IEA Newsletter for Wednesday, July 25, 2007

Welcome to the Institute for Education and the Arts’ weekly newsletter for July 25, 2007. The newsletter is published each Wednesday morning to the IEA listserv and is archived here on the IEA blog.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
HOW HAS THE IEA NEWSLETTER HELPED YOU?
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

“I found out about the Best Buy Teach Awards last fall through the IEA Newsletter. I applied, and my school was a winner.”

~Kristin Fontichiaro, Media Specialist

(Scroll down to read this year’s announcement.)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
REVISITING PAST REPORTS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

GAINING THE ARTS ADVANTAGE:
LESSONS FROM SCHOOL DISTRICTS THAT VALUE EDUCATION
Arts Education Partnership, 1999
“This report features case studies and profiles of 91 school districts throughout the United States that are recognized for offering arts education throughout their schools. It identifies the critical factors that must be in place to implement and sustain comprehensive arts education and stresses the essential role of community involvement and partnerships.”
Download the report as a PDF>>
Read the 2000 follow-up report>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
ARTS VIDEOS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

ARTS VIDEOS ONLINE
Artsjournal.com
Visit Arts Journal’s Web site for videos related to the arts and arts eduaction. Sample videos include those by Larry Lessig, Ken Robinson, and NEA Chair Dana Gioia.
View videos>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
ARTS AS CORE CURRICULUM
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

SOME PUSH FOR ARTS IN CORE CURRICULUM
April Simpson, Boston Globe, 7/1/07
“Arts advocates are pushing the [Massachusetts] Department of Education to make arts education a bigger part of recommended high school graduation requirements, which list music, art, and related subjects as electives. The state, for the first time, has been drawing up a list of courses it would like all high schools to require, at a minimum, though the final decision remains with the school systems. Most high schools generally do not require art and music for graduation, but art groups say they want schools to be forced to require more arts. Otherwise, the arts will be cut even further in financially strapped schools, the advocates say. State officials say they're not limiting what schools can offer, but are proposing basic requirements.”
Read more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
“MINDFULNESS TRAINING” IN SCHOOLS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

MINDFUL KIDS, PEACEFUL SCHOOLS
Jill Suttie, Greater Good, Summer 2007
“At Toluca Lake elementary school in Los Angeles, a cyclone fence encloses the asphalt blacktop, which is teeming with kids … When the bell rings, they reluctantly stop and head back to their classrooms—except for Daniel Murphy’s second grade class. Murphy’s students file into the school auditorium, each carrying a round blue pillow decorated with white stars. They enter giggling and chatting, but soon they are seated in a circle on their cushions, eyes closed, quiet and concentrating. Two teachers give the children instructions on how to pay attention to their breathing, telling them to notice the rise and fall of their bellies and chests, the passage of air in and out of their noses …The teachers lead the children through 45 minutes of exercises focused on breathing, listening, movement, and reflection … Toluca Lake is one of a growing number of schools that are using “mindfulness trainings’ in an effort to combat increasing levels of anxiety, social conflict, and attention disorder among children … According to mindfulness educator Susan Kaiser, bringing this practice into schools is ‘really about teaching kids how to be in a state of attention, where they can perceive thoughts, physical sensations, and emotions without judgment and with curiosity and an open state of mind.’”
Read more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
RETHINKING “WHOLE MATH” WITH A MUSIC ANALOGY
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

MUSIC-MATH ANALOGY
Nakonia (Niki) Hayes, Columnist, Ednews.org, 7/19/07
“Suppose your child had to learn to play a musical instrument by ear. There would be no focus on the symbols of music, sounds of specific notes, practicing of scales, learning classical pieces, or even learning some standard tunes (‘Chop Sticks’) from which creative ‘extensions’ could be made . . . Students who needed to learn by the old-fashioned methods, such as studying music symbols, their related sounds, and repetitive practice would need extra tutoring. Supplemental materials might be allowed that taught some ‘basic skills,’ but the bigger picture to learning music, or the conceptual approach, must be maintained . . . Schools of education that train teachers would insist this ‘discovery’ method of learning music is progressive and provides social justice for girls and students of color in the music profession. They would base much of their beliefs on a few education researchers in the 1970s who had concluded that inductive and intuitive methods--those that focus on process rather than product--were needed by these two ‘subgroups.’ Now substitute ‘mathematics’ for ‘music’ and you have a picture of what has been happening in American mathematics education for the past 40 years. ‘Whole math,’ based on conceptual, intuitive, process-based thinking has replaced traditional mathematics education . . . Algorithms, symbolic manipulation, and basic skills are no longer mastered in elementary mathematics—and therefore in high school classes—because those represent the traditional, classical education formerly reserved only for white males, according to the leaders of ‘reform mathematics.’ The traditional program represents ‘drill and kill,’ they say. Traditionalists say the program offers ‘drill and skill,’ as well as mastery of concepts.”
Read more of this column>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
ON THE AIR
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

