We are pleased to share a recent success of one of our star schools, Sparks Middle School in Industry, CA was identified as “Beating the Odds” by a new report from WestEd.

A growing body of research suggests that school climate may be an important variable in explaining why some schools are more successful than others. This report, written by WestEd’s Adam Voight, Gregory Austin, and Thomas Hanson, contributes to this research by exploring the climate of a handful of secondary schools with extraordinary success compared to that of other schools, including those that consistently underperform.

School success is often defined in absolute terms, such as average standardized test scores. But such criteria are known to be strongly correlated with the socioeconomic characteristics of a school’s student body. And the fact that a largely affluent student body is linked to school success offers little useful direction for those trying to improve achievement in struggling schools with low-income student populations.

To address this limitation, the present study’s design and methodology take student characteristics into account. Specifically, a successful school is defined as one whose test scores are better than would be predicted based on its student characteristics. Using this definition, A Climate for Academic Success investigates how two factors—school climate and school personnel resources—differed among three groups of California secondary schools.

In the report, 40 schools are identified as “Beating the Odds“, derived by using data from over 1,700 California public middle and high schools, these 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.

Of the 40 schools, Sparks Middle School of Hacienda la Puente Unified was the only California GEAR UP school on the list. California GEAR UP schools utilize professional development resources, partner services, and discretionary funds to create a college-going culture over a six year period. Sparks has been a California GEAR UP school since 2011 and has implemented a full compliment of GEAR UP resources to address school climate and culture to ensure ALL students have access to high quality academics and preparation. California GEAR UP schools believe it is never to early to prepare students for their future and it takes a school community of committed adults to achieve great performance.

A previous study using this definition of success found that personnel resources—such as the education, experience, and roles of staff—did not help distinguish successful from unsuccessful schools. The current study looks at the relationship between school climate and success, as measured by the California Healthy Kids Survey. The measure includes such dimensions of the school environment as safety, academic supports, social relationships, and school connectedness. A positive school climate has been associated with higher academic achievement and healthy behavioral outcomes for students.

In addition to the Report Summary, a Full Report is also available on the WestEd Website.

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Funded for its third six-year cycle on October 1, 2011, the program goal of California GEAR UP is to: Develop and sustain the organizational capacity of middle schools to prepare ALL students for high school and higher education through a statewide network of support for adults — counselors, faculty, school leaders and families — who influence middle school students. All program services are geared towards sustainability, such that school change can be successful beyond the life of the grant cycle.

For Immediate Release:                                                                                                                                                                                      

April 30, 2013

Valley High School selected to receive statewide civic learning award

Valley High School will receive the California Department of Education’s Civic Learning Awards Program Award of Merit from the Honorable Stacy Boulware Eurie, Sacramento County Superior Court Judge, in a special awards ceremony at 10 a.m. on Friday, May 3.  This program celebrates successful efforts to engage California public high school students in civic learning and spotlights replicable models for other schools to follow.

The awards ceremony will also feature remarks from Elk Grove Unified School District Superintendent Dr. Steven M. Ladd and EGUSD Board President Chet Madison Sr., as well as presentations from Valley’s Associated Student Body (ASB), Health TECH Academy and Social Sciences Department.

 “Civic learning is at the cornerstone of our society – one in which our students here at Valley are proud to serve,” said Chelsea Bowler-Shelton, principal at Valley.  “The Civic Learning Award shines a light on the students and teachers of Valley’s Health TECH Academy, Associated Student Body and Social Science Department who believe that giving back to their communities prepares students for civic engagement, college and career opportunities.”

To be considered for the award, schools must describe their civic learning practices and programs, with an emphasis on those that incorporate research-based proven practices in civic education.  A panel of experts assesses the applications according to both depth and breadth.

Valley was selected for the Award of Merit for their work with their ASB program, Regional Summer Academy for the Arts and Sciences, Health TECH Academy and Social Sciences Department.  ASB students are involved in numerous civic-minded activities, including School Site Council, Superintendent’s Student Advisory Committee, blood drives and homeless outreach.  The Valley Regional Summer Academy of the Arts and Sciences is a week-long summer program planned and run by ASB students for fifth and sixth grade students.  The Health TECH Academy prepares students for careers in the health field and has forged a partnership with Kaiser Permanente to create the Cultural Awareness and Community Health Education Project (CACHE).  The Health TECH Academy also holds an annual Health and Fitness Expo on campus.  This event draws 50-60 outside vendors to the Valley campus to inform students, staff and community members about the importance of staying healthy and fit.

