SouthernRegionalEducationBoard

Challenge to Leadin Challenging Tim
SREB gratefully acknowledges support from these sources:

Alfred P. Sloan FoundationCarnegie Foundation of New YorkCharles Stewart Mott FoundationCoca-Cola FoundationEdna McConnell Clark FoundationFund for the Improvement of Postsecondary Education, U.S. Department of EducationGeorgia Department of EducationThe Goldman Sachs FoundationIBMJoseph B. Whitehead FoundationLamar Plunkett FamilyNational Institutes of HealthNational Science FoundationProject Lead The WaySouthEastern Regional Vision for EducationThe Philadelphia Foundation — Wright-Hayre FundThe Stranahan FoundationU.S. Department of EducationWallace-Reader’s Digest Funds
ABOUT SREB

The Southern Regional Education Board is America’s first interstate

compact for education. SREB was created to provide specific services tomember states, to create ways to share resources, and to enable states toachieve together educational programs and improvements that would beimpossible or financially impractical for a single state.

Among SREB’s programs: 

■ The Regional Contract Program: the first such program to share 

graduate programs for health professionals among states.

■ The SREB State Data Exchange and the SREB Fact Book on Higher

Education: the longest-standing and most timely interstate higher education data reports in the nation. 

■ SREB Legislative Work Conference: the first annual forum for legislators on education issues facing states. The 2003 meeting marks the

52nd Legislative Work Conference. 

■ High Schools That Work: now in more than half the nation’s states, the

largest school improvement network in America. 

■ Educational Technology Cooperative: the largest and most productive

educational technology collaborative of state K-12 and postsecondaryeducation agencies in the United States.

■ The Electronic Campus: the nation’s most comprehensive distancelearning marketplace, with more than 300 colleges and universities 

offering 8,000 courses and 325 degree programs.

■ The Institute on Teaching and Mentoring: the nation’s largest gathering

of minority doctoral students, with the 10th and largest-yet Institutescheduled for 2003.

■ The HSTW Staff Development Conference: America’s largest annual

staff development program, serving 6,000 high school and middle grades staff. 

■ The Council on Collegiate Education for Nursing: the nation’s only

regional council on collegiate nursing education, with more than 500colleges served.

Created in 1948 by Southern states, the So

Board helps government and education leaders advance education and, in doing so, to improvlife of the region. SREB works to avoid fads anterm solutions that are more likely to produce state leaders build visions for education in theilyses of state actions with government and eduhelp them prepare for issues that lie ahead. 

SREB now deals with education at all level

through colleges and universities. Top policy-mset Goals for Education that are monitored anby SREB. These SREB Goals challenge schoolsities to pursue excellence. They also challenge support and oversight.

SREB provides a wealth of information. It 

database about education in all 16 SREB statedaily to requests from governors, legislators, edSREB-sponsored meetings enable policy-makeinformation within their states and across state range from the short and timely Legislative RepSREB Fact Book on Higher Education, which is 

SREB’s 16 member states are Alabama, Ark

Georgia, Kentucky, Louisiana, Maryland, MissOklahoma, South Carolina, Tennessee, Texas, SREB is governed by a board that consists of tstate and four other individuals from the statebe a state legislator and at least one an educatoby the governors for four-year staggered terms

SREB is supported by appropriations from 

by funds from foundations, businesses, and stacontracts.
2

GOVERNOR RONNIE MUSGROVE

Ronnie Musgrove, Mississippi’s 62nd governor, is chairman of the Southern Regional EducationBoard and believes passionately in education. As a two-term state senator in Mississippi, he chairedthe Education Committee. As lieutenant governor, he was chairman of the National Conference ofLieutenant Governors in 1998. In addition to chairing SREB, he heads the Southern StatesEnergy Board and the Southern Growth Policies Board

MESSAGE FROM THE CHAIRMAN

Education first. Put education first, and SREB states can lead the nation in educational prThat our states can lead the nation is more than the opening statement from SREB’s Goal

Education: Challenge to Lead. It is a realistic target. 

Look at our recent experience in Mississippi. We began the year with a feature article in T

Times about our success in placing an Internet-accessible computer in every public school clawere the first state in the nation to reach this goal. In the process, we achieved another first, I because students in schools across the state literally built hundreds of these computers. 

Like other states, Mississippi is experiencing budget problems as a result of the national re

In my State of the State address in January, I challenged our legislators to invest in education result, we passed our education budget as our first order of business, and we were the first stato pass its education budget. When I signed the historic budget bills in February, I commenteother states were cutting education, we had taken the bold step of putting our children and ofirst. We know that good schools attract good jobs, which build good communities. 

This is true for all 16 of our SREB states. But putting education first is not easy now — a

been easy when our states have led the nation in poverty rates and trailed in jobs and incometackling generation-sized problems. 
With prodding by SREB and hard work at home, we can see and feel

the progress even while we face nagging problems. More than 40 years ago,the first SREB goals commission challenged Southern leaders to “cast awayforever the traditional double standard” that caused the South to set lowerexpectations for itself. The South, SREB said then, must be “measuredagainst the same criteria of excellence which are applied everywhere.”

In 1988, SREB adopted tough goals to point the way to the national

education goals. SREB reports pointed the way to the goal of “closing thegaps” in today’s No Child Left Behind Act. Last year, SREB updated the1988 goals and challenged the region to lead the nation.

Lead the nation we will. SREB’s Goals are broad — extending from

before grade school to after college. They are demanding. SREB states cannot lead the nation simply by wishing. Educational progress takes work. 

SREB will continue to report and celebrate our successes. It also will

continue to point out when our states fall short. 

SREB will do more than measure and comment

pioneer new technology, to offer demonstration proSchools That Work, and to help our states multiply r

costs through proven programs such as the AcademIt will continue to offer unbiased information aboualways be someone to ask for help when our states hit will be available when states want to talk about suas closing achievement gaps.

Education is the foundation for everything else w

nomic development to health care. We’re facing somtoday, but the basic questions behind those challengquestions we’ve been dealing with for generations.

Education first. That is the key. As individual sta

things in education. As a region, we’re poised to do 
4

Mark Musick is president of the Southern Regional Education Board, an organizationhe has served for more than 25 years. He came to SREB from Virginia, where he servedin the governor’s office and with the Virginia Community College System and the StateCouncil of Higher Education for Virginia.

Now — especially now, with very difficult budgets — 

it is important that SREB states stay focused on where wewant to go. The South must not abandon the things thathave made such a difference in the long but unfinishedclimb from national problem to national leader.

The budget realities facing the states cannot be sugarcoated. The problems are more difficult than we have seen

in a long time. Newspapers around the South are filled with stories of real cuts, and education is no longer beingexempted. To save money, school districts are cancelingsummer schools and some of the extra help for childrenwho fail promotion tests — at the same time that new promotion standards will hold more children back.Universities are announcing that some students may not be able to graduate next year because required courses won’t be taught.

