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http://web.archive.org/web/20040202185124/http://www.op.gov.ph:80/Beatingtheodds.pdf

This report, written by WestEd's Adam Voight, Gregory Austin, and Thomas Hanson, describes a study that examines what makes successful schools different from other schools. Rather than define success in absolute terms, this study's definition is based on whether or not a school is performing better than predicted given the characteristics of the students it serves. Using data from over 1,700 California public middle and high schools, 40 schools were identified that consistently performed better than predicted on standardized tests of math and English language arts achievement. These schools were labeled "beating-the-odds" (BTO) schools. Some key results: BTO schools had substantially more positive levels of school climate than other schools BTO schools had climate scores at the 82nd percentile, on average, whereas other schools were at the 49th percentile, on average This study adds to the growing body of evidence suggesting that school climate is an important factor for school success, and investigates not only if there is an association between climate and achievement but also if school climate helps understand how a subset of schools is consistently able to beat the odds and perform better than its peers. In addition to the Full Report, a Report Summary and an updated list of California Beating-The-Odds Schools are also available. [For the Full Report, see ED559741.]

Listen to the story on Rivet

Listen to the story on Rivet

The Governor's Office of Student Achievement awarded 34 Cobb schools with "Beating the Odds" designation. GOSA also recognized 11 "Rewards" schools for leading in improvements on their CCRPI scores.

PACTV creates Public Service Announcements (PSAs) for area nonprofits. This PSA was done for Pembroke Titan Against Drugs in Pembroke, MA. PACTV is a nonprofit organization serving the towns of Duxbury, Kingston, Pembroke and Plymouth. PSAs are cablecast on PACTV's Public Access Channel (Comcast 13 and Verizon 43). http://www.pactv.org/community/psa-days

A study was undertaken at the Community College of Philadelphia (CCP) to understand why some at-risk students are able to beat the odds and achieve educational success while others are not. The theoretical underpinnings for this research draw from psychological, societal, and institution-specific models of student persistence. All 1996 CCP graduates were surveyed and asked if they ever considered dropping out of college. About half returned surveys, and of the respondents, 27% had considered dropping out. A questionnaire explored personality traits, economic factors, and institutional experiences students perceived as affecting their progress towards graduation. Aspects of personality such as confidence, discipline, and perseverance, as well as encouragement of faculty and other students, greatly influenced degree completion. Discouraging institutional experiences included rude treatment by staff, unavailability of courses, and ineffective course advisement. A focus group of 12 students discussed their personal experiences, citing positive in-classroom and out-of-classroom experiences with faculty as integral to their continued enrollment. Detrimental aspects included course-related difficulties and communication problems with faculty. Determination and external factors such as family support also precluded degree completion. The majority of graduates had either obtained jobs or successfully transferred to other institutions of higher education. Contains 12 references. (YKH)

Femslash4Fans Podcast - Episode 14 (September 12, 2009)   Beating the Odds #2 - Fastlane's Billie/Sara (More Than a Gimmick) and Author Blackbird   In the second half of our two-parter on unlikely successes, we'll be talking about the short-lived FOX police drama Fastlane. Lasting only a single season, Fastlane eventually resorted to a ratings gimmick at a time when other dramas - Buffy the Vampire Slayer, Once and Again - were beginning to address onscreen kisses between two women. Targeting male viewers as always, Fastlane aired an episode where Det. Billie Chambers (Tiffani- Amber Thiessen) seduces burglar Sara Matthews (Jaime Pressly) on an undercover assignment. Hot women kissing, woohoo! While it may not have boosted ratings, it didn't stop fans from seeing the surprise potential behind the Billie/Sara pairing. Foremost among these was Blackbird, who wrote the epic fic "After the Fall" that explored Billie/Sara long after Fastlane faded from the airwaves, and more thoughtfully and romantically than Fastlane probably ever would have (or been allowed to). We'll talk to Blackbird about ATF and its unfinished sequel, "Reparations" , as well as her one-shots and her possible plans to return to the series in the future.

This report investigates how inner-city schools are performing on the academic goals and standards set by the states for children, examining district-by-district achievement data in math and reading through spring 2002. It also measures achievement gaps between cities and states, African American and Whites, and Hispanics and Whites; presents new data on language proficiency, disability, and income; and discusses progress. Data come from 59 major city school systems. Results indicate that overall, the Great City Schools are making significant gains in math scores on state assessments, there are new gains in reading, and gaps may be narrowing. More urban school districts showed math and reading gains in 2002 than in 2000. However, urban school math and reading achievement remain below national averages. Three factors that shape the urban context include: the nation cannot meet the broad goals of No Child Left Behind and raise achievement nationally without examining the significant percentage of students enrolled in urban schools; students in urban schools are more likely than other students to be African American, Hispanic American, or Asian American, to come from low income families, and to come from non-English speaking homes; and urban schools often lack adequate financial resources. (SM)

This report investigates how inner-city schools are performing on the academic goals and standards set by the states for children, examining district-by-district achievement data in math and reading through spring 2002. It also measures achievement gaps between cities and states, African American and Whites, and Hispanics and Whites; presents new data on language proficiency, disability, and income; and discusses progress. Data come from 59 major city school systems. Results indicate that overall, the Great City Schools are making significant gains in math scores on state assessments, there are new gains in reading, and gaps may be narrowing. More urban school districts showed math and reading gains in 2002 than in 2000. However, urban school math and reading achievement remain below national averages. Three factors that shape the urban context include: the nation cannot meet the broad goals of No Child Left Behind and raise achievement nationally without examining the significant percentage of students enrolled in urban schools; students in urban schools are more likely than other students to be African American, Hispanic American, or Asian American, to come from low income families, and to come from non-English speaking homes; and urban schools often lack adequate financial resources. (SM)