The Social Sciences Department, in particular, has posted impressive gains.  Through creative ways to bring history to life for students – such as a living history museum and debating as Roman senators while wearing togas – Valley students have made significant improvements in their social science test scores.  Over the past eight years, the number of students scoring proficient and advanced on the U.S. History CST has increased by 47 percent and World History CST scores have nearly tripled.

Click here for more information about the Civic Learning Awards Program.

WHO:              The Honorable Stacy Boulware Eurie – Sacramento County Superior Court Judge; EGUSD Superintendent Dr. Steven M. Ladd; EGUSD Board President Chet Madison, Sr.; Valley High School students, staff and administrators

WHAT:            An awards ceremony honoring Valley High School for receiving the Award of Merit from the California Department of Education’s Civic Learning Awards Program

WHEN:              May 3, 2013

10 a.m. to 11 a.m

WHERE:          Valley High School

6300 Ehrhardt Avenue

Sacramento, CA 95823

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About the Elk Grove Unified School District

Since unification in 1959, the Elk Grove Unified School District has provided a learning community that challenges all students to realize their greatest potential.  With more than 61,000 students, Elk Grove Unified is the largest school district in Northern California and the fifth largest in California.  Elk Grove Unified covers 320 square miles and serves students in the cities of Sacramento, Elk Grove, Rancho Cordova, as well unincorporated areas of Sacramento County.  From elementary school to high school, the emphasis is on preparing students to be successful in college and their chosen careers.  Teachers and staff focus on rigorous academic skills and lessons that prepare students for the 21^st century workforce and global economy.  Elk Grove Unified has been recognized both statewide and nationally for innovation in professional development as well as career technical education.  For more information about the Elk Grove Unified School District, please visit www.egusd.net and follow us on Facebook and Twitter.

About California GEAR UP and Elk Grove

Elk Grove Unified School District has been a California GEAR UP Partner since 2006 and is currently part of our Bridge Project, a model project that is characterized by collaboration, student progress tracking, and data sharing among a family of schools across educational levels in Elk Grove for the purpose of preparing all students in the cohort for college.

The 2013 GEAR UP National Conference will be in San Francisco this year, and we are excited to share conference information and registration. This national convening of GEAR UP professionals, parents, students, policymakers, and community partners is coordinated by the National Council for Community and Education Partnerships (NCCEP) and planned in conjunction with the U.S. Department of Education. The purpose of this conference is to highlight the importance of education/community partnerships and the accomplishments of the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). This conference also serves to facilitate the forging of new alliances among faculty, to help attendees learn about other federal and foundation-sponsored college awareness efforts, to learn about other academic and student support programs, and to find new ways to engage local communities, businesses and professional associations in the work of GEAR UP partnerships. The conference is especially relevant to education practitioners, business leaders and policymakers who wish to learn more about creating and sustaining education collaboratives that can help improve public education and promote student academic achievement.

Roll Call of the GEAR UP States

The Roll Call of the GEAR UP States is a much-anticipated tradition at the Conference. Each state is called, celebrated, and cheered by the audience as a way to welcome all participants to an exciting few days of learning and sharing.

Concurrent Sessions

The conference program includes concurrent sessions focused on impacting middle school and high school students, their families, faculty and administrators, student services and college access professionals, program evaluators, parent involvement coordinators, business and community partners, and education policymakers. Sessions will include panels of experts, researchers, practitioners, how-to presentations, research presentations, and descriptions of the most effective GEAR UP practices. These sessions will present proven models and promising practices.

Plenary Sessions

Plenary sessions serve as the core of the conference curriculum and are designed to provide the context for concurrent session dialogues. Plenary sessions will feature nationally recognized individuals in the field of education and workforce development, as well as educational policymakers, political appointees, congressional staff, business leaders, and others who champion the cause of improving public education and making postsecondary education more accessible to underrepresented communities.

2013 NCCEP/GEAR UP Youth Congress
Sponsored by Texas Instruments

NCCEP’s Youth Congress is a youth leadership program that implements a student-focused curriculum, blending leadership development with life skills and strategies for increased learning. The Youth Congress is part of NCCEP’s Annual Conference being held this year in San Francisco from July 14 – 17, 2013.
GEAR UP youth who participate in the Youth Congress will have the opportunity to experience a professional conference while interacting and learning with other students from around the country. The students will learn strategies for increasing learning capacity, as well as relationship and communication skill-building. They will also experience leadership skill development, while strengthening their confidence to effectively tell their story.
GEAR UP Programs that wish to register students to participate in the 2013 Youth Congress must first register the student as part of the regular NCCEP Annual Conference registration. In order to be fully registered, the GEAR UP Program Director (or designee) must coordinate the completion of the necessary permission forms and guidelines for youth to participate. These forms can be completed and submitted prior to registration, or you can find a link to the forms as part of the registration.

