies of the conditions under whichtop-down policies facilitate or impede local restructuring efforts.(H. Dickson Corbett and Bruce Wilson)

Through the Rural Education project, RBS has established RuralAssistance Councils (RACs) in each state whose purpose is todevelop increased capacity for rural school redesign and reform.Reform issues currently being emphasized include familyinvolvement and services integration. In response to requestsfrom educators in rural school districts in each of the fourMid-Atlantic states, RBS is providing technical assistance toseveral rural schools that are in the process of restructuring.(John Connolly)

The RBS Mid-Atlantic Eisenhower Consortium forMathematics and Science Education is a partnership betweenthe Consortium and other key agencies in the region whose goal isto help reform mathematics and science education. TheMid-Atlantic Consortium has established teams representing keymathematics and science interests in each state and the District ofColumbia to help in the development and implementation offrameworks, standards, and assessments. The Consortium is alsoidentifying, evaluating, and disseminating exemplary mathematicsand science instructional materials and designing and sponsoringintensive professional development opportunities in each state.(Keith Kershner)

OEM Institutional LiaisonSusan K. Talley202-219-2129

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Southeastern Regional Vision for Education (SERVE)

Addresses

Executive Director

Deputy ExecutiveDirector, Florida

Deputy ExecutiveDirector, Mississippi

Needs Assessment andProgram Evaluation

Operations

Headquarters Greensboro, NCPO Box 5367Greensboro, NC 27435910-334-3211,800-755-3277Fax 910-334-3268201 Ferguson Building, UNCGGreensboro, NC 27412

Tallahassee, Florida Office345 South Magnolia Drive, D23Tallahassee, FL 32301-2950904-922-2300,800-352-6001800-352-3747Clearinghouse Fax 904-922-2286Math and Science Consortium800-854-0476,904-922-8522

Atlanta, Georgia Office41 Marietta Street NW, 1000Atlanta, GA 30303404-577-7737,800-659-3204800-487-7605 (Computer Line)Fax 404-5e/7-7812

Cleveland, Mississippi OfficeDelta State UniversityPO Box 3183Cleveland, MS 38733601-846-4384,800-326-4548Fax 601-846-4402

Columbia, South Carolina OfficeSouth Carolina Department of

Education1008 Rutledge Building1429 Senate StreetColumbia, SC 29201803-734-4110Fax 803-734-3389

Montgomery, i.dabama OfficeAlabama Department of Education50 North Ripley Street5114 Gordon Persons BuildingMontgomery, AL 36130205-242-9758Fax 205-242-9708

Roy H. Forbes

Betty Fry

Gene Sikora

Jerry Natkin

Elliot Wolf

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Board Chair Dr. Lloyd "Vic" HackleyChancellor,Fayetteville State UniversityFayetteville, North Carolina

Region Served Alabama, Florida, Georgia, Mississippi,North Carolina, and South Carolina

SERVE's mission is to provide leadership, support, and researchto assist state and local efforts in improving student educationaloutcomes :n the Southeast region. A special emphasis is placed onefforts designed to improve educational opportunities for at-riskstudents and students who live in rural areas.

Each year, SERVE focuses on one of the national goals:

Year One [FY 91 -92) Improve mathematics and scienceachievement

Year Two [FY 92-93]Provide safe, disciplined, drug-freeschools

Year Three [FY 93-94]Increase the _illation rate

Year Four [FY 94-95]Improve student achievement andcitizenship

Year Five [FY 95-961Expand literacy and lifelong learning

SERVE offers a wide range of services and activities to promoteand sustain effective solutions for the most pressingeducation-related problems facing the region. Services, designedto respond to identified needs, include the following:

Regional. Clearinghouse for Education. SERVE providesinformation retrieval search services, a clearinghouse of expertsand technical assistance to education stakeholders in theregion. (Elizabeth Clark)

Field Services. Laboratory staff at field offices in Florida,Georgia, Mississippi, and North Carolina are proactive incontacting local school systems. Field representatives respondto local needs and identify and document exemplary programs.(Deborah Childs-Bowen)