This report examines elementary schools serving poor neighborhoods in New York City that have been able to bring their students up to or above the average for the city on standardized tests in the 1996-1997 school year to see how teachers, parents, students, and principals have worked together. After eliminating schools with new principals and those with "selective" admission, the study focused on 14 schools. There were fewer similarities among these schools than had been expected, as they ranged from very traditional to very innovative. The most important attributes these schools had in common were: (1) a principal who managed instruction; (2) mastery of the curriculum by principals and teachers; (3) a code of professional respect and caring for children; (4) a no-nonsense communication style on the part of the principal; (5) "open-door" classrooms in which teachers were freely observed; (6) parent engagement; and (7) attention and rewards for good academic performance. Recommendations to improve the performance of other elementary schools are based on short-range techniques, the development of longer-range resources, and the recruitment of principals and teachers over the longer range. Appendixes contain school profiles, the principals' interview guide, estimates of the cost of class size reduction, a discussion of the underfunding of city schools, estimates of the costs of adding staff, and a description of current staffing for these schools. (SLD)

This report examines elementary schools serving poor neighborhoods in New York City that have been able to bring their students up to or above the average for the city on standardized tests in the 1996-1997 school year to see how teachers, parents, students, and principals have worked together. After eliminating schools with new principals and those with "selective" admission, the study focused on 14 schools. There were fewer similarities among these schools than had been expected, as they ranged from very traditional to very innovative. The most important attributes these schools had in common were: (1) a principal who managed instruction; (2) mastery of the curriculum by principals and teachers; (3) a code of professional respect and caring for children; (4) a no-nonsense communication style on the part of the principal; (5) "open-door" classrooms in which teachers were freely observed; (6) parent engagement; and (7) attention and rewards for good academic performance. Recommendations to improve the performance of other elementary schools are based on short-range techniques, the development of longer-range resources, and the recruitment of principals and teachers over the longer range. Appendixes contain school profiles, the principals' interview guide, estimates of the cost of class size reduction, a discussion of the underfunding of city schools, estimates of the costs of adding staff, and a description of current staffing for these schools. (SLD)

Includes bibliographical references (pages 175-176)

read 344pg pdf book Fat chance_ beating the odds against sugar, processed food, -- Lustig, Robert H

Capitol Chat - Capital Public Radio's National News Reporter Matt Laslo and Capitol Bureau Chief Ben Adler join us for our weekly look at what lawmakers are working on nationally and state wide. We'll hear from both reporters about possible fallout from sequestration. Pope's Final Day - Pope Benedict XVI is leaving the Catholic Church's highest post Thursday. This is the first time a pontiff has left the post before death in nearly 600 years. Joining us to explain how Catholic priests and parishioners in the Sacramento region are marking the historic day is Reverend Monsignor James T. Murphy with the Roman Catholic Diocese in Sacramento. Autism Transition - There's a crucial period in an autistic child's life when he or she has to transition from school to the adult world, which may include work. We'll speak with two special education teachers at the Sacramento City Unified School District who help autistic children transition into adulthood. This is a prelued to Capital Public Radio's documentary on adults with autism "Autism Grows Up," airing Friday, March 1 at 10:00 am and 8:00 pm. Beating the Odds - Brian Taylor brings together a group of speakers with stories detailing accounts of overcoming adversity on very difficult terms. His event, Beating the Odds, aims to not only celebrate the victories of these speakers but to shine light on the at-risk young adult population of our community. We'll talk with Taylor about why he does it and we'll hear from one of this year's speakers, USMC Master Gunnery Sergeant, Retired Bill Dower. Sound Advice: Blue Dog Jam - Nick Brunner, the host of Capital Public Radio's Blue Dog Jam, joins us with some of the latest releases from contemporary rock groups, local bands and artists heard on NPR. You'll hear new tracks today from David Bowie and Sacramento band Ggreen. 1. "The Stars (Are Out Tonight)" by David Bowie 2. "Sunburn" by Tera Melos 3. "We the Common (For Valerie Bolden) by Thao & The Get Down Stay Down 4. "Before Your Very Eyes" by Atoms for Peace 5. "Sun Center" by Ggreen

I sit down with Lauren - one of the most inspirational ladies I know - to talk about her journey through surviving cancer, from losing her hair to struggling to cope physically, I want to know what kept her going. Her mindset is incredible as she took each day with an incredible 'get up and get on with it' attitude. Speaking to her has again instilled in me how much we all take for granted, and that a positive outlook mentally and physically can improve your life, and the life of those around you tenfold.Follow her at: https://www.instagram.com/laurenwshute/ Follow me at: https://www.instagram.com/jedthirkettle/

On March 5th, 2020 Gregg Garfield checked himself into St. Josephs Providence Hospital in Burbank after a ski trip in Northern Italy. He would come to be known as \"Patient Zero,\" the hospital's first COVID-19 patient. While in the hospital, Gregg's health went into a rapid decline, and his chances of survival appeared to be slim to none. In the end, however, even after seemingly knocking on death's door, Gregg would be a survivor. He shares his story with Christina Pascucci.   

This article reports on findings from a multiple case study investigating the nature of educators' approaches toward monitoring English language learners' (ELLs) performance and using data to improve instruction and apply appropriate interventions. Six New York elementary schools where ELLs' performance was better than predicted (i.e. odds-beating) based on student assessment data were studied. The analysis revealed that several strategies were common among the schools studied and were associated with the schools' better ELL performance outcomes. These include: 1) connecting instruction and interventions to "real time" data based on multiple measures of student performance including benchmark and formative assessments; 2) communicating performance via technology among teachers and with family members and legal guardians; 3) collaborating through routines among teaching and support staff as well as school and district leaders. Implications for district and school leaders and teachers are discussed. Implications for district and school leaders as well as teachers and other instructional specialists are offered.