For any questions or to learn more contact NCCEP’s Director of National Programs,Diane_Charles@edpartnerships.org. 
Click Here to download the 2013 form.

Post-Conference Events

NCCEP Evaluators’ Institute

Evaluators’ Institute 101 – The Basics of GEAR UP Evaluation

Wednesday, July 17 • 1:30 PM – 5:30 PM

Session Description: Evaluation has always been a necessary component of administrating a GEAR UP grant. While we often think of the U.S. Department of Education’s Annual Performance Report (APR) when it comes to evaluating GEAR UP, it is important to realize that this tool alone does not provide the depth and breadth needed to adequately evaluate individual GEAR UP programs or entire GEAR UP partnerships. Other evaluation is needed to continually improve our work and demonstrate the effectiveness of the GEAR UP program.
This workshop will provide participants with:
• An understanding of the GEAR UP Annual Performance Report (APR) and how to conduct effective program evaluation beyond the APR.
• An understanding of the types of program evaluations their GEAR UP grant should be undertaking.
• Tips for negotiating relationships with other GEAR UP program and institutional staff.
• An opportunity to interact with and learn from experienced GEAR UP evaluators.
• Materials and suggested topical resources for further exploration following the Institute.
Facilitated by GEAR UP evaluators, this session will provide new GEAR UP evaluators with a foundation for their critical evaluation work. Materials will be provided.

Who Should Attend? Evaluators new to the field or new to GEAR UP are encouraged to attend this session. A basic understanding of GEAR UP and evaluation methods is desirable, but not required.

Evaluators’ Institute 201 – An Introduction to Quantitative and Qualitative Analyses for GEAR UP Evaluators 
Wednesday, July 17 • 1:30 PM – 5:30 PM

Session Description: GEAR UP evaluation activities hold much promise to be more than a simple exercise of collecting and reporting APR data. However, once you have the data there are so many options for analyzing and reporting. Join seasoned GEAR UP evaluators and analysts to learn about specific quantitative and qualitative methodologies for analyzing GEAR UP data to answer some questions about your program.
Through the sharing of analytical knowledge by the GEAR UP evaluator community, this workshop will provide participants with:

Evaluators’ Institute 301 – Creating Comparison Groups through Propensity Score Matching 
Wednesday, July 17 • 1:30 PM – 5:30 PM

Session Description: GEAR UP evaluation has become more rigorous over the past few years. Grantees are encouraged to use comparison groups to analyze GEAR UP data. Given the limitations on educational research for experimental studies, Propensity Score Matching is a leading method for creating comparison groups for data analyses. To advance GEAR UP evaluation, GEAR UP grantees must evaluate their data in ways to answer questions about program effectiveness.

U.S. Department of Education GEAR UP Sessions

Annual Performance Report 
Wednesday, July 17 • 10:45 AM – 12:00 PM

The U.S. Department of Education will provide technical assistance designed to assist grantees in completing an Annual Performance Report (APR). Each grantee’s annual and cumulative result has a direct impact on the future of the GEAR UP program as appropriations are connected to program results aggregated from individual project data. This session will review the process for completing the web-based APR.

Documenting the Match
Wednesday, July 17 • 1:30 PM – 3:30 PM

This session is designed for GEAR UP project directors and budget representatives who want to learn about the rules and regulations associated with matching GEAR UP funds. The session will explore allowable, allocable and reasonable matching purchases as well as unallowable costs that grantees should avoid.

Final Performance Report 
Wednesday, July 17 • 3:30 PM – 4:30 PM

The U.S. Department of Education will provide information to grantees regarding the closeout of their grants. This session will include information about how to request a no-cost extension period and detailed information about the Final Performance Report that each grantee is required to file at the end of the grant performance period.

Click HERE or a complete conference description and registration information.