Yet we know that education is the only long-term solution to the economic challenges we face. There are plenty 

of people in the world who will work cheaper. Americaneeds — the South needs — an educated work force that is much more productive than the competition.

The South has made rema

have taken the lead in setting Last year, SREB called on the (See the Goals section of this Goals is more than can be accPeople facing real budget probwhat they have, not about doremember where it is headed. 

As Governor Musgrove po

the real action takes place in o— particularly governors and the direction and the spendinand community and technical the education that people nee

SREB states have a long h

sharing resources and ideas. Tthe 16 states have built. Coopdivide costs while multiplying especially important when butogether, especially when timestates will lead the nation.

MESSAGE FROM THE PRESIDENT

MARK MUSICK
GOALS

The Southern Regional Education Board was the first education organization in the nation to stress that states not only should set goals for 

education but also should measure progress toward those goals by makingcomparisons and monitoring trends.

During the 1990s, the SREB series of biennial publications and

Educational Benchmarks 2000 summarized how the 16 SREB states fared 

in working toward 12 goals established in 1988.

Now, the SREB Goals for the 21st century make a dramatic statement:“SREB states can lead the nation in educational progress.”That bold statement and the accompanying goals have several themes.

Students at every level need to be ready for learning — ready to learn in first grade, ready for the middle grades and high school, and ready for college and the workplace. Achievement gaps need to be closed. Schools andcolleges need to be ready for students. States need to provide leadershipthrough one system of quality schools and colleges and universities for allthe South’s citizens. 

Staff have traveled to member states for state-customized SREB Goals

presentations. In the coming years, SREB will continue to report on eachstate’s progress toward these goals: on young children’s readiness for school;on student achievement; on the quality of education provided by community colleges, four-year colleges and universities; on state leadership in ensuring that every student has effective teachers and that every school has effective leaders; on accountability for schools, colleges and universities;and on the funding priority for education in state budgets.

Publications:Goals for Education: Challenge to Lead (2002)

Goals for Education

1. All children are ready for the first grade.2. Achievement in the early grades for all gr

national averages and performance gaps 

3. Achievement in the middle grades for all 

national averages and performance gaps 

4. All young adults have a high school diplo

GED tests.

5. All recent high school graduates have sol

are ready for postsecondary education an

6. Adults who are not high school graduate

job-skills training and further education.

7. The percentage of adults who earn posts

certificates exceeds national averages.

8. Every school has higher student perform

standards for all students each year.

9. Every school has leadership that results in 

performance — and leadership begins wi

10. Every student is taught by qualified teach

11. The quality of colleges and universities is 

funding is targeted to quality, efficiency 

12. The state places a high priority on an ed

colleges and universities that is accountab

Lynn Cornett, senior vice president: lynn.cornett@sreb.org Joan Lord, director, education policies: joan.lord@sreb.org

Tom Bradbury, vice president for communications: tom.bradbury@sreb.org Heather Andrews, research assistant: heather.andrews@sreb.org
6

Education Data Services Joe Marks, director: joe.marks@sreb.orgMarie Loverde, research assistant: marie.loverde@sreb.org

School Readiness, Reading and Health AffairsDavid Denton, director: david.denton@sreb.org

EDUCATIONAL POLICIES

The SREB Fact Book on Higher Education, which dates back to 1956, is

a biennial statistical reference that includes more than 75 tables and policyinformation about the SREB region, each SREB state and the United States.Featured Facts publications for each SREB state are also compiled from thisinformation. An interactive, online edition of the Fact Book takes readers to

regularly updated data. Fact Book Bulletins are issued throughout the year.

(www.sreb.org/main/EdData/FactBook/factbookindex.asp)

Since 1970 the SREB-State Data Exchange has brought together the

higher education governing and coordinating boards in SREB states.Agencies’ staff members meet annually to review results and plan initiatives.This program collects, compiles and publishes current-year statistics onpostsecondary education in the SREB states. Its most recent annual reportwas the most comprehensive ever.

(www.sreb.org/main/EdData/DataExch/dataexchindex.asp)

In 1991 SREB established the SREB Data Library, the first online data

center created by a regional education compact. The library provides a

wealth of state-by-state information about elemcation, colleges and universities, and significanat all levels. It contains all of the databases useHigher Education, the Goals for Education repo

Exchange as well as databases on health profesbases are updated regularly.

(www.sreb.org/main/EdData/DataLibrary/datalibindexPublications:SREB Fact Book on Higher Education (2003) Featured Facts (state-by-state reports from the SR

Fact Book Bulletins: 

Turning Freshmen Into Sophomores is Key to CoTracking Public Funding for Higher Education MBecome Strained (2002) 

Through meetings and reports, SREB addresses issues related to preparing young children for success in school, teaching all children to read 

by the end of third grade and assisting students who are struggling to meetgrade-level standards. SREB also deals with child health issues, such asimmunization rates, and with health professions education, especially theneed for more attention to the needs of older adults. 

(www.sreb.org/programs/srr/schoolreadiness/schoolindex.asp)

Publications:State-Supported Prekindergarten in the SREB RegiTimes (2003)Reading First: Lessons from Successful State ReadinSummer School and Summer Learning 2002: ProgSummer School: Unfulfilled Promise (2002)Focus on Quality: Prekindergarten Programs in SR
Quality Teachers Lynn Cornett, senior vice president: lynn.cornett@sreb.orgGale Gaines, director, legislative services: gale.gaines@sreb.org 

Student Achievement and College Readiness Joan Lord, director: joan.lord@sreb.orgHeather Andrews, research assistant: heather.andrews@sreb.org

Lynn Cornett, senior vice pr

“Every student is taught by qualified teachers.” This goal carries on a

theme that SREB noted in 1981: Preparing teachers is the number onetopic that schools and colleges need to address together. SREB’s work onensuring a qualified teacher deals not only with preparing new teachers. It also involves calling for better data about supply, demand and quality ofteachers; licensure focused on performance; and professional developmentthat helps teachers improve student achievement. Qualified teachers areespecially needed in low-performing schools. Hiring and assignment policies and salaries and benefits should be competitive in the marketplace.Incentives should be aimed at getting the most-qualified teacher in everyclassroom. (www.sreb.org/main/HigherEd/leadership/leadershipindex.asp)

Publications:Focus on an Untapped Classroom Resource: HelpinTeachers (2003)Spinning Our Wheels: Minority Teacher Supply in Focus on Teacher Salaries in the SREB States: The Salary Goals and Other Actions (2003)SREB States Continue to Lead the Nation in Natio(2003)Quality Teachers: Can Incentive Policies Make a DPerformance Pay for Teachers: What Works and WhBeyond Salaries: Employee Benefits for Teachers in 

College Readiness Policy Connections, launched in spring 2001 with

funds from the U.S. Department of Education, helps states focus on aligning their policies to support student readiness for college. The programfocuses on six policy areas: curriculum and standards; assessment andaccountability; educational support systems; qualified professional staff;community and parental partnerships; and facilities/equipment/instructional materials. It was begun with a focus on three states — Georgia, Texas and West Virginia. Particular emphases in these states have includedparent and community involvement, mathematics and science achievement,merit-based scholarship programs and the eighth-to-ninth grade transitionto prepare more students for high school and college.