The Regional Educational Laboratory Northeast and Islands conducted this study using data on public high schools in Puerto Rico from national and territory databases to compare methods for identifying beating-the-odds schools. Schools were identified by two methods, a status method that ranked high-poverty schools based on their current observed performance and an exceeding-achievement-expectations method that ranked high-poverty schools based on the extent to which their actual performance exceeded (or fell short of) their expected performance. Graduation rates, reading proficiency rates, and mathematics proficiency rates were analyzed to identify schools for each method. The identified schools were then compared by method to determine agreement rates--that is, the amount of overlap in schools identified by each method. The report presents comparisons of the groups of schools--those identified by each method and all public high-poverty high schools in Puerto Rico--on descriptive information. Using the two methods--ranking by status and ranking by exceeding-achievement-expectations--two different lists of beating-the-odds schools were identified. The status method identified 17 schools, and the exceeding-achievement-expectations method identified 15 schools. Six schools were identified by both methods. The agreement rate between the two lists of beating-the-odds schools was 38 percent. The analyses suggest that using both methods to identify beating-the-odds schools is the best strategy because high schools identified by both methods demonstrate high levels of absolute performance and appear to be achieving higher levels of graduation rates and percent proficiency than might be expected given their demographics and prior performance. Appended are: (1) Details on Data and Methods as Well as Additional Findings; and (2) Sensitivity Analysis Results.

Includes index

This book analyzes the latest data and economic models to explore whether an unpredictable economy, changes in student preference, tuition that outpaced inflation, and new forms of competition will plunge small colleges into chronic financial distress. It then suggests ways small colleges can position themselves to avoid economic disaster by understanding the markets in which they operate. The book details the financial essentials of small colleges in these chapters: (1) "Small Colleges on the Brink of Financial Distress"; (2) "Historical Influence on the Economic Development of Independent Colleges"; (3) Challenges Facing Small Colleges"; (4) "Economics of Small Colleges"; (5) "Financial Structure of Small Colleges"; (6) "Identifying Financial Distress in Small Colleges"; (7)"Why Small Colleges Fail: Four Cautionary Tales"; (8) "Financial State of Small Colleges"; (9) "Planning and Leadership: Tools for Pulling Back from the Brink"; (10) "Financial and Market Diagnostics"; (11) "Financial Strategy"; (12) "Small College Turnarounds: How They Did It"; and (13) "What Are the Prospects for Small Colleges?" Seven appendixes present trend tables and supplemental information about college finances. (Contains 35 tables and 177 references.) (SLD)

This paper suggests that supported employment programs should view themselves as learning organizations for whom people with severe or profound disabilities are a prized resource, since they encourage the organization to invent new ways to develop jobs, foster administrative flexibility, review assumptions about potential, and take responsibility for organizational values. Discussion of strategic decisions notes that organizational learning requires partners, not clients or customers. System level reforms are seen as opening the space for organizational learning that must address three questions: Is it possible for people with severe and profound disabilities to work? Is it relevant to the agency to learn with them? Is it worth the effort? Data and discussion provide positive answers to each of these questions. Also noted are common false assumptions such as the false positive assumption that people have high quality alternatives to work and the false negative assumption that employment is impossible. The paper suggests that the best safeguard against false assumptions is for the agency to partner with a few people with severe and profound disabilities to improve the accessibility of local workplaces. (Contains 16 references.) (DB)

This paper suggests that supported employment programs should view themselves as learning organizations for whom people with severe or profound disabilities are a prized resource, since they encourage the organization to invent new ways to develop jobs, foster administrative flexibility, review assumptions about potential, and take responsibility for organizational values. Discussion of strategic decisions notes that organizational learning requires partners, not clients or customers. System level reforms are seen as opening the space for organizational learning that must address three questions: Is it possible for people with severe and profound disabilities to work? Is it relevant to the agency to learn with them? Is it worth the effort? Data and discussion provide positive answers to each of these questions. Also noted are common false assumptions such as the false positive assumption that people have high quality alternatives to work and the false negative assumption that employment is impossible. The paper suggests that the best safeguard against false assumptions is for the agency to partner with a few people with severe and profound disabilities to improve the accessibility of local workplaces. (Contains 16 references.) (DB)

This paper suggests that supported employment programs should view themselves as learning organizations for whom people with severe or profound disabilities are a prized resource, since they encourage the organization to invent new ways to develop jobs, foster administrative flexibility, review assumptions about potential, and take responsibility for organizational values. Discussion of strategic decisions notes that organizational learning requires partners, not clients or customers. System level reforms are seen as opening the space for organizational learning that must address three questions: Is it possible for people with severe and profound disabilities to work? Is it relevant to the agency to learn with them? Is it worth the effort? Data and discussion provide positive answers to each of these questions. Also noted are common false assumptions such as the false positive assumption that people have high quality alternatives to work and the false negative assumption that employment is impossible. The paper suggests that the best safeguard against false assumptions is for the agency to partner with a few people with severe and profound disabilities to improve the accessibility of local workplaces. (Contains 16 references.) (DB)

This paper suggests that supported employment programs should view themselves as learning organizations for whom people with severe or profound disabilities are a prized resource, since they encourage the organization to invent new ways to develop jobs, foster administrative flexibility, review assumptions about potential, and take responsibility for organizational values. Discussion of strategic decisions notes that organizational learning requires partners, not clients or customers. System level reforms are seen as opening the space for organizational learning that must address three questions: Is it possible for people with severe and profound disabilities to work? Is it relevant to the agency to learn with them? Is it worth the effort? Data and discussion provide positive answers to each of these questions. Also noted are common false assumptions such as the false positive assumption that people have high quality alternatives to work and the false negative assumption that employment is impossible. The paper suggests that the best safeguard against false assumptions is for the agency to partner with a few people with severe and profound disabilities to improve the accessibility of local workplaces. (Contains 16 references.) (DB)