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PIQE is one of California GEAR UP‘s long lasting and most trusted partnerships. With our post today we have the pleasure to interview Maria Elena Meraz, Executive Director of PIQE’s Los Angeles regional office. She responsible for program development, quality control, marketing, and training PIQE directors, instructors, coordinators, recruiters, and other personnel. She maintains program supervision, enrollment, attendance, completion, and communication with staff from PIQE school sites.

How did you start working with families and why are you passionate about it?

My work with parents began in 1993 when my son started elementary school. I was new to the country and didn’t know much about how the school system functioned but became involved a parent volunteer. My son has an orthopedic condition and I wanted to make sure he was being accommodated. There, I was also involved with the School Site Council. In addition I helped to organize workshops for parents with special needs. In 1996 I participated in the PIQE program as a parent and instantly fell in love with the program. It gave me the tools and information I needed to ensure my son was on a path to college. Thereafter I became involved with PIQE as a workshop facilitator. I am passionate about this work because I share the same experience as many of the parents we work with. I was once in their shoes, I was intimidated by the system and had very limited English, I am now the proud parent of a college graduate and a testament to the effectiveness of PIQE.

Why do you think it is important to engage families in the education process?

There is no greater love than a parent’s love for their child. Parents want to see their children succeed and they will go above and beyond to make sure they do. However, many parents, particularly those in underserved communities lack the knowledge about academic expectations, college requirements, and resources available to them and their students. It is when parents are empowered with the proper tools and information that we can begin to close the achievement gap.

What was your experience in middle school like and how were you influenced to go to college?

I attended a private middle school in Mexico. I constantly received messages from my parents and family that college was the expectation.

What do you think are some of the most important factors that will contribute to preparation for and student success in college?

I believe that raising expectations is one of the most important factors that will contribute to preparation for and student success in college. When students receive messages from school and from home that college is the standard, particularly during their most formative years, we begin to see changes in student behavior and in their motivation to succeed academically. It is also important that there are services, like the California GEAR UP, in the community to supplement students with resources that parents are not able to provide.

What are some of the most effective ways to get families involved with their school community?

The most effective way for a family to get involved in their school community is by becoming familiar with the school system so that they are comfortable about making contact with teachers and counselors. This will enable them to learn about their child’s math and reading level, ensure that their child is on the right track, and if not to develop a strategy to intervene and make positive steps towards college readiness.

Tell us about some of the  PIQE initiatives  you are most proud of.

PIQE’s partnership with California GEAR UP is one our most important partnerships, it allows us to focus our work at the middle school level. As part of the 6-year initiative, PIQE will be provide to parents the 9-week Parent Engagement in Education Program, the 4-month Follow-Up Program, and the Teacher Workshop. PIQE-LA has worked with over 600 school teachers through the PIQE Teacher Workshop. We are excited to include this as part of the GEAR UP partnership because it allows us to connect parents and teachers so that they are working towards the same goal.

When did you first start working with GEAR UP and why is the work important?

I first met the California GEAR UP team in 2000 at a meeting at Drew Middle School. Our partnership is important because it allows us to focus our work at the middle school level. The middle school level is critical to a student’s academic success. Research shows that planning and college preparation needs to start as early as the 6^th grade so that they are ready for A-G coursework in High School.

What is your favorite part of your work?

PIQE is a program that is constantly evolving and growing to better serve the community. I enjoy that every year we see new accomplishments.

Anything else you would like to share with the GEAR UP Community?

Thank you for considering me for the spotlight. California GEAR UP has always been an avid supporter of PIQE, we truly value our partnership and look forward to seeing positive change in our schools.

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California GEAR UP works with partnership organizations across the state to achieve the five outcomes at each school listed HERE and HERE (spanish) Partnerships are essential for sustaining school improvement and a college-going culture, and for increasing the opportunities for students to succeed. As a result of participation in the California GEAR UP program, middle schools are expected to take advantage of the resources provided, and utilize other resources available to the school.

For more information on PIQE, please visit their website.

CDE Hosts Showcase to Help Transition Educators to New Standards That Will Give Students a World-Class Education

The California Department of Education (CDE) will hold a one-day showcase Wednesday April 3, 2013 at its headquarters in Sacramento to help transition educators to the new standards.

The new Common Core State Standards in mathematics, English-language arts and literacy in history/social science, science, and technical subjects (California CCSS) will serve as a foundation to remodel the state’s education system. The new Next Generation Science Standards (NGSS) will reflect the major advances in science over the past 15 years.