JAMES JAMES AUDOBON: DRAWN FROM NATURE
**Tonight!**
PBS stations, Wednesday, July 25, 9pm (check local listings)
“John James Audubon - whose name became synonymous with American conservation - killed thousands of birds during his quest to create Birds of America, the largest and most beautiful book of the 19th century. Audubon was at once entrepreneur, artist, scientist, husband, father, legend - and walking contradiction. Born in what is now Haiti, the illegitimate son of a French plantation owner and his mistress, Audubon ultimately became the quintessential American pioneer. On the frontier, he played the debonair European. In the drawing rooms of Europe, he acted the part of wild woodsman. Although faithful to his long-suffering wife, he nonetheless wrote her lengthy letters bursting with details of his encounters with other women. Jailed once for bankruptcy, he went on to dine at the White House. The self-taught artist and self-made man was praised by royalty, shunned by his in-laws and blackballed by the Philadelphia Academy of Natural Sciences. AMERICAN MASTERS John James Audubon: Drawn from Nature details Audubon's epic adventures while capturing the full-scale beauty of his definitive book.”
Learn more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
GRANTS, FUNDING, CONTESTS, AND AWARDS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

LEGO CHILDREN’S FUND GRANTS FOR CONSTRUCTIVE PLAY
LEGO Group
Deadlines: Quarterly; next deadlines 8/1/07 and 11/1/07
“The LEGO Group is committed to helping children develop their creativity and learning skills through constructive play. The LEGO Children's Fund extends this commitment to local and national organizations that support innovative projects and programming to cultivate and celebrate a child's exploration of personal creativity and creative problem-solving in all forms. Our goal is to prepare the next generation - the builders of tomorrow - for a lifetime of creative learning and innovative thinking.” Funds are targeted to “local and national communities, organizations and groups who cater to children ages birth - 14, with special consideration for the following: groups that support disadvantaged children; groups that are supported by LEGO employee volunteers; special projects or programs designed to elevate a child's opportunities for exploring creativity; and organizations serving Connecticut and Western Massachusetts.”
Learn more>>

BEST BUY TEACH AWARDS FOR INTERACTIVE TECHNOLOGY
Best Buy stores
Deadline: 9/30/07
“At Best Buy we believe technology can excite and engage students, creating a more valuable educational experience. Through Best Buy Teach Awards we provide gift cards to schools so they can purchase technology for their students. Since 2004, the Best Buy Teach Award program has awarded nearly $14 million to over 5,000 K-12 schools. This year Best Buy will present awards to more than 1,500 schools: $2,000 Best Buy Teach Awards for up to 1,500 schools, $10,000 will be awarded to up to 50 schools, and $100,000 will be awarded to 8 school districts. K-12 public, private and parochial schools using interactive technology in classrooms are eligible to apply. Schools must be within 50 miles of a Best Buy store to apply. The 2008 Teach Award Winners will be announced on February 18, 2008.
Learn more>>

- ### -

IEA Newsletter for Wednesday, July 18, 2007

Welcome to the Institute for Education and the Arts’ weekly newsletter for July 18, 2007. The newsletter is published each Wednesday morning to the IEA listserv and is archived here on the IEA blog.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
REPORTS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