Producing and Disseminating Usable Research. SERVEsynthesizes research on priority issues in education through aseries of booklets entitled Hot Topics: Usable Research. The HotTopics publications are practical, jargon-free guides toimproving education and are distributed regionwide as well asto others upon request. (Betty Fry)

Sharing Success. SERVE identifies and publicizes exemplarylocal, state, and regional educational programs through theSharing Success program. In addition, individuals withoutstanding performance and track records in education areidentified and their efforts publicized. (Betty Fry)

Improving Policymaking at All Levels. The Laboratoryconducts analyses of key issues and works with policymakersand staff to share information and improve educational policyand legislation. (Jan Crotts)

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On-Line Information System. The Laboratory provides clientnetworking, information., and response services as well asinformation about SERVE products and activities through itson-line information system, SERVE-Line. (Mark Wayne-Hart)

Regionwide Communication. All laboratory products aremade available regionwide in both print and electronic form.SERVE uses the latest telecommunications technology,including interactive videoconferences, to reach every corner ofthe Southeast. Games Globe)

SERVE acts as a catalyst for collaborative efforts with individuals,agencies, and organizations in the region. These efforts aredesigned to enhance education services through coordinating theresources and efforts of collaborating participants.

Preschool-to-School Transition. The Laboratory maintains anetwork and provides technic:11 assistance in improving linkagesbetween preschool education and elementary school.(Nancy Livesay)

The Delta Project. SERVE is working collaboratively withAEL and McREL in a multistate effort to address the chroniceducational needs related to persistent poverty in selected ruralschools and communities in Alabama, Mississippi, Missouri, andTennessee. The SERVE Delta Project is affiliated with DeltaState University in Cleveland, Mississippi. The project goals areto improve the educational opportunities for students,particularly in the areas of mathematics and science and torefocus the resources of the school and the process of schoolingso that they contribute more directly to communitydevelopment. (Gene Sikora)

SERVE conducts a variety of applied research and developmentprojects to meet regional needs. (Wendy McClaskey).

Research and development projects utilize the resources andexpertise of consortium members, and initial efforts include thefollowing:

Improving compensatory and remedial education in ruralschools.

Studying work-force preparedness efforts in public schoolsecondary education.

Developing and field-testing a rural schoolbusiness partnershipmodel and network.

Developing site-based accountability modelslocal measuresof success.

Identifying state-level policies, regulations, and statutory barriersto school restructuring and successful intervention strategieswith a special emphasis on rural school systems.

Determining the impact of videoconferences on educators inrural areas.

Developing model school and school improvement planningprocedures.

SERVE Mathematics and Science Consortium promotessystemic mathematics and science reform in the six-state region. Incollaboration with other stakeholders in the region, this federallyfunded cone tium works to expand and enhance the teaching andlearning of mathematics and science by providing technicalassistance, linking and coordinating resources, utilizing technology,and disseminating information about successful practices. The goalof the consortium is to empower stakeholders in the Southeast toprovide quality mathematics and science programs for all students.The SERVE Mathematics and Science Consortium is part of theNational Network of Dwight D. Eisenhower Mathematics andScience Regional Consortia, which is made up of 10 regionalconsortia. (Francena Cummings)

OERI Institutional LiaisonDeborah Williams202-219-2204

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Southwest Educational Development Laboratory (SEDL)

Address 211 East Seventh StreetAustin, Texas 78701-3281512-476-6861Fax 512-476-2286

Executive Director. Preston C. Kronkosky

Board Chair

Region Served

The Honorable Jimmy D. LongState RepresentativeNatchitoches, Louisiana

Arkansas, Louisiana, New Mexico,Oklahoma, and Texas

SEDL has defined its mission as a program of services that willchallenge, enrich, and support educational systems in providingquality educr don for all learners, enabling them to lead productiveand fulfilling lives in an ever-changing, increasingly interconnectedworld. SEDL offers six major goals to support its mission.

