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Fast facts
Nearly 56 million youngsters enrolled in
No Child Left Behind. The No Child Left Behind Act of 2001 is up for reauthorization. The sweeping education reform law aims to improve academic achievement for all – and to narrow the achievement gap between disadvantaged and other students. It requires states to set standards and assessments, and it mandates annual testing in reading and math for grades 3 through 8. While proponents point to gains in achievement, questions remain on issues such as how to assist failing schools and improve teacher quality. For more information on the issues and differing perspectives, visit the U.S. Department of Education and the Council of Chief State School Officers.
School choice and charters. Some 887,000 students were enrolled in 3,300 charter schools during the 2004-05 academic year, the federal government reported. The nonprofit Center for Education Reform put the numbers at 1.2 million students among 4,000 charter schools in September 2007.
Minority enrollment. Racial or ethnic minorities accounted for slightly more than two of every five students (42 percent) enrolled in public elementary and high schools in 2005. They represented roughly one of every four students (26.5 percent) in private schools in 2003. See Table 14 of “Characteristics of Private Schools in the
Gender differences. About 33 percent of women 25 to 29 had a bachelor's or more advanced degree in 2007, compared with 26 percent of their male counterparts, according to a January 2008 census report. Adults with advanced degrees earn four times more than those with less than a high school diploma. Workers 18 and older with a master's, professional or doctoral degree earned an average of $82,320 in 2006, while those with less than a high school diploma earned $20,873.
English Language Learners. Approximately 11 percent of public school students, or 3.8 million, received services as English Language Learners in 2003-04, the
Public versus private. In fall 2003, 5.1 million elementary and secondary students – roughly 10 percent of the nation’s total – attended one of 28,384 private schools. For 2007-08, the Education Department estimates 6.1 million elementary and secondary students – or 11 percent of the 57.7 million overall – are in private schools.
Lunch lines. Some 30.1 million youngsters participated in the National School Lunch Program in FY2006. Of these, three out of five lived in households poor enough to qualify for free or reduced lunch: 14.8 million (49.6 percent) were eligible for free lunch and another 2.9 million (9.7 percent) qualified for reduced-fee lunch, U.S. Department of Agriculture’s Food and Nutrition Service reported.
Education Writers Association; www.ewa.org
The professional organization of education reporters has more than 1,000 members nationally. Its resource center provides summaries and links on education topics from preschool to higher education.
Contact: Tracee Eason, administrative coordinator, 202.452.9830; teason@ewa.org
Hechinger Institute on Education and the Media; http://hechinger.tc.columbia.edu/
Hechinger provides seminars and publications that better equip journalists to produce fair, accurate and insightful reporting on education. The center is part of
Contact: Richard Lee Colvin, director, 212.870.1072; colvin@tc.columbia.edu
Government Sources and Resources
Created in 1980 from several federal agencies, the department has a budget of about $67.2 billion a year, including $57.5 billion in discretionary appropriations and $9.7 billion in mandatory appropriations. Its elementary and secondary programs serve approximately 56 million students in public and private schools. See budget information here.
Contact: Samara Yudof, press secretary, 202.401.1576; sara.yudof@ed.gov
Two of the department's many components are:
- Office of Elementary and Secondary Education; http://www.ed.gov/about/offices/list/oese/contacts.html
It oversees programs oversees programs for student achievement and school accountability, migrant education, technology, teacher quality and more.
Contact: Samara Yudof, press secretary, 202.401.1576; sara.yudof@ed.gov
It encompasses four centers for research, evaluation, special education research and statistics. The National Center for Education Statistics collects and analyzes data. It oversees the National Assessment of Educational Progress, the “nation’s report card.” NCES produces daily snapshots and annual reports on the condition of education, indicators of school crime and safety, and more.
Contact: Mike Bowler, IES communications director, 202.219.1662; mike.bowler@ed.gov
Committee on Education and
The committee and its five subcommittees oversee education and workforce programs, from early learning through secondary education, from job training through retirement.