BEYOND THE BASICS: ACHIEVING A LIBERAL EDUCATION FOR ALL CHILDREN
Chester E. Finn, Jr., and Diane Ravitch, Thomas B. Fordham Institute, 7/11/07
“History offers many explanations for why people should acquire a broad, liberal-arts education … In the era of No Child Left Behind, however, liberal learning is on the defensive. Federal law mandates academic gains only in reading and math, and its sanctions and interventions are triggered only by failure to make gains in those two areas. States, school districts and individual educators have understandably responded by ramping up the time spent teaching those two sets of core skills and prepping students to take tests in them, to the detriment of ‘broad’ and ‘liberal’ and ‘arts.’ Recent months have brought yet another challenge to liberal learning, as well-meaning business leaders and policy makers, rightly concerned about American competitiveness, are pushing "STEM" (Science, Technology, Engineering, and Mathematics) training. Yet America's true competitive edge over the long haul is not its technical prowess but its creativity, its imagination, its inventiveness. And those attributes are best inculcated not by skill-drill but through liberal arts and sciences, liberally defined.”
Learn more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
SCHOOL FUNDING
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

SCHOOLS TURN TO PRIVATE DONORS
Zlati Meyer, Detroit Free Press, 7/5/07
“Mini-grants for additional supplies and trips are among the educational extras the Woodhaven-Brownstown School District may see in the coming months. After years of belt-tightening, the Downriver school system has found a way to secure cash: create a school foundation. By doing so, Woodhaven-Brownstown joins dozens of other Michigan school districts that have these nonprofits. Once limited to colleges and private schools, reliance on private donations has become part of the public K-12 experience, complete with gala fund-raisers and old-fashioned merchandise peddling. According to the National School Foundation Association's most recent data, $31.5 billion was donated to education nationwide to fund everything from playground overhauls to scholarship endowments.”
Read more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
NEW PUBLICATION
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

ENGAGING ART:
THE NEXT GREAT TRANSFORMATION OF AMERICA’S CULTURAL LIFE
Curb Center, Vanderbilt University, ISBN-13 9780415960427; ISBN-10 0415960428
Publisher: Routledge
“Engaging Art explores the many ways that Americans participate in the arts today—from museum attendance to music downloading. Commissioned by The Wallace Foundation and independently carried out by the Curb Center at Vanderbilt University, this volume is an attempt to address the question of how to better understand the changing landscape of cultural participation. By bringing the perspectives of multiple scholars and experts to the table, the volume offers a new framework for understanding the momentous changes to impact America's cultural life over the past fifty years. This volume offers suggestive glimpses into the character and consequence of a new engagement with old-fashioned participation in the arts. The authors in this volume hint at a bright future for art and citizen art making. They argue that if we center a new commitment to arts participation in everyday art making, creativity, and quality of life, we will not only restore the lifelong pleasure of homemade art, but will likely seed a new generation of enthusiasts who will support America’s signature nonprofit cultural institutions well into the future.”
Learn more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
ARTS UNDER THE BIG TOP
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

MINN. CIRCUS SCHOOL HELPS KIDS FLY HIGH
Amy Forliti, Associated Press/Washington Post, 7/7/07
“Zach Morgan sits on the edge of a plank nearly 40 feet in the air, terrified by what he's about to do. He has no safety net, just a specially rigged bungee rope looped around one wrist. But when he gets his cue, he'll count to three and step into space _ free-falling more than 20 feet until the rope catches, leaving him hanging by one hand. Morgan is among the advanced students at Circus Juventas, a performing arts circus school that teaches young people how to tumble and twist through the air, while also learning the self-confidence, discipline and teamwork required to do amazing high-flying tricks.”
Read more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
CHILDREN’S LANGUAGE ACQUISITION
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

NAP TIME AND PLAYTIME AND TIME TO LEARN FARSI
Delphine Schrank, Washington Post, 6/24/07
“At 2 years old, Lanah Boissy has perfected the art of linguistic one-upmanship. Perched in a highchair at dinnertime in Sterling, she will say something in Farsi, wait for a look of bafflement from her Senegal-born parents and dissolve into giggles when they are forced to ask if she would please translate into English or their native French. In Ashburn, Cenna Cripe, 21 months, will pucker up on cue, but only if her English-speaking mother, Christie, says "hati bossa" -- an Arabic request for a kiss. And in Annandale, Sasha Geisinger, 2, disappointed her mother somewhat when one of the first words out of her mouth was "dudu." Then Narra Geisinger learned that Sasha was using the Urdu word for milk. Children such as these in the polyglot Washington region often surprise their parents with language feats learned in day care. The large number of foreign-born care providers in the area enables many parents to kick-start their children's knowledge of a second or even a third language from among a growing babel that includes Arabic, Farsi, Urdu, Pashto, Hindi and Amharic, in addition to French and Spanish. It's a mutually beneficial arrangement, providers and parents say. Some immigrant women find that running a day-care center offers steady income, allowing them to work at home while imparting their culture and language to young children.”
Read more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
NON-PROFIT BOARDS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