This paper suggests that supported employment programs should view themselves as learning organizations for whom people with severe or profound disabilities are a prized resource, since they encourage the organization to invent new ways to develop jobs, foster administrative flexibility, review assumptions about potential, and take responsibility for organizational values. Discussion of strategic decisions notes that organizational learning requires partners, not clients or customers. System level reforms are seen as opening the space for organizational learning that must address three questions: Is it possible for people with severe and profound disabilities to work? Is it relevant to the agency to learn with them? Is it worth the effort? Data and discussion provide positive answers to each of these questions. Also noted are common false assumptions such as the false positive assumption that people have high quality alternatives to work and the false negative assumption that employment is impossible. The paper suggests that the best safeguard against false assumptions is for the agency to partner with a few people with severe and profound disabilities to improve the accessibility of local workplaces. (Contains 16 references.) (DB)

This paper suggests that supported employment programs should view themselves as learning organizations for whom people with severe or profound disabilities are a prized resource, since they encourage the organization to invent new ways to develop jobs, foster administrative flexibility, review assumptions about potential, and take responsibility for organizational values. Discussion of strategic decisions notes that organizational learning requires partners, not clients or customers. System level reforms are seen as opening the space for organizational learning that must address three questions: Is it possible for people with severe and profound disabilities to work? Is it relevant to the agency to learn with them? Is it worth the effort? Data and discussion provide positive answers to each of these questions. Also noted are common false assumptions such as the false positive assumption that people have high quality alternatives to work and the false negative assumption that employment is impossible. The paper suggests that the best safeguard against false assumptions is for the agency to partner with a few people with severe and profound disabilities to improve the accessibility of local workplaces. (Contains 16 references.) (DB)

Brian speaks to Chris MacLeod, who is a noted lawyer in Canada and the author of \"Beating the Odds\" - a great book on dealing with adversity. His book, arising from the lessons he learned dealing with significant health challenges is a guide to assist others in surviving their own unique health challenges and crises. More than that, it can be a guide to living a full and authentic life. TAKE CHARGE OF YOUR LIFE AND NEVER GIVE UP! Chris says \"I try to live by the 11 lessons every day, in every way, to fight this silent but persistent foe. Also on the show is Marc Kealey who introduces Chris.

Brian speaks to Chris MacLeod, who is a noted lawyer in Canada and the author of \"Beating the Odds\" - a great book on dealing with adversity. His book, arising from the lessons he learned dealing with significant health challenges is a guide to assist others in surviving their own unique health challenges and crises. More than that, it can be a guide to living a full and authentic life. TAKE CHARGE OF YOUR LIFE AND NEVER GIVE UP! Chris says \"I try to live by the 11 lessons every day, in every way, to fight this silent but persistent foe. Also on the show is Marc Kealey who introduces Chris.

A message given by the Rev. Robb Almy on Sunday 1/25/09 at New Season Church, Fredericksburg, VA.

314 p. : 24 cm

314 p. : 24 cm

314 p. : 24 cm

314 p. : 24 cm

This report describes a follow-up qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that, according to 2001 data, were "beating the odds" in preparing low-performing ninth-grade students for timely high school graduation and college going. The thirteen schools included two long-established technical-vocational schools, nine small high schools created between 1993 and 1998, and two high schools created in the reconstitution of large, failing high schools. The study was inspired by students in the Urban Youth Collaborative, a citywide high school organizing group that works to improve college-going rates in their schools and communities. Institute staff designed interviews with administrators, counselors, and other relevant staff to understand how the thirteen high schools identified in the earlier study were able to beat the odds, and to suggest ways that the success of these schools could be maintained and scaled up. [For related reports, see "Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment" (ED522199) and "Putting Kids on the Pathway to College: How Is Your School Doing? The College Pathways Tools" (ED522170).]

This report describes a follow-up qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that, according to 2001 data, were "beating the odds" in preparing low-performing ninth-grade students for timely high school graduation and college going. The thirteen schools included two long-established technical-vocational schools, nine small high schools created between 1993 and 1998, and two high schools created in the reconstitution of large, failing high schools. The study was inspired by students in the Urban Youth Collaborative, a citywide high school organizing group that works to improve college-going rates in their schools and communities. Institute staff designed interviews with administrators, counselors, and other relevant staff to understand how the thirteen high schools identified in the earlier study were able to beat the odds, and to suggest ways that the success of these schools could be maintained and scaled up. [For related reports, see "Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment" (ED522199) and "Putting Kids on the Pathway to College: How Is Your School Doing? The College Pathways Tools" (ED522170).]

Femslash4Fans Podcast - Episode 16 (October 2, 2009)   Beating the Odds #1 - Nikki & Nora, the Show That (Almost) Never Was, and Author Silk   In the first of a two-part series on unlikely femslash successes, we'll discuss Nikki & Nora, the biggest femslash TV pairing that was never on TV. Featuring two lead actresses as New Orleans police detectives who are partners in the bedroom as well as in the squadroom, N&N inevitably attracted a great deal of attention from the gay & lesbian media when UPN announced the pilot. That saved N&N from obscurity when UPN chose not to pick the pilot up for a full series. Rather than being consigned to oblivion, N&N took advantage of the Internet by releasing the pilot onto the Web, where it has been seen by hundreds of thousands of fans. One of those is the author Silk, who wrote the ongoing "Trouble" series about the intrepid detectives played by Liz Vassey and Christina Cox. We'll talk to her about how a single 40-minute episode motivated her to author a series of successful, well-written stories which have lived on even longer than UPN itself.