Publications:Information Brief: ACT and SAT Scores (2003)ACT/SAT Scores in the South: The Challenge to LeFocus on the GED: Who Takes It and Why? (2002)High School to College and Careers: Aligning State Higher Education Studies, Reports and Surveys in tStudent Readiness for College: Connecting State PoRaising the Bar: States’ Progress in Advanced PlacemBaccalaureate (Summer 2003)
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EDUCATIONAL POLICIES (CONTINUED)

Distance Learning Policy LaboratoryJames Mingle, director: james.mingle@sreb.org

SREB’s Distance Learning Policy Laboratory (DLPL) was established 

in 1999 as a forum for addressing and promoting solutions to a number of policy barriers facing distance learners. Aided by a three year grant from the U.S. Department of Education’s Fund for the Improvement ofPostsecondary Education and a supplemental grant from the StranahanFoundation, seven reports were published. Each report detailed a policyproblem in distance learning; provided in-depth background informationand analysis of the problem; and concluded with a set of recommendationstargeting specific actions by states, colleges and universities, and SREB.

A capstone report — Technology Can Extend Access to Postsecondary

Education: An Action Agenda for the South — outlines and defines an aggressive agenda that includes four overarching objectives:

■ Extend citizen and student access to infrastructure, programs, services

and training.

■ Take advantage of regional resources that can be shared.■ Use state and institutional financing policies to more effectively support

distance learning.

■ Provide more and better information for quality improvement and

accountability.Six initiatives are being planned as the next steps in the work of the

Distance Learning Policy Laboratory in the coming year:

■ Establishing a teacher portal embedded within the broader Ways In 

initiative. 

■ Developing a Regional Consortium for Nurse Educators (master’s and

doctoral on-line degree programs and services provided through theWays In initiative).

■ Using the Electronic Campus to respond to 

capacity in higher education in colleges and 

■ Using technology to expand the reach and 

education. 

■ Creating a plan and developing a pilot proj

institution” concept. 

■ Planning a regional financial aid clearingho

initiative.(www.electroniccampus.org/policylab/index.asp) 

Publications:Technology Can Extend Access to Postsecondary Eduthe South (2002)Reports in the Distance Learning Policy Laborat

Distance Learning and the Transfer of Academic Anytime, Anyplace Services for the 21st Century Creating Financial Aid Programs That Work for Using Finance Policy to Reduce Barriers to DistaThe Challenges of Quality Assurance in a Distan(2001)Empowering Faculty to Utilize Technology (2001Universal Access to Technology and Support (200
STATE SERVICES

Serving member states is the intent of all SREB programs. State services

are at the heart of everything that SREB does best. 

Staff members in State Services often are SREB’s initial link to executive

and legislative officials and staff in the 16 SREB states. Staff membersrespond to questions with timely, concise, accurate information, and theyprepare reports on pressing issues.

SREB is known for its commitment to helping policy-makers accurately

analyze trends and issues as they arise. Reports have addressed such subjectsas teacher salaries, employee benefits, school accountability, policies allowingretired teachers to return to teaching, and scholarship programs that helpparaprofessionals become certified teachers.

The annual series of Legislative Reports follows the events in the 16

SREB legislatures, beginning with governors’ legislative and budget proposals and ending with final legislative actions. The final report of the serieseach year, the Legislative Briefing, is a topical summary of final legislativeand budget actions. These reports are shared with officials throughout theSREB region and are available on the SREB Web site. 

(www.sreb.org/main/LegAction/legactionindex.asp)

State Services staff members work closely with the SREB Legislative

Advisory Council, which is composed of state senators, representatives anddelegates from all SREB states. The staff members regularly make presentations to legislative and educational groups and 

Legislative Work Conference, and meetings of Council and legislative and executive staff. Other meetings and efforts respond to conOne priority is accountability for schools and ing officials met to discuss standard-setting anstates are working together to develop end-of-cfessional development for math teachers and aexemplify interstate sharing, a cornerstone of w

Publications: 2003 Legislative Report series Legislative Briefing Focus on Teacher Salaries: The Latest on Salary AvActions (2003) Focus on an Untapped Classroom Resource: HelpinTeachers (2003) State Notes (published annually) 

Jim Watts, vice president: jim.watts@sreb.orgGale Gaines, director, legislative services: gale.gaines@sreb.org 
10

High Schools That WorkGene Bottoms, senior vice president: gene.bottoms@sreb.org

HIGH SCHOOLS THAT WORK

High Schools That Work is the nation’s largest effort to combine 

challenging academic courses and modern career/technical studies toimprove student achievement. More than 1,100 high school sites in 27 states (including all 16 SREB states) are involved in HSTW. TheAmerican Institutes for Research selected HSTW in 1999 as the nation’sonly initiative to reform high schools that shows “strong evidence” of raising student performance. 

In 2003, HSTW assessed 16,000 seniors with reading, mathematics 

and science exams referenced to the National Assessment of EducationalProgress and asked more than 5,000 high school teachers about their perceptions of the schools’ efforts to improve students’ academic and technicalachievement.

HSTW hosts an annual Staff Development Conference for more than

6,000 high school and middle grades administrators, academic and career/technical teachers, and counselors. HSTW also held 11 national workshops

for 2,800 educators. In most cases, the representative on the HSTW board

is the state director of career/technical education. The HSTW board and

SREB work together to plan, coordinate and monitor the HSTW initiative.

HSTW is supported primarily by the Walla

by member states’ fees, and by income from stservices. (www.sreb.org/programs/hstw/hstwindex.asp

Publications:Case Study: POLYTECH High School, Woodside, DCase Study: Sussex Technical High School, GeorgetoBenchmarks for New and Maturing HSTW Sites (2Funding Career/Technical Education: An Analysis oFunding Levels for Career/Technical Education in HFall Update: Quality Professional Development (20HSTW Brochure: High Schools That Work: An EviImproving the Nation’s Schools and Raising StudenResearch Brief: Effects of High Schools That Work PAchievement (2002)Outstanding Practices: Opening Doors to the FuturMiddle Grades Students to Succeed in High School 

Successful Transitions: Urban Middle Grades to High School Transition InitiativeBetty Jo Jordan, director: bettyjo.jordan@sreb.org

The goal of this initiative is to help more urban students successfully

make the critical transition from the middle grades to high school. Withsupport from The Goldman Sachs Foundation, SREB is working with 24 clusters of middle grades and high schools — with the focus on the pivotal ninth grade.