NONPROFIT GOVERNANCE IN THE UNITED STATES: FINDINGS ON PERFORMANCE AND ACCOUNTABILITY
Francie Ostrower, Urban Institute, 6/25/07
“Nonprofit boards are increasingly a focus of those interested in greater accountability and transparency, including policymakers, media, and the public. To help inform current policy debates and initiatives to strengthen nonprofit governance, in 2005 the Urban Institute conducted the first ever national representative survey of nonprofit governance, with over 5,100 participants. This report presents survey findings, discussing: relationships between public policy and governance, factors that promote or impede boards' performance of basic stewardship responsibilities, board composition and factors associated with board diversity, and recruitment processes, including the difficulty experienced by many nonprofits in finding members.”
Learn more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
GRANTS, FUNDING, CONTESTS, AND AWARDS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

SAMSUNG’S HOPE FOR EDUCATION GRANTS
Deadline: 7/22/07
Hope for Education will award up to $200,000 to reduce the technology gap in schools. Entrants write a 100-word essay on how technology and software will improve their school.
Learn more>>

2007 ROAD SCHOLAR EDUCATOR OF THE YEAR AWARDS
Road Scholar/Elderhostel
Deadline: 8/1/07
“Road Scholar is pleased to announce that experienced educators throughout the United States may apply … beginning on Jan. 1, 2007. Road Scholar will offer three awards: one $7,000 award; one $2,000 award, and one $1,000 award. Road Scholar is an initiative of Elderhostel, a leader in the field of lifelong learning and the world’s largest not-for-profit educational travel organization for older adults. Road Scholar is open to adults of all ages. The awards honor experienced educators by providing them with the opportunity to participate in Road Scholar educational adventures throughout the United States and around the world. Eligible applicants are active educators with at least 15 years of experience in K-12 education and include teachers, principals, superintendents, school librarians, school nurses and guidance counselors who are actively employed in their fields.”
Learn more>>

- ### -

IEA Newsletter for Wednesday, July 11, 2007

Welcome to the Institute for Education and the Arts’ weekly newsletter for July 11, 2007. The newsletter is published each Wednesday morning to the IEA listserv and archived here on the IEA blog.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
HOW HAS THE IEA NEWSLETTER HELPED YOU?
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Have you received a grant, gotten a job, changed your organization, or bettered your practice as a result of something you have seen in the IEA newsletter? Email the listserv editor at font [at] umich [dot] edu to share your story in an upcoming newsletter.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
REPORTS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

COMPARATIVE DATA FROM ARTS & ECONOMIC IMPACT STUDY
Americans for the Arts; posted to BusinessWire
“At a press conference at the Chicago Cultural Center, Americans for the Arts announced today the local and comparative results from its Arts & Economic Prosperity III, the most comprehensive economic impact study of the nonprofit arts and culture industry ever conducted in the United States. Data from 156 communities and regions, representing all 50 states, reveals that the nonprofit arts industry generates over one billion dollars of organization and audience expenditures in Chicago, the Greater Philadelphia area, San Francisco, and the Greater Washington, DC area. (The two largest U.S. cities, New York and Los Angeles, each with more than $1 billion in organizational expenditures, were excluded from this study to avoid inflating the national estimates.) Twenty-five regions participated in this study and the previous study five years ago. Comparative data from these communities show an average increase of: 58 percent in organization expenditures, 50 percent increase in audience expenditures, and 50 percent in overall economic activity. Four regions: Mesa, AZ, Miami-Dade, FL, Boise, ID, and Newark, NJ, had increases of over 100 percent in economic activity since the last study.”
Learn more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
THE ARTS AS CORE CURRICULUM
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