Contact: Democrats, 202.225.3725; Republicans, 202.225.4527
Committee on Health, Education,
http://help.senate.gov/Education_index.html
The HELP committee and its three subcommittees have jurisdiction over issues related to education and workforce development, including Head Start, the No Child Left Behind Act, higher education, student financial aid, Individuals with Disabilities Education Act (IDEA), job and vocational training and the Workforce Investment Act.
Contact: Democrats, 202.224.0767; Republicans, 202.224.6770
Achieve Inc.; www.achieve.org
Created by governors and business leaders in 1996, the Washington-based nonprofit aims to close educational achievement gaps and prepare all students for college and the workplace. Its American Diploma Project Network is a coalition of 30 states dedicated to aligning K-12 curriculum, standards, assessments and accountability policies. Profiles of these states are available online.
Contact: 202.419.1540.
American Enterprise Institute; www.aei.org
AEI is a private, conservative-leaning nonprofit institution dedicated to research and education on issues of government, politics, economics and social welfare. Frederick Hess directs its education policy studies. The resident scholar specializes in issues such as No Child Left Behind, school choice, education politics and accountability.
Contact: Frederick Hess, 202.828.6031; rhess@aei.org
Alliance for Excellent Education; http://www.all4ed.org
The national policy, research and advocacy organization focuses on the 6 million students who are most at risk of leaving high school without a diploma or the means for a productive future. The
Contact: Jason Amos, communications director, 202.828.0828; jamos@all4ed.org
American Council on Education; www.acenet.edu
The major coordinating body for all the nation’s higher education institutions, ACE provides leadership on key higher education issues and aims to influence public policy through advocacy, research and program initiatives. Recent reports look at student aid as well as barriers to adults ages 55 to 79 returning to the classroom.
Contact: Public affairs, 202.939.9300; tim_mcdonough@ace.nche.edu or kellee_edmonds@ace.nche.edu
Arts Education Partnership; http://www.aep-arts.org/
The national coalition of more than 140 arts, education, business, philanthropic and government organizations promotes quality arts education in schools. AEP has a searchable database with information on states’ arts education policies. AEP was founded by the National Endowment for the Arts and the U.S. Department of Education, in cooperation with the National Assembly of State Arts Agencies and the Council of Chief State School Officers. It’s housed at the CCSSO’s offices in
Contact: Karen Gallagher, senior associate, 202.336.7028; kareng@ccsso.org
Bill and Melinda Gates Foundation; www.gatesfoundation.org
The Seattle-based foundation's
Contact: Media staff, 206.709.3400; media@gatesfoundation.org
Brookings Institution; www.brookings.edu
Its
Contact: Communications office, 202.797.6105; communications@brookings.edu
Center for Best Practices, National Governors Association; www.nga.org
Basically a consulting firm for governors, the Washington-based center has five divisions: education, environment, health, homeland security and workforce programs. Its education division provides information on best practices in early childhood, elementary, secondary and postsecondary education. Its weekly electronic magazine, Front and Center, covers trends, policies and issues affecting states.
Contact: John Thomasian, center director, 202.624.5300
Center for Teaching Quality; http://www.teachingquality.org/
A research-based advocacy organization launched in 1999, the center focuses on the conditions of teaching, leadership and skill improvement opportunities for teachers and student achievement issues. Its Web site provides extensive reports and presentations on education reform. It publishes a free, electronic newsletter, Teaching Quality: Best Practices & Policies.
Contact: Scott Emerick, communications associate, 919.241.1562; semerick@teachingquality.org
College Board; www.collegeboard.com
Founded in 1900, this nonprofit association represents more than 5,000 schools, colleges and universities. Each year, it serves 7 million students, 23,000 high schools and 3,500 colleges with services involving admissions, guidance, assessment, financial aid and teaching. Its site provides higher education studies, state summary reports for college-bound juniors and seniors and a new SAT guide. Its best-known products include the SAT, PSAT and Advanced Placement Program.