This year HSTW performed a baseline assessment of eighth-grade students and conducted surveys of middle grades teachers and ninth-grade 

students in 13 clusters. Technical assistance visworkshops followed the assessment to help all hensive transition plans. More than 600 particworkshop “Meeting the Challenge of Transitio

Publications:Site Development Guide: Using a Support Class: AHelp (Summer 2003)
Urban Network of High Schools That Work SitesBetty Jo Jordan, director: bettyjo.jordan@sreb.org

Gene Bottoms, senior vice pres

SREB has established a network of 93 schools in 10 urban districts.

SREB works with these schools and district office leaders to align policies,resources and district initiatives in order to improve curricula, instructionand student achievement in urban high schools.

At least one high school in each district (the pacesetter school) will

implement the entire HSTW design. A consultant works with superintendents to help school districts align their policies, resources and initiativeswith the HSTW goals and key practices. A leadership initiative will help 

district and school leaders increase their skills to improve curricula, instruction and student achievement. More than 130 teachers and administratorsparticipated in the national workshop “Closing the Literacy AchievementGap in Urban High Schools.”

The Urban Council convenes each May to 

additional strategies for the network. A special tendents is also conducted to focus on critical high schools.

The Charles Stewart Mott Foundation, the 

the Joseph B. Whitehead Foundation fund the in three school districts — Little Rock, Arkansand Jackson, Mississippi — are also funded th

(www.sreb.org/programs/hstw/specialnetworks/urban/Publications:Research Brief: 2002 High Schools That Work AsseUrban High Schools (Fall 2003)

Making Middle Grades Work Kathleen Carpenter, director: kathleen.carpenter@sreb.orgSondra Cooney, special consultant: sondra.cooney@sreb.org

Making Middle Grades Work began in 1997 with a two-year grant 

from the Edna McConnell Clark Foundation to assess middle grades education in the 16 SREB states. A second grant from the foundation helpedSREB launch a network of 46 middle grades schools in 13 states. A thirdgrant supports expansion into 150 sites in 10 additional states in the nexttwo years. Forty-six sites were added in 2002.

Topics at the annual Making Middle Grades Work fall workshop included uses of data, differentiated instruction, reading and writing across

the curriculum, essential standards, and whole-faculty study groups. TheMaking Middle Grades Work Consortium Board, which meets twice a year, collaborates with SREB to plan, coordinate and monitor the program.

(www.sreb.org/programs/MiddleGrades/MiddleGradesindex.asp)

Publications:Improving the Middle Grades: Actions That Can BMaking Middle Grades Work Technical Assistance (2002) Research Brief: Middle Grades to High School: MeMaking Middle Grades Work: Technical Assistance Leaders (2002)A Highly Qualified Teacher in Every Middle GradDistricts and Schools Can Do (2002) 
12

High Schools That Work Comprehensive School Reform NetworkScott Warren, director: scott.warren@sreb.org

The Comprehensive School Reform Network includes 102 high schools

in 35 states and the District of Columbia that have received federal comprehensive school reform grants to adopt High Schools That Work as a wholeschool reform initiative. These schools have contracted with SREB toreceive special assistance to help them implement the HSTW design.

Schools that are completing the third year of the grant report gains on

state and/or national assessments and an improved climate for achievement.Schools with stable leadership and a focus on raised expectations showedthe greatest gains.

SREB has held three national academies us

and all schools received customized staff develothat focused on improving instruction. (www.sreb.org/programs/hstw/specialnetworks/csr/CS

Publications:Research Brief: Improving Schools Make More Prog(Summer 2003)Developing Effective Teams to Implement the High (Fall 2003)Site Development Guide: Student Scheduling and t(Fall 2003)

HIGH SCHOOLS THAT WORK (CONTINUED)

Project Lead The WayCarolyn Helm, director: carolyn.helm@sreb.org

Project Lead The Way is a pre-engineering program to improve the academic and technical achievement of students in the middle grades and high

schools by developing meaningful and challenging curriculum materials,building support from counselors and faculty, helping to reduce the cost of materials and equipment, and providing college-credit opportunities for students.

During the 2003-2004 school year, 184 schools in 14 SREB states will

offer PLTW courses to their students. The University of South Carolina, theUniversity of Houston and the University of South Florida are the trainingaffiliates in SREB states. This involvement ranges from recruiting qualitystudents, especially more minority and female students, to offering collegecredit for engineering courses to high school students. The universities also

provide professional development for high schweeks of summer training for each new PLTW 

The Project Lead The Way organization pr

years to make the program available to schools 

organization will continue to fund this project over the next three years.(www.sreb.org/programs/hstw/specialnetworks/pltw/pPublications:HSTW Presents a Pre-engineering Program of StudSite Development Guide: Developing a Pre-engineethe High Schools That Work Design (Fall 2003)
Making Schools WorkCaro Feagin, director: caro.feagin@sreb.org

Making Schools Work brings together clusters of high schools and their

feeder middle grades in 13 SREB states to raise student achievement in ruralareas. Its primary goals are to smooth the transition between the middlegrades and high school and to increase the percentages of eighth- and 12thgraders who achieve at the proficient level on exams that are referenced tothe National Assessment of Educational Progress. The proficient level indicates that eighth-graders have skills needed to be successful in rigorous highschool studies and that 12th-graders have important skills needed for postsecondary education and to learn in a career-track job. 

Each year, Making Schools Work offers a set of ongoing services that

includes on-site technical assistance, coaching and professional development— all aligned to the schools’ improvement plans.

In addition to national workshops and curriculum institutes, Making

Schools Work uses online technology to provide professional development.One example is Reading and Writing for Learning, a Web-based course thatprepares teachers to advance student achievement in academic and career/technical courses by infusing reading and writing strategies throughout thecurriculum.

SREB has a grant from the Office of Educational Research and

Improvement of the U.S. Department of Education to develop, implementand evaluate the initiative. (www.sreb.org/programs/msw/mswindex.asp)

Publications:Research Brief: Factors Affecting Mathematics AchiRural Schools (2003)Literacy Across the Curriculum: Setting and ImplemSix to 12 (2003)Establishing Benchmarks For Making Schools Work Establishing Benchmarks of Progress for Middle GrResearch Brief: Improving Achievement is about FoRight Courses (2002)Research Brief: Guidance and Advisement: InfluencCourse-taking Choices (2002)Academic Achievement in Middle Grades: What DGetting Ready for Algebra I: What Middle Grades Be Able to Do (2002)Getting Ready for College-preparatory English/LangStudents Need to Know and Be Able to Do (SummGetting Ready for College-preparatory Science: Whato Know and Be Able to Do (Fall 2003)
14

TECHNOLOGY

Educational Technology Cooperative William R. “Bill” Thomas, director: bthomas@sreb.org Dianne Griffin, staff associate, dianne.griffin@sreb.orgJB Mathews, senior technology policy adviser: jbmathews@sreb.org June Weis, research assistant, june.weis@sreb.org

The Educational Technology Cooperative, now in its ninth year, brings

together state K-12 and postsecondary coordinating and governing boardsfrom the 16 SREB states to address issues related to the use of technologyin education. More than three dozen state agencies participate in theEducational Technology Cooperative. 