ARTS SKILLS ARE LIFE SKILLS
Jonathan Rappaport, Boston Globe Op-Ed, 6/12/07
“Recently, the Massachusetts Department of Education set about the important task of creating a recommended curriculum to increase student readiness for college work. The department should be commended for focusing on this important project, known as MassCore, but it is disturbing that the recommended core curriculum contains no arts component. There is much to like about MassCore. It adds rigor to many subjects and wisely includes foreign languages in the core curriculum. But it fails to recognize that areas such as dance, music, theater, and visual arts are far more than just add-ons to the school curriculum. The arts were part of the 1993 Massachusetts Education Reform Act's Common Core of Learning and it is well documented that they develop cognitive ability, analytical reasoning, and higher-order thinking skills, creativity, focus, and presentation skills.”
Read more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
IMPROVING LITERACY THROUGH ART
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

PHILADELPHIA SCHOOLS RECEIVE GRANT TO IMPROVE LITERACY WITH ART
Patricia Hawke, Literacy News , 6/10/2007
”The Philadelphia Schools and the Philadelphia Arts in Education Partnership (PAEP) established a good working history in 2006 with the successful "Artist in Residence Program." Through this initiative the Philadelphia Schools' Office of Creative and Performing Arts teamed with PAEP to place working artists in ten-day residencies in schools without art or music specialists. Artists and teachers worked together to integrate literacy and arts instruction for over 14,000 students in selected Philadelphia Schools. While the project participants claim success, a full report of the model will be available at the end of 2007. Apparently, the Department of Education has confidence in program. Philadelphia Schools will continue this successful model with a grant from the Department of Education to fund Art Bridges over the next four years. Art Bridges will provide 5 schools with onsite artists who will instruct students and collaborate with classroom teachers towards the goal of achieving state and local literacy goals.”
Read more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LEARNING THROUGH THE ARTS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

SCHOOLS TEACH THROUGH EXPERIENCE
Jerry Wofford, The Oklahoman, 6/8/07
“Susan Brewer’s third-grade class at Linwood Elementary School reads a story about a country, and then she takes her class there. ‘In my room when we read that story, we actually go visit that country in our social studies time and we learn stuff about the culture and the geography,” she said. This method of combining subjects and experiences is at the center of the Oklahoma A+ Schools program. The program, which began in Oklahoma in 2002, is adopted by schools as a ‘revolutionary’ way to teach state-required curriculum.”
Read more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
NEW BOOK
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

HEALING THE INNER CITY CHILD: CREATIVE ARTS THERAPIES WITH AT-RISK YOUTH
Edited by Vanessa A. Camilleri, 320 pp, Jessica Kingsley Publishers, 2007, $39.95
ISBN: 9781843108245
“Healing the Inner City Child presents a diverse collection of creative arts therapies approaches to meeting the specific mental health needs of inner city children, who are disproportionately likely to experience violence, crime and family pressures and are at risk of depression and behavioral disorders as a result. The contributors draw on their professional experience in school and community settings to describe a wide variety of suitable therapeutic interventions, including music, play and art therapy as well as psychodrama and dance/movement approaches, that enable children to deal with experiences of trauma, loss, abuse, and other risk factors that may affect their ability to reach their full academic and personal potentials. The contributors examine current research and psychoeducational trends and build a compelling case for the use of creative arts therapies with inner city populations. This book offers a comprehensive overview of arts-based interventions for anyone working to improve the lives of children growing up in inner city areas.”
Learn more>>

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
GRANTS, FUNDING, CONTESTS, AND AWARDS
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

METLIFE FOUNDATION COMMUNITY COLLEGE EXCELLENCE AWARD
Deadline: August 31, 2007
This award “celebrates and highlights the contributions of community colleges to helping underserved youth and adults succeed and advance in college and career. The award recognizes community colleges that, in different ways and in very different communities, make significant institutional commitments to helping first-time college-goers, new immigrants, working adults, welfare recipients, high school dropouts, and other populations with limited college experience and success prepare for further education or for a family-supporting career.” The maximum award is $30,000.
Learn more>>>

HEALTHY SPROUTS AWARDS FOR GARDENING PROGRAMS
National Gardening Association (NGA) and Gardener’s Supply
Deadline: October 15, 2007
“As a way to encourage the growth of health-focused youth gardens, NGA recognizes outstanding programs via the Healthy Sprouts Awards, sponsored by Gardener’s Supply. These awards support school and youth garden programs that teach about nutrition and the issue of hunger in the United States.” Maximum award: $500 gift certificate to Gardener’s Supply.
Learn more>>

- ### -