The showcase, presented by the CDE’s Improving Teacher Quality State Agency for Higher Education Program, is free and open to the public. It will feature a number of successful exemplary projects that received federal Title II, Part A grants designed to strengthen educators’ content knowledge and abilities as it relates to California CCSS and the NGSS. Attendees will hear from the showcase presenters about their projects, and then a question-and-answer period will follow each session.

Seating is limited and those who confirmed their attendance in advance will be seated first. The showcase will be recorded for a future podcast. The detailed showcase agenda and descriptions of the Title II, Part A grant recipients’ programs are attached.

California’s Common Core State Standards provide a practical way to prepare students for the challenges of a constantly changing world by helping them learn step-by-step, real-world problem solving skills they need for college and careers. The new standards keep the best of what the state has, but replaces outdated ways of learning with a clear focus on the key knowledge and skills that students need, and also provides teachers the time to teach them well.

The Next Generation Science Standards will be rich in content and practice, are arranged across disciplines and grades, and clearly articulate the educational content and practices students will need to learn from kindergarten through grade twelve.

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The California Department of Education (CDE) is a state agency led by State Superintendent of Public Instruction Tom Torlakson. For more information, please visit http://www.cde.ca.gov or by mobile device at http://m.cde.ca.gov/. You may also follow Superintendent Torlakson on Twitter at http://www.twitter.com/TorlaksonSSPI and Facebook at http://www.facebook.com/CAEducation.

California Department of Education, Communications Division

1430 N Street, Suite 5602, Sacramento, CA 95814

Main: 916-319-0818; Fax: 916-319-0100

E-Mail: communications@cde.ca.gov; URL: www.cde.ca.gov/nr/

From 2003-10, the number of eighth graders who took Algebra I nearly doubled in California, and the percentage that rated proficient on the state Algebra test actually increased from 39 to 46 percent overall. Source: 2011 EdSource study “Improving Middle Grades Mathematics Performance.” (Click to enlarge)

The State Board of Education voted unanimously Wednesday to remove state incentives encouraging schools to offer Algebra I in 8th grade.

The move was both a vote of confidence in the new Common Core standards for 8th grade, which districts are now beginning to implement, and a retreat from a decade-old policy of pushing universal algebra in 8th grade. Proponents of the state’s current policy are predicting that enrollment in Algebra by 8th grade, which has doubled over the past decade to nearly two-thirds of students, will plummet in coming years.

Under the current policy, students who take General Math in 8th grade, the less rigorous alternative to Algebra, are penalized on the results of their state standardized math test. If they test at the advanced level in General Math, their scores are knocked down one level to proficient, while those who test proficient are rated with only having basic knowledge. This, in turn, affects the school’s Academic Performance Index or API score, the  state’s chief and most recognizable measure of accountability. The penalties were a big reason districts pushed students to take Algebra.

The State Board’s new goal is to create guidelines that lay out two paths for math in 8th grade, one leading to a course based on Common Core 8th grade standards, which is basically pre-Algebra, and an accelerated route leading to a new, as yet, undesigned Common Core Algebra I course. Local districts will decide which students are ready for Algebra; the State Board’s position is to be neutral. Board members have expressed confidence that students who take Common Core 8th grade math will be well-prepared to take Algebra I or a new alternative, an Integrated Common Core high school course, as freshmen in high school. Then they can proceed to higher math, including Algebra II and pre-Calculus, qualifying them for admission to the California State University or University of California by their senior year.

“The decision by a former state board to create penalties and incentives for students to take algebra was probably wrong-headed. The decision about where students are placed for purposes of mathematics should be made at the local level not state level,” said Sue Burr, the former executive director of the State Board and now its newest board member.

Board members noted that Common Core 8th grade math is more rigorous than the current General Math, which does not include pre-Algebra. Removing the penalties on the API will enable districts to ease the transition to Common Core; districts won’t feel pressure to skip from seventh grade Common Core to Algebra.

However, Doug McRae, a retired test publisher from Monterey who has written frequently on the issue in EdSource Today, said that districts will no longer feel any urgency to offer Algebra I, and, as a result, fewer students will be on a path to take Calculus in high school and major in science, engineering and math in college.

“You are lowering standards for those kids who are capable of taking a full algebra course,” McRae said during the public comment period.

Board member Trish Williams expressed the ambivalence shared by others on the issue. In her former role as executive director of EdSource, she directed a study of middle school math that documented impressive numbers of 8th graders, particularly minority students, who took Algebra in eighth grade and did well on the state Algebra test. But the study also concluded that substantial numbers of students were misassigned and were taking it twice and even three times without success. Only 40 percent of African American and Hispanic students are scoring proficient on the Algebra exam – an improvement over a decade ago, but troubling nonetheless.