(www.sreb.org/programs/EdTech/edtechindex.asp)

The American TelEdCommunications Alliance (ATAlliance) links education and telecommunications to provide schools, colleges, state agencies,

libraries and other nonprofit groups with benefits in telecommunicationsservices. It provides low-cost access to telecommunications products andservices and helps guide technology policy and standards in ways that benefit the nonprofit sector. The latest ATAlliance contracts for online coursemanagement software were initiated by SREB. The ATAlliance was formedby the Southern Regional Education Board, the other three regional educational compacts and a national nonprofit telecommunications organization(MiCTA). 

EvaluTech is a free, searchable database on the Internet that contains

more than 8,000 reviews of instructional materials recommended for classroom use in kindergarten through grade 12. EvaluTech provides easyaccess to a wealth of materials that meet the instructional needs of teachers.There are links to SREB states’ instructional resources; connections to otherorganizations that evaluate instructional materials; information about accessibility and research-based programs; and materials and Web sites.

(www.evalutech.sreb.org/search/index.asp) 

Online Professional Development is a new initiative of the SREB

Educational Technology Cooperative. It brings together SREB state departments of education to train staff to develop and provide online professionaldevelopment and to share course content among participating states. Theneed for high-quality professional development is greater today than ever.Online instruction has proven to be effective, and it can reach teachersregardless of where they live or teach.

State Virtual Schools is an important emph

Educational Technology Cooperative. With in-tronic information sharing, the cooperative mequality issues and what states need to consider 

The SREB Web page Statewide Education

provides state-by-state information on 86 netwyear ago) that provide the highways for data, vshared within states. (www.sreb.org/programs/EdTe

SREB’s Spotlight on Algebra, a Web-based 

course for mathematics teachers, provides stateonline professional development. It is available the SREB states. (www.sreb.org/programs/EdTech/S

SREB is one of five organizations in the So

Regional Technology in Education Consortiuerally funded initiative helps state departments districts plan uses of technology, write proposareview educational technology policies that affprimary role is sharing information about state policies and opportunities for cooperation amo

Publications: Essential Principles of High-Quality Online TeachiK-12 Online Teachers (2003) Status of Online Testing in SREB States (2003)Virtual Learning and Charter Schools: Issues and PFunding Web-based Courses for K-12 Students to M(2002) 
Electronic CampusBruce Chaloux, director: bruce.chaloux@sreb.orgMary Larson, coordinator of program services: mary.larson@sreb.org

As the South’s “electronic marketplace” for distance learning courses,

programs and services, SREB’s Electronic Campus provides more than 300

colleges and universities the opportunity to make available online learningopportunities for “e-learners” from around the world. Celebrating its fifthanniversary in 2003, the Electronic Campus offers access to 8,000 credit

courses and 325 degree programs from both public and private colleges and universities representing all SREB states. 

More students are able to access and afford these learning opportunities

through SREB’s efforts to establish “electronic tuition rates” — tuition rates that operate without regard to where students live since all are takingthe course electronically. Some 20 percent of the current offerings charge e-rates. The Academic Common Market/Electronic Campus program, now

in its second full year, makes available more than 20 complete online degreeprograms at in-state rates. (www.electroniccampus.org)

Ways In Mentor is a new regional “learning network” for the South 

that will establish America’s first fully integrated online “portal” focused on the needs of e-learners and adult learners. It is designed to build on theElectronic Campus to provide a set of regional-level services and connectivity across the 16 states and their colleges and universities. The launch ofWays In Mentor is expected in 2003. 

SREB staff members have worked during the past two years to refine

Ways In Mentor, which will help e-learners and adult learners find coursesand degrees and secure career information and guidance. It will assist themin finding financial assistance. And it will remove the red tape often associated with admission and registration that frustrates many adult learners. 

Ways In Mentor will take advantage of existing state networks, called

MentorTM systems, currently in place in 10 of the 16 SREB states (with discussions under way in others). It will create a large, transparent networkthat extends services to distance learners across state lines. 

Mentor systems, developed by the Xap Co

a growing number of states in the United Statesystems have focused on traditional students anMentor will add a new dimension by focusing dents and e-learners. The services are ones that learning easier for nontraditional students who traditional campuses.

In addition, Ways In Mentor will serve as t

projects at SREB:

■ An “educator portal” will support the needs 

quality teachers by providing access to highand support services that are shared across tstates.

■ A “nursing education portal” will use the u

Mentor to address critical nursing shortageage of qualified nursing faculty holding gra

These are the first of many specialty portals 

through Ways In Mentor to meet the needs of uing educational needs of adults.

Publications: Technology Can Extend Access to Postsecondary Eduthe South (2002)
16

SREB-STATE DOCTORAL SCHOLARS PROGRAM

Colleges and universities throughout the South and across America have

recognized the need to diversify their faculties to serve increasingly diversestudent populations. The SREB-State Doctoral Scholars Program — which

is represented on more than 75 campuses — has become an importantresource for efforts to increase the region’s faculty diversity. 

The Southern Regional Education Board formed the Doctoral Scholars

Program in 1993 in response to the lack of faculty diversity. Now in its10th year, the program is supported by over half of the SREB states.Designed to be “more than a check and a handshake,” the DoctoralScholars Program follows a simple approach: identify minority graduate students who are committed to careers in academia; provide them with intensive support as they pursue Ph.D.s; and help them secure faculty positions.

In 2002, the National Science Foundation awarded SREB a five-year,

$1.6 million grant to provide services from the SREB-State DoctoralScholars Program to more than 240 minority graduate students in the NSFAlliance for Graduate Education and the Professoriate (AGEP) program.

The program’s “strong support = staying power” philosophy is working.

Its retention and graduation rate is almost 90 percent; nationwide, onlyabout 37 percent of minority doctoral scholars eventually earn their Ph.D.s.More than 460 minority scholars have received support from the Doctoral

Scholars Program; by the end of 2003, nearly Some 70 percent of the program’s graduates hapostdoctoral researchers or administrators at coAnother 230 scholars are in the SREB pipelineaccepted each year. 