Contact: Public affairs, 212.713.8052
College Parents of America; www.collegeparents.org
The national group, based in
Contact: Christal Karnaze, media specialist, media@collegeparents.org
Council of Chief State School Officers; www.ccsso.org/
Established in 1927, the nonprofit, nonpartisan council represents elementary and secondary school officials throughout the
Contact: CCSSO,202.336.7000
Education Commission of the States; http://www.ecs.org
Based in
Contact: Mary Ann Strombitski, communications director, 303.296.8332; mstrombitski@ecs.org
Education Sector; www.educationsector.org
The independent education policy think tank focuses on developing solutions to pressing problems and to serving as an honest broker of evidence in key education debates. Its Education Sector Explainers series aims to simplify complicated issues such as No Child Left Behind and school accountability. And its Eduwonk.com blog, by co-director Andrew Rotherham, gives chatty leads on breaking news and behind-the-scenes machinations. Contact: Kevin Carey, research and policy manager, 202.552.2840; kcarey@educationsector.org
Education Trust; www.edtrust.org
The national nonprofit works for the high academic achievement of all students, especially Latino, African American, Native American and low-income youths. From offices in
Contact: Stephanie Germeraad, public affairs officer, 202.293.1217, Ext. 354; sgermeraad@edtrust.org
Educational Testing Service; www.ets.org
The private, nonprofit organization focuses on educational measurement and research, primarily through testing. It develops and administers millions of achievement and admissions each year in the
Contact: Tom Ewing, press relations director, 609.683.2803; tewing@ets.org
Heritage Foundation; www.heritage.org
The Washington, D.C.-based think tank endorses “good governance in education, including returning authority to the states and empowering parents with the opportunity to choose a safe and effective school for their child.”
Contact: Media affairs, 202.675.1761
Manhattan Institute for Policy Research; http://www.manhattan-institute.org/
The New York-based think tank’s Center for Civic Innovation includes education reform in its areas of study. It lists two primary goals for public education: more school choice (including charter schools and school vouchers) and greater accountability.
Contact: Lindsay Young Craig, communications director, 212.599.7000; communications@manhattan-institute.org
Mexican American Legal Defense and Educational Fund; www.maldef.org
The national nonprofit protects and promotes civil rights for 40 million Latinos living in the
Contact: Laura Rodriguez, communications director, 202.746.7825, Ext. 124; lrodriguez@maldef.org
National Association for Bilingual Education; http://www.nabe.org/
NABE represents both English language learners and bilingual education professionals. It has affiliates in 23 states, with a combined membership of more than 20,000 bilingual and English-as-a-second-language teachers, administrators, paraprofessionals, university professions, researchers, advocates, policymakers and parents.
Contact: Nancy Adler, director, 202.898.1829; nancyvill@aol.com
National Association of Independent Schools; http://www.nais.org/
The nonprofit membership organization represents more than 1,300 independent schools and associations in the
Contact 202.973.9700; info@nais.org
National Conference of State Legislatures; www.ncsl.org
NCSL is a bipartisan organization comprised of a 60-member Executive Committee of legislators and legislative staff members. It provides research, technical assistance and opportunities for policymakers to exchange ideas. Its site has overviews of key state and federal issues and related research.
Contact: 202.624.5400
National Parent Teacher Association; www.pta.org
The nation’s largest volunteer child advocacy association provides parents with resources on health, technology, safety and student achievement. Its site provides summaries of key education issues.
Contact: James Martinez, media relations, 312.670.6782, EXt. 325; jmartinez@pta.org. Or, contact the main office, 800.307.4782
New America Foundation; www.newamerica.net
The think tank’s Education Policy Program focuses on modernizing systems of school finance, teaching and learning, and college financial aid. The foundation’s Federal Education Budget Project provides ongoing, in-depth study and analysis. Its Early Education Initiative urges reforms concentrated on pre-K through grade 3. Its HigherEdWatch.org blog highlights analysis, reporting and commentary.