Promoting effective home, school, and communityconnections that foster the success of at-risk students.SEDL conducts studies focusing on issues related to formingeffective collaborative programs among home, school, andcommunity partners that improve educational outcomes forat-risk children ages 3 to 8. As part of this activity, SEDL willwork with selected school sites to implement programsreflecting the known characteristics of effective programs.(David L. Williams, Jr.)

Improving the transition of children from early childhoodprograms to early elementary school, especially thosestudents considered at risk. SEDL has identified promisingpractices and approaches used in the transition of children fromearly childhood programs to early elementary schoolappropriate for children in the Southwest region. Technicalassistance is being provided to selected local and state educationagencies using a clustering of "veteran" or "mentoring" siteswith new "adopter" sites that are seeking to replicate programsused by the veteran partner. This clustering approach has beenused successfully by SEDL in its Follow-Throughdemonstration and dissemination efforts. (David L, Williams, Jr.)

Promoting leadership and facilitating change amongeducation professionals to foster systems and schools thatare structured to increase achievement for all students,especially those at risk. SEDL is conducting an appliedresearch study to document, identify, and examine thedevelopment of school improvement interventions for at-riskstudents. Special attention will be paid to contextual factors. Anhistorical, descriptive study of selected school sites' experienceswith interventions for at-risk students will also be conducted.SEDL will develop and deliver training in leadership skills formanaging the change process that is based on the characteristicsidentified in these studies. (Deborah V. Jolly)

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Ensuring that state-level policy is informed by researchand best practice, especially regarding effectiveapproaches for ensuring the success of at-risk students.SEDL is conducting several studies intended to helppolicyrnakers incorporate information in their decision makingin ways that make for better informed policy decisions.(David A. Wilson)

Promoting the success of rural, small schools, especiallyfor at-risk student. SEDL has conducted a study to identifythe characteristics of rural, at-risk students in the Southwestregion and to identify and study effective programs servingthose students. SEDL will also describe and encourage the useof small rural school improvement efforts that employ distancelearning and interactive technologies, especially for at-riskstudents. (Deborah V. Jolly)

Improving opportunities for all students, especially thoseat risk, to succeed in school mathematics and science.Through its Strengthening Science Partnerships Project, SEDLis fostering school-community partnerships that improvestudents' interest and achievement in science. The project helpsschools and community partners use local resources as effectiveinstructional tools. The project works with both schools andsuch partners as museums, technology and nature centers, zoos,aquaria, national science laboratories, associations, communityorganizations, and businesses. (Wesley A. Hoover)

The Minority Internship Program provides to minority doctoralstudents 1 year of professional experience at the Laboratory. TheLaboratory staff are enriched from the minority perspective, and apool of candidates for future Laboratory employment is produced.(David L Williams, Jr.)

Eisenhower ConsortiumSouthwest Consortium for theImprovement of Mathematics and Science Teaching( SCIMAST). The purpose is to help assure that all students in theregion have access to world-class mathematics and scienceinstruction by supporting, strengthening, and extending each state'sreform initiatives. SCIMAST addresses systematic change. Theyplace teachers at the center of change efforts; they provideintensive staff development and implementation support. They alsoinclude tools and training to promote equity and assureresponsiveness to the needs of at-risk students. The consortiumlaunched the Professional Development Minigrants Program,which provides funds and technical assistance to 15 projectsengaged in teacher training. They have hosted regional forums,developed "landscape papers," conducted severaltraining-of-trainer workshops that model effective staffdevelopment, and produced a range of materials designed tosupport systemic reform. SCIMAST also focuses strongly oninformation gathering and dissemination to be coordinated withother regional consortia and the Eisenhower NationalClearinghouse for Mathematics and Science Education.(Wesley A. Hoover)

OERI Institutional LiaisonRichard A. Lallmang202-219.-2274

2I1

United StatesDepartment of Education

Washington, DC 20208-5644

Official Business

Postage and Fees PaidU.S. Department of Education

Permit No. G-17

Penalty for Private Use, $300 Third Class

PIP 94-1104

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