More than 600 scholars, faculty and guests 

Institute on Teaching and Mentoring, which wfall 2002. The institute is sponsored by the Cowhich unites the doctoral scholars programs oEducation Board and the New England Board institute also serves scholars and faculty sponsoInstitutes of Health, the National Science FouFoundation and the Ronald E. McNair Progra

(www.sreb.org/programs/dsp/dspindex.asp)Publications: SREB-State Doctoral Scholars Program: Making a Milestone Graduates — The First 100 (2001)Doctoral Scholars: Online Directory (www.sreb.org/programs/dsp/directory/directoryindex

Ansley Abraham, director: ansley.abraham@sreb.org Debra Garmon, assistant director for doctoral scholar services

Robert Belle, director of the SREB-AGEP Doctoral Scholars Program: bob.belle@sreb.org Walt Jacobs, consultant: walt.jacobs@sreb.org
LEADERSHIP

Leadership InitiativeGene Bottoms, senior vice president: gene.bottoms@sreb.org Betty Fry, coordinator, higher education leadership: betty.fry@sreb.orgKathy O’Neill, director: kathy.oneill@sreb.org David Hill, coordinator, leadership academies network: david.hill@sreb.org

Urban LEAD Districts and Their University PartnersGene Bottoms, senior vice president: gene.bottoms@sreb.orgGloria Talley, director: gloria.talley@sreb.org

The SREB Leadership Initiative –– supported by a $3 million, threeyear grant from the Wallace-Reader’s Digest Funds –– includes a university

network of 11 institutions and a state network of six leadership academies.These networks function to assist the redesign of school principal preparation and development.

One of the research studies in progress is a survey study of the quality 

of field experiences in programs offered by 165 institutions in the 16-stateSREB region. A second study examines the progress on four critical redesign indicators with leadership program faculty in 22 institutions. 

Following a spring 2003 study group meeting with key state agency

leaders, a number of states have expressed interest in forming academies that will implement the SREB framework and target their assistance tothose struggling schools just above the lowest performing tier of schools inthe states’ accountability programs. (www.sreb.org/main/Leadership/leadindex.asp)

Publications:Are SREB States Making Progress? Tapping, PreparWho Can Influence Student Achievement (2002)Newsletter: Universities in the Lead: Redesigning LStudent Achievement (2002) Good Principals Are the Key to Successful Schools: SPrincipals (2002)Newsletter: Academies in the Lead: Redesigning Stawith Leadership Teams from Low-Performing SchooThe Quality of Field Experiences in Educational LeAre Universities in the SREB States Making ProgrePrincipals’ Preparation? (Fall 2003)

The SREB LEAD Initiative –– supported by a $1 million, three-year

grant from the Wallace-Reader’s Digest Funds –– includes a technical assistance effort to 12 urban school districts and their university partners. Theeffort’s goal is to create a redesigned school leadership preparation programthat better prepares principals for urban schools by linking leadership tolearning.

LEAD districts and their university partners develop a revised leadership

preparation program based on SREB’s 10 conditions for redesigning leadership preparation programs. SREB assists LEAD districts and their 

university partners by conducting yearly technexpert consultants. A written report summarizdoing, what they propose to do and the challeactions for closing the gap between where they redesigned program. (www.sreb.org/programs/srr/s

Publications:Urban Districts in the LEAD: Linking Leadership Newsletter, first issue (Fall 2003) 
18

REGIONAL CONTRACT PROGRAM

AND ACADEMIC COMMON MARKET

The Regional Contract Program enables states to share costly programs

for health professionals and to postpone — or even avoid — duplicatingsome of these programs. The Regional Contract Program, which began in the early years of the Southern Regional Education Board, soon was a model for other regional compacts in the United States. 

Thanks to the SREB Contract Program, thousands of people in states

without schools of dentistry, optometry, osteopathic medicine, podiatry and veterinary medicine have earned degrees at nationally recognized colleges and universities. In the last 10 years alone, more than 17,800 contract spaces have been awarded through the program. The RegionalContract Program benefits states, students and participating institutions:

■ States that contract for spaces for their qualified residents avoid the

expenses of new programs.

■ Students who live in states without programs may enroll in other 

states’ programs.

■ States and universities that reserve spaces for other states’ students

receive outstanding students and per-student subsidies from students’home states. These fees are in addition to tuition and help maintainoperations and strengthen programs.

The Academic Common Market is another 

benefits and divides costs by allowing students to enroll in specialized graduate and undergradinstitutions in other SREB states. The students fees. States benefit in several ways. They can inqualified students from other states and can opespecially with these specialized programs that enrollments. States also benefit because they cathat are available to their residents through the Market. About 2,000 students are certified each Common Market, making the Common Markequal to that of many universities. 

The Academic Common Market/Electroni

combines the tuition benefits of the Academic the distance-learning capacity of the Electronic 

makes selected distance-learning programs avairates. (www.sreb.org/programs/acm/acmindex.asp)

Dawn Bristo, staff associate: dawn.bristo@sreb.org
COUNCIL ON COLLEGIATEEDUCATION FOR NURSING

The SREB Council on Collegiate Education for Nursing is the only

regional organization for nurse educators in the nation. Its mission is tostrengthen nursing education and nursing research in colleges and universities in the SREB states.

More than 150 administrators of nursing education programs in SREB

states attended the annual meeting in Atlanta. Its theme was “NursingFaculty Shortage: Long-term Solutions and Short-term Strategies.” Speakersdescribed activities to retain and recruit talented faculty and discussed shortterm strategies to meet the immediate need for nursing faculty. 

The SREB states are experiencing a major shortage of qualified nurse

educators. The 2001 and 2002 SREB regional surveys confirm the existingshortages and reveal shortages to be expected in the next decade as morefaculty retire or assume roles in practice settings. Both studies show thatgraduate programs are not producing a sufficient number of graduates tomeet the demand for faculty in SREB states. 

The council’s strategic plan for 2002-2006 focuses on:

■ Recruitment and development of faculty.■ Needed curriculum changes to ensure preparation of graduates with the

knowledge required for safe and effective practice.

■ Use of existing resources wisely in new and creative ways.■ Collaboration and partnerships across institutional and state boundaries.

■ Health disparities and access to quality heal■ Active participation in setting health policy 

Current initiatives are:

■ Development of core Web-based courses fo

This is a method that may ease problems fain this region.

■ Collaboration with the SREB Electronic Ca

nursing education and an online curriculum online curriculum will build upon the expevalidated in the council’s 2002 study. 