The increase in minority students taking Algebra “is not insignificant. It was a big advantage for those kids,” she said. “Social justice advocates worry that if pressure is not on then schools will revert and not prepare low-income kids. I hear that and I respect it, and I honor it.”

“It is important that the Board send a signal to schools that we want them to continue to keep open opportunities for low-income kids,” she said.

The Board’s policy to encourage more students to take Algebra was done, she said, with “good intentions.” But the “collateral damage” – too many unprepared students required to take Algebra – is why she said she would vote to change the policy.

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Saving for college is more important than ever. With the cost of college tuition on the rise, ScholarShare  and California GEAR UP are working together closely to provide families, parents, and young adults with resources and tools to help them prepare for higher education.

ScholarShare, California’s 529 college savings plan, has long been a partner of the California GEAR UP Education Trust Awards. GEAR UP has awarded 5,370 middle school students with Education Trust Awards, opened in individual ScholarShare accounts established in the student’s name in the amount of $2,000 each, for a total of $10,740,000. The awards are available to students within one year of high school graduation and upon college enrollment.

ScholarShare is a way for parents to share in their child’s road to a higher education.  There are a number of benefits offered by ScholarShare.

• Any adult or U.S. legal resident with a social security number or federal taxpayer identification number can open an account.
• Grandparents, friends, aunts, and uncles can open an account or contribute to an existing one.
• Earnings are tax free when withdrawals are used for qualified higher education expenses.
• Accounts can be opened with as little as $25.
• Funds can be used at eligible schools nationwide and many international schools.
• Funds can be used for a variety of qualified higher education expenses.
• A variety of low cost investment options are offered.

College remains important to California parents.  According to the California College Saving Survey in September 2012, 84 percent of parents strongly believe in the importance of a higher education as an objective in its own right, and as a way to open doors to other dreams and aspirations.  Even during challenging economic times, parents are still putting a priority on saving for a higher education while making sacrifices in other areas. Many California parents are willing to cut back on family vacations or eating out, even more striking delaying their retirement.

While California parents consider a college education crucial, most are worried about being able to afford it.  Here are some helpful tips on how families can save for college.

• Be supportive:  Children will aspire and be prepared for college if they are surrounded by adults who foster a positive educational environment not only in school but at home.
• Set realistic goals:  You may not be able to save enough for all four years of tuition, room and board, and other expenses, but you could save enough to help put your child’s education within reach.
• Reach out to friends and family:  Instead of birthday and holiday gifts for your child, let your friends and family make contributions. Of those that know about 529 plans, few know that people other than the child’s parents can contribute, such as grandparent’s aunts, uncles, and even the students themselves.
• Let your child know you’re saving for their higher education:  You may be surprised at how much pride and appreciation they demonstrate, knowing that college is in their future.
• Start saving as earlier as you can:  The key to saving for college is to start early and save regularly. By saving a set amount regularly, your money can grow as your child does. And before you know it, you’ll be just as ready for college as they are.

ScholarShare offers a way for families to save for college and to help make college become affordable. When it comes to college savings, it is never too late for families to share in their child’s future.

For more information about ScholarShare, visit www.ScholarShare.com, call toll-free 1-800-544-5248, or visit the ScholarShare Facebook [link to www.facebook.com/scholarshare529] and Twitter [link to www.twitter.com/scholarshare529] pages.

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Consider the investment objectives, risks, charges and expenses before investing in the ScholarShare College Savings Plan. Visit ScholarShare.com, or call the Plan, for a Disclosure Booklet containing this and other information.  Read it carefully. Before investing in a 529 plan, consider whether the state where you or your Beneficiary resides has a 529 plan that offers favorable state tax benefits that are available if you invest in that state’s 529 plan. The tax information contained herein is not intended to be used, and cannot be used, by any taxpayer for the purpose of avoiding tax penalties. Taxpayers should seek advice, based on their own particular circumstances, from an independent tax advisor. Investments in the Plan are neither insured nor guaranteed except for TIAA-CREF Life Insurance Company’s guarantee to the ScholarShare College Savings Plan under the Funding Agreement for the Principal Plus Interest Portfolio, and there is a risk of investment loss. Account values will fluctuate based on a number of factors, including general market conditions. TIAA-CREF Tuition Financing, Inc., Program Manager