Contact: Jerry Irvine, communications director, 301.801.3356; irvine@newamerica.net
The After-School Corporation (TASC); http://www.tascorp.org
The nonprofit organization works in New York City and nationally to build the after-school field, innovate program models for kids in grades K-12 and advocate for policy change to enhance the quality and sustainability of programs and to close the opportunity gap. TASC
produces a month e-newsletter reporting on after-school policy, legislation, resources and national calendar of events.
Contact: Susan Brenna, director of communications, 646.943.8712, sbrenna@tascorp.org
The Public Education Network; www.publiceducation.org
PEN is a national association of local education funds and individuals promoting public school reform in low-income communities nationwide. Its weekly, e-mailed NewsBlast summarizes related news stories.
Contact: 202.628.7460; PEN@PublicEducation.org
Education is one of 15 research divisions at the think tank, headquartered in Santa Monica, Calif. Research includes K-12 assessment and accountability, school reform, teachers and teaching, higher education, military education and training, worker training, and substance-abuse prevention in schools.
Contact: The media relations office in
Thomas B. Fordham Foundation; http://www.edexcellence.net
The nonprofit foundation, affiliated with the like-named institute, shares its belief that all children deserve a high-quality K-12 education at the school of their choice. The foundation supports research, publications and projects in education reform. It produces a weekly bulletin, The Education Gadfly.
Contact: Jeffrey Kuhner, communications director, 202.223.5452; jkuhner@edexcellence.net
During the 2005-06 school year, 38 states enrolled nearly 950,000 children in public pre-kindergarten – the highest number yet, the National Institute of Early Education Research reported in its “2006 State Preschool Yearbook.” Participation rates and public interest are rising as states and others have come to see pre-K not only as a means of narrowing the achievement gap but of enhancing long-term economics. Research indicates youngsters in high-quality programs are more likely to graduate from high school and eventually earn more; they’re less likely to need remediation or to be involved in criminal justice or welfare systems.
Key questions center on spending, access, quality and accountability. Should public funds provide preschool for all children? Or, instead of universal pre-K, should dollars be targeted to disadvantaged children? Programs and participation vary widely by state.
Federal Sources
Administration on Children and Families, U.S. Department of Health and Human Services; http://www.acf.hhs.gov/index.html
ACF is responsible for Head Start, the Child Care Bureau and other federal programs that promote the economic and social well-being of families, children, individuals and communities.
Contact: Kenneth Wolfe, ACF acting director, 202.401.9215; kenneth.wolfe@acf.hhs.gov
Key programs that cover educational issues include:
- Child Care Bureau; http://www.acf.hhs.gov/programs/ccb/
The bureau works to enhance child-care quality, affordability and availability. It administers federal funds to states, territories and tribes to assist low-income families in accessing quality care when the parents work or participate in education or training. Its
Contact: Donna Fairbrother, operations manager, 800.616.2242; dfairbrother@nccic.org
- Office of Head Start; http://www.acf.hhs.gov/programs/hsb/programs/
Head Start and Early Head Start are child development programs that serve children from birth to age 5, pregnant women and their families. Their goal is to improve the school readiness and overall development of young children in low-income families and those with disabilities.
Contact: 202.401.9215; kenneth.wolfe@acf.hhs.gov
Other Sources
Center for the Child Care Workforce; http://www.ccw.org/
The center – a project of the American Federation of Teachers Educational Foundation – works to ensure that the early care and education workforce is well-educated, better paid and heard. Its provides data, recent reports and archived newsletters.
Contact: Marci Young, deputy director, 202.662.8005; myoung@ccw.org
Child Care & Early Education Research Connections;
http://www.childcareresearch.org/discover/index.jsp
A partnership – of the federal Child Care Bureau, Columbia University’s National Center for Children in Poverty and the University of Michigan’s Interuniversity Consortium for Political and Social Research – the project offers comprehensive research and data resources on children’s early education experiences through age 8 and, in terms of child care, through age 13. It includes scholarly research, policy briefs, government reports and interactive tools that allow users to compare state demographics.
Click here for partners’ contact information.