A study investigated school and classroom factors related to primary-grade reading achievement, using quantitative and descriptive methods. Fourteen schools across the United States with moderate to high numbers of students on subsidized lunch were identified as most, moderately, or least effective based on several measures of reading achievement. A combination of school and teacher factors was found to be important in the most effective schools. Significant factors included: (1) strong links to parents; (2) systematic assessment of pupil progress; (3) strong building communication; (4) a collaborative model for reading instruction, including early reading interventions; (5) time spent in small group instruction; (6) time spent in independent reading; (7) high pupil engagement; and (8) strong home communication. The most accomplished teachers were frequently observed teaching word recognition by coaching as children were reading, providing explicit phonics instruction, and asking higher level questions after reading. In all of the most effective schools, reading was clearly a priority at both the building and classroom levels. Contains 49 references and 21 tables. Appendixes provide sample worksheets and instructions for administering word lists. (EF)

A study investigated school and classroom factors related to primary-grade reading achievement, using quantitative and descriptive methods. Fourteen schools across the United States with moderate to high numbers of students on subsidized lunch were identified as most, moderately, or least effective based on several measures of reading achievement. A combination of school and teacher factors was found to be important in the most effective schools. Significant factors included: (1) strong links to parents; (2) systematic assessment of pupil progress; (3) strong building communication; (4) a collaborative model for reading instruction, including early reading interventions; (5) time spent in small group instruction; (6) time spent in independent reading; (7) high pupil engagement; and (8) strong home communication. The most accomplished teachers were frequently observed teaching word recognition by coaching as children were reading, providing explicit phonics instruction, and asking higher level questions after reading. In all of the most effective schools, reading was clearly a priority at both the building and classroom levels. Contains 49 references and 21 tables. Appendixes provide sample worksheets and instructions for administering word lists. (EF)

NASA Administrator Charles Bolden welcomed this year’s Beating the Odds Foundation/Student Success and Leadership Program participants to NASA HQ. They heard from Human Research Program Director for the Twin Study, Dr. John Charles and planetary scientist, Dr. Shawn Domagal-Goldman, who discussed NASA’s search for life in the Universe. Student teams presented results of research they conducted on the Twin Study using the Foundation’s Stepping Stones to Success model. This informal partnership between NASA Headquarters and the Beating the Odds Foundation, now in its third year, demonstrates the effectiveness of integrating formal education and NASA missions.

This is a book review of Eddie Brown's book Beating the Odds. Eddie Brown is one of the wealthiest black men in America who didn't make his fortune in the entertainment industry. 

This is a book review of Eddie Brown's book Beating the Odds. Eddie Brown is one of the wealthiest black men in America who didn't make his fortune in the entertainment industry. 

This is a book review of Eddie Brown's book Beating the Odds. Eddie Brown is one of the wealthiest black men in America who didn't make his fortune in the entertainment industry. 

Nelson Mandela Bay’s 10-party coalition is now seven months old and, according to executive mayor Retief Odendaal, has already notched up some remarkable wins. Apart from keeping all partners onside in reputably the largest governing coalition on earth; focused maintenance and fast-tracking of existing projects has removed the very real threat of the city’s taps running dry. Although the Democratic Alliance, with 48 seats, dwarves the next most prominent coalition member’s three seats, Odendaal says a partnership approach was adopted from the get-go and is reaping dividends. This is a template which may be applied to address instability elsewhere, especially Gauteng, where smaller members of coalitions complain about not being adequately respected. Odendaal spoke to Alec Hogg of BizNews.

Franceso Clark was on top of the world the day he mistakenly dove into the shallow end of a pool. He was 24 and had just gotten a promotion at Harper's Bazaar. In an instant he was paralyzed from the neck down and very close to death. Francesco shares his incredible story of what happened next, how the inspiring support of his family and friends kept him going, why the day Christopher Reeve died was a turning point, and the purpose he first found in developing skincare products for people with medical challenges. Clark's Botanicals is now a multi-million dollar company and Francesco continues to defy the odds set that day in the pool. //If you have questions or guest suggestions, Ali would love to hear from you. Call or text her at (323) 364-6356. Or email a voice memo right from your phone to [email protected]. (No dashes)Links of Interest:https://clarksbotanicals.com/**SPECIAL OFFER from Clark's Botanicals! The first 100 listeners will receive the 3-step complexion pampering 'healing gift set,' ($62 value) and free shipping with any purchase from clarksbotanicals.com. Place the healing gift set in the cart and apply \"AliRocks\" to get it for free. Francesco's Memoir, Walking Papers: The Accident that Changed My Life, and the Business that Got Me Back on My Feet - https://www.amazon.com/Walking-Papers-Accident-Changed-Business/dp/1400167272 Learn more about your ad-choices at https://www.iheartpodcastnetwork.com

This publication describes four school health programs from the standpoint of young people who participate in them. Its purpose is to indicate how committed staff members in comprehensive school health programs can help students to succeed. The publication identifies four well-respected programs in diverse settings that are using innovative approaches to improve the health and academic achievement of individual students, and reports on an encounter at each program site with a young person who has been helped by the program. A common theme among these narratives is the experience of growing up in an America far different from that of previous adolescent generations. Each account discusses situations and problems modern youth must confront, and describes how access to a network of professionals and helping adults can provide what these young people need for their passage through adolescence. The following programs are described: (1) the school-based Youth Services Program, New Brunswick (New Jersey); (2) Communities in Schools, San Antonio (Texas); (3) STAR (Student Taught Awareness and Resistance) Program, Kansas City (Missouri); and (4) Jackson-Hinds Comprehensive Health Center, Jackson (Mississippi). Each narrative includes photographs of its student subject in school and community settings. Program profiles, including contacts and addresses for further information, are appended. (AF)

The Southern Rural High School Study Initiative seeks to identify high performing rural high schools in the South, engage education leaders in the region in analyzing the challenges faced by these schools and consider the public policies that might serve to transfer the lessons and strategies used by these schools to other small rural high schools in the region. The purpose of this paper is to discuss policy options based on both prior knowledge and also site visits to five such high performing small rural high schools serving high poverty and/or high minority populations. [This paper represents a Rural School and Community Trust Policy Paper prepared for the Southern Rural High School Study Initiative, a joint venture of the Southern Governors' Association, Southern Regional Education Board, and The Rural School and Community Trust.]

