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When Tim Marquez graduated from Abraham Lincoln High School in the Denver Public Schools, he was clueless on how to get college scholarships. He eventually attended the Colorado School of Mines, where he received a degree in petroleum engineering and became highly successful.
In 2006, he decided to give back to his city by establishing a $50 million challenge grant (it meets every dollar that Denver schools raise) to provide every needy student who applies with a scholarship of up to $6,000 for as long as five years to any Colorado-based university.
Most school districts face more mandates and less funding each year, so many search for solutions to save across the board. The Alvarado (Texas) Independent School District turned to technology to save money. The district, which has 500 staff members, 11 of whom are IT, sought to find a way to leverage technology to help bridge the gap in business processes that can in part lead to high overhead operational costs. And the district wanted to streamline the business process of paperwork when a student enrolls and fills out paperwork to get network accounts.
Schools and districts that serve a large number of English language learners (ELL s) have found it helpful to develop a comprehensive program that addresses the specific needs of the population they serve. But what about districts that experience a sudden influx of ELL students? In these places, no ELL program may be in place, and existing staff may not be trained or experienced in teaching students whose first language is not English.
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Among the many effects of the U.S. economic crisis is one that may not immediately come to mind: an increase in computer virus attacks. As economic conditions have worsened, cybercriminals have become increasingly aggressive and have explored new tactics for accessing or damaging information, or simply wreaking havoc. The last three months of 2008 saw a boom in various types of cyberthreats, which include viruses, spam and other forms of disruptive or damaging programs.