■ Collaboration with the Center for Health P

George Mason University and the Lewin Gimpact of the shortage of registered nurses. issue for hospitals and nurses. It has regionadevelopment and a community’s quality of (www.sreb.org/programs/Nursing/nursingindex.asp

Publications: Nurse Educator Competencies (2002)2002 SREB Survey Highlights and State by State R

Eula Aiken, executive director: eula.aiken@sreb.org
20

Louisiana

Mike Foster Jr., Gove

† Sally Clausen, Preside

University of Louisia

† Cecil J. Picard, State S

Education

E. Joseph Savoie, Com

Education, Louisiana 

Francis C. Thompson

Maryland

Robert L. Ehrlich Jr., 

† Arthur Dorman, Belt

Henry B. Heller, StatKaren R. Johnson, Se

Education, Maryland Commission

William E. Kirwan, C

University System o

Mississippi† Ronnie Musgrove, Go

Charles W. Capps Jr., Vivian Taylor, Directo

and Professor, Jackso

Andrew P. Mullins Jr.

to the Chancellor, Un

Charlie Smith, State R

Alabama

Bob Riley, Governor 2007H. Mac Gipson Jr., State Representative 2005

Paul R. Hubbert, Executive Secretary, 2003

Alabama Education Association

Ed Richardson, State Superintendent of 2004

Education

† Charlie D. Waldrep, 2006

Gorham & Waldrep, P.C.

Arkansas† Mike Huckabee, Governor 2007

JoNell Caldwell, Vice Chair, 2005

Arkansas State Board of Education

Lawrence A. Davis Jr., Chancellor, 2003

University of Arkansas at Pine Bluff

Steve Franks, Director, Arkansas Department 2006

of Workforce Education

† * Jodie Mahony, State Representative 2004

Delaware

Ruth Ann Minner, Governor 2005Mary B. Graham, Member, 2003

Delaware State Board of Education

Patrick E. Savini, Director of Support Services, 2004

Sussex County Vo-Tech School District

David P. Sokola, State Senator 2002

† Valerie A. Woodruff, Secretary of Education 2005

Florida

Jeb Bush, Governor 2007Rafael L. Arza, State Representative 2006Dorsey C. Miller, Parkland 2005Susan Sailor, Vice Principal, 2003

Keystone Heights Junior/Senior High School

† John L. Winn, Deputy Commissioner for 2004

Accountability, Research and Measurement,

Florida Department of Education

Georgia

Sonny Perdue, Governor 2007

Michael F. Adams, President, 2003

University of Georgia

† Kathy B. Ashe, State Representative 2006

Paul C. Broun, Bogart 2004

† Thomas C. Meredith, Chancellor, 2005

University System of Georgia

Kentucky

Paul E. Patton, Governor 2003 

† Edward S. Ford, Chief Operating Officer, 2006

Governor’s Executive Cabinet

David K. Karem, State Senator 2003

Gary A. Ransdell, President, 2004

Western Kentucky University

Gene Wilhoit, Commissioner of Education 2005

Governor Ronnie Musgrove, ChairmanPresident Paul E. Stanton Jr., East Tennessee State University, Vice ChairmanRepresentative Jodie Mahony, Treasurer

MEMBERS OF THE BOARD
North Carolina

Michael F. Easley, Governor 2005Walter H. Dalton, State Senator 2004Stanley H. Fox, State Representative 2005

† * Howard N. Lee, Chairman, North Carolina 2003

State Board of Education

William R. McNeal, Superintendent, 2006

Wake County Public School System 

Oklahoma

Brad Henry, Governor 2007

Judith Coe, Dean, College of Education, 2005

University of Central Oklahoma

Carolyn Coleman, State Representative 2004

† * Floyd L. Coppedge, Professor of Education, 2003

College of Education, Oklahoma ChristianUniversity

Joan Greenwood, State Representative 2006

South Carolina

Mark Sanford, Governor 2007Ronald R. Ingle, President, 2004

Coastal Carolina University

Nikki G. Setzler, State Senator 2005

† Inez Moore Tenenbaum, State Superintendent 2006

of Education

Ronald P. Townsend, State Representative 2003

Tennessee

Phil Bredesen, Governor 2007Peaches G. Blank, Nashville 2003Lois M. DeBerry, Speaker Pro Tempore 2006

of the House

† * Paul E. Stanton Jr., President, 2005

East Tennessee State University

Andy Womack, Murfreesboro 2004

Texas

Rick Perry, Governor 2007Teel Bivins, State Senator 2005

Dianne Delisi, State Representative 2003

† Kent Grusendorf, State Representative 2004

Shirley J. Neeley, Superintendent of Schools, 2006

Galena Park Independent School District

Virginia† Mark R. Warner, Governor 2006

John H. Chichester, President Pro Tempore 2006

of the Senate

Donald W. Jones, Director of Minority 2004

Procurement Programs, University of Virginia

Demaris H. Miller, McLean 2005Kirk T. Schroder, LeClair Ryan, P.C. 2003

West Virginia

Bob Wise, Governor 

Jay Cole, Deputy Secre

and the Arts

† * Lloyd Jackson, Memb

State Board of Educ

Jerry L. Mezzatesta, SRoman W. Prezioso Jr

† Executive Committee member — The Executive Committee has full power to act between Board meetings. It is composed of one board member from each state and several from * Finance Committee member — The Finance Committee, a subcommittee of the Executive Committee, prepares an annual budget and presents it and other financial policy matt
22

LEGISLATIVE ADVISORY COUNCIL

Ronald P. Townsend, ChairmanJack Hill, Vice Chairman

Jim Argue, State Senator,

Little Rock, Arkansas

Rafael Arza, State Representative,

Hialeah, Florida

Kathy B. Ashe, State Representative,

Atlanta, Georgia

Ben Atchley, State Senator,

Knoxville, Tennessee

Joe Barrows, State Representative,

Versailles, Kentucky

Teel Bivins, State Senator,

Amarillo, Texas

Dan Boren, State Representative,

Seminole, Oklahoma

Hob Bryan, State Senator,

Amory, Mississippi

Charles W. Capps Jr., State Representative,

Cleveland, Mississippi

John H. Chichester, President Pro Tempore 

of the Senate, Fredericksburg, Virginia

Carolyn S. Coleman, State Representative,

Moore, Oklahoma

Carl N. Crane, State Representative,

Baton Rouge, Louisiana

Walter H. Dalton, State Senator,

Rutherfordton, North Carolina

L. Karen Darner, State Delegate,

Arlington, Virginia

Eugene E. Davidson, State Representative,

Springfield, Tennessee

Lois M. DeBerry, Speaker Pro Tempore of the

House, Memphis, Tennessee

Dianne White Delisi, State Representative,

Temple, Texas

Larry Dixon, State Senator,

Montgomery, Alabama

Vivian Davis Figures, State Senator,

Mobile, Alabama

Stanley H. Fox, State Representative,

Oxford, North Carolina

H. Mac Gipson Jr., State Representative,

Prattville, Alabama

Jack Gordon, State Senator,

Okolona, Mississippi

Mary Beth Green, State Representative,

Van Buren, Arkansas

Joan Greenwood, State Representative,

Moore, Oklahoma

Kent Grusendorf, State Representative,

Arlington, Texas

David M. Haak, State Representative,

Texarkana, Arkansas

Henry B. Heller, State Delegate,

Rockville, Maryland

Jack Hill, State Senator,

Reidsville, Georgia

William A. Jones, State Senator,

Ruston, Louisiana

David K. Karem, State Senator,

Louisville, Kentucky

Jodie Mahony, State Representative,

El Dorado, Arkansas

John W. Matthews Jr., State Senator,

Bowman, South Carolina

Jerry L. Mezzatesta, State Delegate,

Romney, West Virginia

Kevin Penix, State Representative,

Fort Smith, Arkansas

DuBose Porter, Speaker Pro Tempore of the

House, Dublin, Georgia

Roman W. Prezioso Jr., State Senator,

Fairmont, West Virginia

Jody Richa

Bowling 

Joe R. Salte

Florien, 

Nikki G. S

West Co

Charlie Sm

Eupora, 

David P. So

Newark, 

Gerald The

Jennings

Francis C. 