This report includes quantitative information by individual urban school district for the 2006-2007 school year. Data includes: (1) Total Students; (2) Free/Reduced Price Lunch Eligible Students; (3) Students with Individual Educational Plans; (4) English Language Learners; (5) American Indian/Alaskan Native Students; (6) Asian/Pacific Islander Students; (7) African American; (8) Hispanic Students; (9) White Students; (10) FTE (full-time equivalent) Teachers; (11) Student-Teacher Ratio; and (12) Numbers of Schools. Each district is reported against state totals, and an overall totals in comparison to the United States as a whole are included. Information for the report is sourced from the U.S. Department of Education, National Center for Education Statistics, Common Core of Data, "Public Elementary/Secondary School Universe Survey," and "Local Education Agency Universe Survey." [For the 2006-2007 State Assessment Results, see ED505334.]

What are the odds of cleaning up in Vegas on the National Anthem before the Super Bowl? What are the odds of cleaning up in Vegas on the National Anthem before the Super Bowl? A-P Music Correspondent Margie Szaroleta reports Luke Bryan gets the call this year...but isn't giving up many details frustrating betters...

The 1990 Beating the Odds (BTO) Summer School was an intensive instructional, counseling, and guidance program sponsored by the Houston (Texas) Independent School District for a group of at-risk students in grades 5-9. The program was designed to provide a supportive and nurturing learning environment in which the academic and sociopsychological deficiencies of program students could be addressed, thereby giving them the competence and determination to stay in school. This report evaluates the effectiveness of the program in improving student self-esteem, appreciation of teachers, confidence to improve grades, and the determination to succeed in school. The report describes implementation activities of the program; assesses its strengths, weaknesses, and effectiveness; and synthesizes recommendations of program staff and students for enhancing program effectiveness. The evaluation answers research questions involving the following areas and issues: (1) curriculum content of the program; (2) staff perception of factors limiting academic performance; (3) staff perception of staff training effectiveness; (4) student attendance rates; (5) perceived strengths among program characteristics; (6) perceived weaknesses among program characteristics; (7) program impact on student self-esteem and attitudes toward school; and (8) staff and student recommendations for program improvement. Statistical data are presented in two figures and one table. A list of seven references is appended. (AF)

1Lilac Fairy Book

By Andrew Lang

Andrew Lang's Fairy Books or Andrew Lang's "Coloured" Fairy Books are a twelve-book series of fairy tale collections. Although Andrew Lang did not collect the stories himself from the oral tradition, the extent of his sources (who had collected them originally), made them an immensely influential collection, especially as he used foreign-language sources, giving many of these tales their first appearance in English. As acknowledged in the prefaces, although Lang himself made most of the selections, his wife and other translators did a large portion of the translating and telling of the actual stories. Many of them were illustrated by Henry J. Ford. Lancelot Speed also did some illustrations. (Summary from Wikipedia)

2Blue Fairy Book

By Andrew Lang

Andrew Lang's Blue Fairy Book (1889) was a beautifully produced and illustrated edition of fairy tales that has become a classic. This was followed by many other collections of fairy tales, collectively known as Andrew Lang's Fairy Books. (Wikipedia)

3Yellow Fairy Book

By Andrew Lang

"Andrew Lang's Fairy Books or Andrew Lang's "Coloured" Fairy Books are a twelve-book series of fairy tale collections. Although Andrew Lang did not collect the stories himself from the oral tradition, the extent of his sources (who had collected them originally), made them an immensely influential collection, especially as he used foreign-language sources, giving many of these tales their first appearance in English. As acknowledged in the prefaces, although Lang himself made most of the selections, his wife and other translators did a large portion of the translating and telling of the actual stories." (summary from Wikipedia)

4Red Fairy Book

By Andrew Lang

<i>The Red Fairy Book</i> is the second in a series of twelve books known as <i>Andrew Lang's Fairy Books</i> or <i>Andrew Lang's "Coloured" Books</i>. The series was immensely popular and proved of great influence in children's literature, increasing the popularity of fairy tales over tales of real life. (Summary adapted from Wikipedia)

5Green Fairy Book

By Andrew Lang

Andrew Lang's Fairy Books or Andrew Lang's "Coloured" Fairy Books constitute a twelve-book series of fairy tale collections. Although Andrew Lang did not collect the stories himself from the oral tradition, the extent of his sources, who had collected them originally (with the notable exception of Madame d'Aulnoy), made them an immensely influential collection, especially as he used foreign-language sources, giving many of these tales their first appearance in English. As acknowledged in the prefaces, although Lang himself made most of the selections, his wife and other translators did a large portion of the translating and telling of the actual stories.<br><br>"The irony of Lang's life and work is that although he wrote for a profession—literary criticism; fiction; poems; books and articles on anthropology, mythology, history, and travel ... he is best recognized for the works he did not write."<br /><br /> Many of the books were illustrated by Henry J. Ford, Lancelot Speed, and G. P. Jacomb-Hood also contributed some illustrations.

6Crimson Fairy Book

By Andrew Lang

The Crimson Fairy Book contains thirty-six stories collected from around the world and edited by Andrew Lang. Many tales in this book are translated, or adapted, from those told by mothers and nurses in Hungary; others are familiar to Russian nurseries; the Servians are responsible for some; a rather peculiarly fanciful set of stories are adapted from the Roumanians; others are from the Baltic shores; others from sunny Sicily; a few are from Finland, and Iceland, and Japan, and Tunis, and Portugal. No doubt many children will like to look out these places on the map, and study their mountains, rivers, soil, products, and fiscal policies, in the geography books. The peoples who tell the stories differ in colour; language, religion, and almost everything else; but they all love a nursery tale. The stories have mainly been adapted or translated by Mrs. Lang, a few by Miss Lang and Miss Blackley. (Summary from the preface)

7Short History of Scotland

By Andrew Lang

A Short History of Scotland is a concise introduction to the history of Scotland from Roman times to the last Jacobite rebellion, written by the author of a much longer Scottish history. (Summary by Sibella Denton.)

8Arabian Nights Entertainments

By Andrew Lang

The Arabian Nights is a collection of Perso-Arabic folk tales and other stories. The collection, or at least certain stories drawn from it (or purporting to be drawn from it), became widely known in the West from the 18th century, after it was translated from the Arabic — first into French and then into English and other European languages. The first English language edition, based on Galland's French rather than the original Arabic, rendered the title as The Arabian Nights' Entertainment - and this, or simply The Arabian Nights, has been the title by which it has been best known to English-speaking people ever since. (Summary from Wikipedia)

9Antiquary

By Andrew Lang and Sir Walter Scott

Illegitimacy, false identity, and bankruptcy are the major elements of Sir Walter Scott's 1816 novel, The Antiquary. Set in the period of the French Revolution, the novel's hero, Lovel, struggles to gain repute and the hand of his beloved despite his uncertain parentage. During these pursuits, he befriends the title's antiquary, Johnathan Oldbuck, who finds Lovel a captive audience to his scholarly studies and a tragic likeness to his own disappointments in love. Readers will discover whether Lovel's acts of bravery and courage ultimately earn him the birth and fortunes of a nobleman. (Summary by S. Kovalchik)

10Orange Fairy Book

By Andrew Lang

Andrew Lang's Fairy Books or Andrew Lang's "Coloured" Fairy Books constitute a twelve-book series of fairy tale collections. Although Andrew Lang did not collect the stories himself from the oral tradition, the extent of his sources, who had collected them originally (with the notable exception of Madame d'Aulnoy), made them an immensely influential collection, especially as he used foreign-language sources, giving many of these tales their first appearance in English. As acknowledged in the prefaces, although Lang himself made most of the selections, his wife and other translators did a large portion of the translating and telling of the actual stories.<br><br>Many of the books were illustrated by Henry J. Ford. Lancelot Speed, and G. P. Jacomb Hood also contributed some illustrations. (Summary by Wikipedia)

11Pink Fairy Book

By Andrew Lang

All people in the world tell nursery tales to their children, and the stories are apt to be like each other everywhere. A child who has read the Blue and Red and Yellow Fairy Books will find some old friends with new faces in the Pink Fairy Book. Courage, youth, beauty, kindness, have many trials, but they always win the battle; while witches, giants, unfriendly cruel people, are on the losing hand. So it ought to be, and so, on the whole, it is and will be; and that is all the moral of fairy tales. We cannot all be young, alas! and pretty, and strong; but nothing prevents us from being kind, and no kind man, woman, or beast or bird, ever comes to anything but good in these oldest fables of the world. (Summary of the Author's Preface by Elliott Miller)

12He

By Andrew Lang and Walter Herries Pollock

This book is a parody of the famous swashbuckling novel, She, by H. Rider Haggard. (summary by Neeru Iyer)<br><br>You will not think, therefore, that the respectful Liberty we have taken with your Wondrous Tale... indicates any lack of Loyalty to our Lady Ayesha.<br><br>Her beauties are beyond the reach of danger from Burlesque, nor does her form flit across our humble pages. (taken from the Dedication)<br /><br /> The characters of Editor and Publisher, who make comments throughout the story were read by: Editor – <a href="http://librivox.org/reader/3588">Neeru Iyer</a> and Publisher – <a href="http://librivox.org/reader/2506">Julie VW</a>

13Grey Fairy Book

By Andrew Lang

The tales in the Grey Fairy Book are derived from many countries — Lithuania, various parts of Africa, Germany, France, Greece, and other regions of the world. They have been translated and adapted by Mrs. Dent, Mrs. Lang, Miss Eleanor Sellar, Miss Blackley, and Miss Hang. 'The Three Sons of Hali' is from the last century 'Cabinet des Fees,' a very large collection. The French author may have had some Oriental original before him in parts; at all events he copied the Eastern method of putting tale within tale, like the Eastern balls of carved ivory. The stories, as usual, illustrate the method of popular fiction. A certain number of incidents are shaken into many varying combinations, like the fragments of coloured glass in the kaleidoscope. Probably the possible combinations, like possible musical combinations, are not unlimited in number, but children may be less sensitive in the matter of fairies than Mr. John Stuart Mill was as regards music. (Summary from the preface)

This is a children's version of Jonathan Swift's novel <i>Gulliver's Travels</i>, from the <i>Told to the Children Series</i> (published in 1910). The children's adventure story covers Gulliver's visits to the lands of Lilliput and Brobdingnag. (Summary by Laurie Anne Walden)

15Olive Fairy Book

By Andrew Lang

Andrew Lang’s Olive Fairy Book (1907) was a beautifully produced and illustrated edition of fairy tales that has become a classic. This was followed by many other collections of fairy tales, collectively known as Andrew Lang’s Fairy Books. (Summary by Wikipedia)

16Brown Fairy Book

By Andrew Lang

Andrew Lang’s Brown Fairy Book (1904) was a beautifully produced and illustrated edition of fairy tales that has become a classic. This was one of many other collections of fairy tales, collectively known as Andrew Lang’s Fairy Books. (Summary by Wikipedia)

17Violet Fairy Book

By Andrew Lang

Andrew Lang’s Violet Fairy Book (1901) was a beautifully produced and illustrated edition of fairy tales that has become a classic. This was one of many other collections of fairy tales, collectively known as Andrew Lang’s Fairy Books. (Summary by Wikipedia)