Delhi, L

Ronald P. T

Anderso

Stephanie A

Newark, 

Debbie Wa

Weston, 

Kathleen W

Oklahom

Penny Will

Tulsa, O
Ansley A. Abraham, Director, Doctoral Scholars ProgramEula Aiken, Nursing Programs Director and Executive Director

of the Council on Collegiate Education for Nursing

Gail Anderson, Coordinator of National Summer Staff

Development, High Schools That Work

Beth Andrews, Assistant to the Senior Vice President,

School Improvement and Leadership

Heather Andrews, Research Assistant, Educational Policies

Karen Anthony, Research Associate, High Schools 

That Work

Jim Ashby, Mailroom/Office ClerkTricia Avery, Director, Human Resources

Katie Banks, Receptionist/Switchboard OperatorRobert Belle, Director, SREB-AGEP Doctoral Scholars 

Program

Heather Boggs, School Improvement Consultant, 

High Schools That Work

Barbara Bohanon, Assistant to the Director of Finance 

and Facilities

Gene Bottoms, Senior Vice PresidentTom Bradbury, Vice President for CommunicationsJamila Brady, Administrative Assistant, High Schools 

That Work

Michelle Bright, Administrative Assistant, 

Making Schools Work

Dawn Bristo, Staff Associate for Regional Contract ProgramsGay Burden, School Improvement Consultant, 

High Schools That Work

Kathleen Carpenter, Director, Making Middle Grades Work

Bruce Chaloux, Director, Electronic Campus

Barbara Channell, Accounting ManagerBenjamin Cheaves, Administrative Assistant, Distance 

Learning Policy Laboratory/Electronic Campus

James F. Clark, Special Assistant to the Senior Vice PresidentSondra Cooney, Special Consultant, Making Middle Grades

Work

Lynn M. Cornett, Senior Vice PresidentKristie Covington, Administrative Assistant, High Schools 

That Work

David R. Denton, Director, School Readiness, Reading and

Health Affairs

Tony Dobbins, Project Manager, High Schools That Work

Contracted Services

Linda Dove, School Improvement Consultant, High Schools 

That Work

Catherine L. Dunham, Director, Assessment for 

High Schools and Middle Grades

Karen Faircloth, School Improvement Consultant, 

Making Middle Grades Work

Caro Feagin, Director, Making Schools Work

Steve Fennell, Information TDeborah Fite, Coordinator, Crystal Flowers, AdministraSusan Fowler, Assistant to th

Educational Policies

Betty Fry-Ahearn, Coordina

Initiative

Gale F. Gaines, Director, Le

Debra Garmon, Assistant DSusan Gottfried, School Imp

That Work

Dianne Griffin, Staff AssociaLingling Han, Director of D

School Improvement

Betty Harbin, School Impro

Making Schools Work 

Carolyn Helm, Director, Pro

Pre-engineering Curricul

Susan Henson, Director, Tec

Liaison

David Hill, Coordinator, StaLinda Holly, Assistant to the Jenn Holmes, Graphic Desig

SREB STAFF

Mark Musick, President
24

Walter Jacobs, Senior Consultant, Doctoral Scholars Program

Andrea Jacobson, Research Associate, Leadership InitiativeAnna Johnston, Staff Development AssistantFrank Johnston, Information Technology AssistantLeticia Jones, Production ManagerBetty Jo Jordan, Director, Urban High Schools That Work

Network

Lisa Jordan, Information Technology AssistantGary Keller, School Improvement Consultant, High Schools 

That Work 

Fay Kline, School Improvement Consultant, High Schools 

That Work

Melissa Koran, Administrative Assistant, Making Middle

Grades Work

J.J. Kwashnak, Director, Information Technology

Mary Larson, Coordinator of Program Services,

Electronic Campus

Binta Lewis, Human Resources SpecialistJoan Lord, Director, Educational PoliciesMarie Loverde, Research Assistant, Data Services

Lonisa Marina, Administrative Assistant, Urban High Schools

That Work Network

Joseph L. Marks, Director, Data Services

Kenneth Mason, School Improvement Consultant,

High Schools That Work

J.B. Mathews, Senior Technology Policy AdviserClaudine McCrary, Publications AssistantDexter Mills, School Improvement Consultant, 

Making Schools Work

James R. Mingle, Director, Distance Learning Policy

Laboratory

Charles W. Montgomery, Accountant

Bob Moore, School Improvement Consultant, 

Making Schools Work

Barbara Moore, Assistant Director, Making Middle 

Grades Work

Traci Müller, Writer/Editor, High Schools That WorkRenee Murray, School Improvement Consultant,

Making Schools Work 

Mary Myers, Director of Publications for School 

Improvement

Kathy O’Neill, Director, SREB Leadership InitiativeRose Partridge, Receptionist/Switchboard OperatorAlice E. Presson, Director of Research, High Schools 

That Work

Amy L. Schneider, Publications and Web Page EditorChristy Shepherd, Writer/Editor for School Improvement Janie Smith, Director of Staff Development,

Making Schools Work

Steve Smith, School Improvement Consultant, High Schools

That Work

Susan Smith, Office Services Russell Steel Jr., Director of Jinan Sumler, School Improv

That Work

John Swisshelm, InformatioGloria Talley, Director, LEA

Joyce Tallman, Assistant to tWilliam R. Thomas, DirectScott Warren, Director, Hig

Services 

James Watts, Vice President June Weis, Research Assistan

Trakia Willis, Institute and 

Scholars Program

Erica Young, Educational Te

SREB STAFF (CONTINUED)
Each year, the Southern Regional Education Board is audited by an independent auditor. The audit report is m

to board members and made available to others.

To receive a copy of the audit report, please write or call:

Russell M. Steel Jr.Director of Finance and Facilities Southern Regional Education Board 592 10th St. N.W.Atlanta, GA 30318-5790 Or call (404) 875-9211, Ext. 257.
(03E08)

Southern Regional Education Board592 10th St. N.W.Atlanta, GA 30318-5790(404) 875-9211www.sreb.org