Joan of Arc is a folk heroine of France and a Roman Catholic saint. Claiming divine guidance, she led the French army to several important victories during the Hundred Years' War, which paved the way for the coronation of Charles VII of France. Captured by her enemies, she was sold to the English and put on trial for charges of "insubordination and heterodoxy". She was burned at the stake for heresy when she was 19 years old. Twenty-five years after her execution, an inquisitorial court examined the trial, pronounced her innocent, and declared her a martyr. Joan of Arc was beatified in 1909 and canonized in 1920. She is one of the patron saints of France. Most of what is known today of her story comes from the detailed court records of her trials. (Summary by timothyFR)

19Letters to Dead Authors

By Andrew Lang

With twenty two letters, addressed to various already deceased authors, Andrew Lang discusses literary subjects with his usual humour and acidity. The impulse for the writing of the letters came, almost as a joke, from the editor of the 'St. James's Gazette,' and sixteen of the letters collected in the volume appeared first in that journal. According to the author, "some of the Letters are written rather to suit the Correspondent than to express the writer's own taste or opinions"; in all of them, though, the reader will find the charming wit of their author. (Summary by Leni)

LibriVox volunteers bring you 16 readings of <em>Romance</em> by Andrew Lang, probably best known as Edward Elgar's song <em>My Love Dwelt in a Northern Land</em>. Interestingly, Lang initially refused permission for his words to be used as lyrics, and Elgar's wife Alice wrote alternative words <em>Afar, amidst the Sunny Isles</em> for the song. However, Lang later relented and gave permission for his poem to be used. <br/><br />The poem was initially published in The Century Magazine, May 1882, and this is the version recorded here. Later collections of Lang's poetry omit the third verse. (Summary by Ruth Golding)

21Stories from the Faerie Queen

By Jean Lang and Edmund Spenser

A major work by Spenser, The Faerie Queen, was published between 1590 and 1596. As an allegorical work, it can be read on many levels. According to Jeanie Lang, Spenser always looked for the beautiful and the good when he wrote. Lang said, "There are many stories in The Faerie Queen, and out of these all I have told you only eight." The eight are "Una and the Lion," "St. Gergoe and the Dragon," "Britomart and the Magic Mirror," "The Quest of Sir Gregory," "Pastorella," "Cambell and Triamond," "Marinell the Sea-Nymph's Son," and "Flormell and the Witch." - Summary by Bill Boerst

22Old Friends, Essays in Epistolary Parody

By Andrew Lang

"Every fancy which dwells much with the unborn and immortal characters of Fiction must ask itself, Did the persons in contemporary novels never meet? In so little a world their paths must often have crossed, their orbits must have intersected, though we hear nothing about the adventure from the accredited narrators. In historical fiction authors make their people meet real men and women of history—Louis XI., Lazarus, Mary Queen of Scots, General Webbe, Moses, the Man in the Iron Mask, Marie Antoinette; the list is endless. But novelists, in spite of Mr. Thackeray’s advice to Alexandre Dumas, and of his own example in “Rebecca and Rowena,” have not introduced each other’s characters" (from the Introduction). In this volume, Andrew Lang shows, what a letter from one fictional character to another might look like.

23Tales of King Arthur and the Round Table (version 2)

By Andrew Lang

The tales of King Arthur and his Knights are of Celtic origin. The Celts were the people who occupied Britain at the time when the history of the country opens, and a few words are necessary to explain why the characters in the stories act and speak as though they belonged to a later age. These stories are adapted from the Book of Romance by ANDREW LANG.<br /><br /> It is believed that King Arthur lived in the sixth century, just after the Romans withdrew from Britain, and when the Britons, left to defend themselves against the attacks of the marauding Saxons, rose and defeated them at Mount Badon, securing to themselves peace for many years. It was probably about this time that King Arthur and his company of Knights performed the deeds which were to become the themes of stories and lays for generations afterwards.<br /><br /> In olden times, it was the custom of minstrels and story-tellers to travel through the land from court to court, telling of tales of chivalry and heroism, and for many centuries the tales of King Arthur formed the stock from which the story-teller drew.<br /><br /> In this way the stories came to be handed down from father to son, in Brittany (whose people are of the same family as the Welsh) as well as in Wales and England, and by this means alone were they prevented from being lost. But in the reigns of Henry II. and Richard I., they were set down on paper, and so became literature. Before this, however, a British writer had written out some of the tales, and from him as well as from the lips of the bards and story-tellers of their own generation, the writers in the time of Henry II. were able to collect their information. One of the most famous of the books compiled by old English writers was the “Historia Britonum,” which was written (in Latin) by Geoffrey, Bishop of Asaph. It contained an account of a war which King Arthur waged in Western Europe, but made no mention of the Holy Grail.<br /><br /> From this and other books of romances compiled in England, and very largely, too, from books of French romances, Sir Thomas Malory obtained the material for his “Morte d’Arthur,” which was written in 1470. This is the most famous of the early books of Arthurian legend, and it is from the “Morte d’Arthur” that most of the stories in this book are taken. Some, however, are taken from the “High History of the Holy Graal,” translated from the French by Dr. Sebastian Evans. The language throughout has been modified with a view to making the legends more easy of study. - Summary by The introduction and BC

24Tales Of King Arthur And The Round Table

By Andrew Lang

The tales of King Arthur and his Knights are of Celtic origin. The Celts were the people who occupied Britain at the time when the history of the country opens… It is believed that King Arthur lived in the sixth century, just after the Romans withdrew from Britain… the stories came to be handed down from father to son, in Brittany (whose people are of the same family as the Welsh) as well as in Wales and England… [story-tellers altered the stories to suit their times down through the centuries] …and so in their altered and historically inaccurate form they have reached us at the present day. …Sir Thomas Malory obtained the material for his “Morte d’Arthur,” which was written in 1470. This is the most famous of the early books of Arthurian legend, and it is from the “Morte d’Arthur” that most of the stories in this book are taken…. The language throughout has been modified with a view to making the legends more easy of study. - Summary by Book Introduction and david wales