Child Study Center, Yale University; http://childstudycenter.yale.edu/
A department of the Yale University School of Medicine, it brings together multiple disciplines – including child psychiatry, pediatrics, genetics, neurobiology, epidemiology, nursing and social work – to better understand children and families. The
Contact: 203.785.3384
David and Lucile Packard Foundation; www.packfound.org
The Los Altos, Calif.-based foundation’s Families and Communities Program supports quality early education for all children, especially those in
Contact: Lois Salisbury, FCP director, 650.948.7658; cfc@packard.org
Early Childhood Initiative Foundation; www.teachmorelovemore.org
The Miami-based foundation aims to improve early care parenting and education. Its site provides information on disabilities, sexual abuse, adoption, trends and community resources. Its president is David Lawrence Jr., former publisher of The Miami Herald (
Contact: 305.646.7229; dlawrence@childreadiness.org
Foundation for Child Development; www.fcd-us.org
Based in New York City
Contact: Harold Leibovitz, communications director, 212.213.8337; info@fcd-us.org
National Association for the Education of Young Children; http:// www.naeyc.org
NAEYC, which dates to 1926 and now has nearly 100,000 members nationally, works to build public support for expanding early childhood education programs. It promotes programs and sets standards through which child care centers, preschools, Head Start programs and kindergartens may seek voluntary accreditation. The organization publishes the Early Childhood Research Quarterly.
Contact: Alan Simpson, communications coordinator, 202.232.8777; asimpson@naeyc.org
National Institute for Early Education Research; http://nieer.org/
Based at
Contact: Pat Ainsworth, communications director, at 732.932.4350, Ext. 229; painsworth@nieer.org
National Task Force on Early Childhood Education for Hispanics; http://www.ecehispanic.org/
Established at
Contact: Eugene E. Garcia, chairman, 480.965.1315; VPGarcia@asu.edu
Pre-K Now; www.preknow.org
A public education and advocacy organization, Pre-K Now advances high-quality, voluntary pre-kindergarten for all 3- and 4-year-olds. Supported by The Pew Charitable Trusts and other funders and a project of the Institute for Educational Leadership, it supports state-based children’s advocates, educates policy makers and raises public awareness about the need for universal pre-K.
Contact: Holly Higgins, media relations director, 202.862.9863; hhiggins@preknow.org
Zero to Three; www.zerotothree.org
The national nonprofit organization supports the healthy development and well-being of infants, toddlers and their families. It publishes research-based information on best practices and the latest developments in the field for professionals. Hallmark publications include the bimonthly Zero to Three Journal and a text on the first developmentally based system for diagnosing mental health and developmental disorders in infants and toddlers. Since Early Head Start’s inception in 1995, Zero to Three has operated the program’s national resource center.
Contact: Tom Salyers, communications director, 202.857.2608; tsalyers@zerotothree.org
An estimated 18 million students enrolled in the nation’s colleges and universities this fall, up from 12.8 million 20 years ago, according to statistics. If past trends persist, many of these students are older: In October 2005, 37 percent were at least age 25. Of these older students, more than half (56 percent) attended school part time. See census highlights and data here.
College costs continue to soar. The College Board estimates the price tag for tuition, fees, room and board during 2007-08 at $13,539 for a public university’s in-state residents and $24,044 for nonresidents. The price climbs to $32,307 for private, four-year institutions. See page 6 of College Board's report here.
In light of the student loan scandal, in which college financial aid officers received illegal payments from banks they promoted, critics have called for colleges to supply more details in disbursing aid. The College Cost Reduction and Access Act of 2007, signed into law in late September, increased student financial aid by roughly $20 billion over five years, with the money coming from cuts in excess subsidies to student loan banks.
Federal Sources
Office of Vocational and Adult Education,
The office addresses issues involving high school, career, technical, and adult education and life long learning as well as community colleges, workforce and economic development.
Contact: Samara Yudof, press secretary, 202.401.1576; sara.yudof@ed.gov
Other Sources
American Association of Community Colleges; www.aacc.nche.edu
The Washington, D.C.-based association represents more than 1,200 associate-degree granting institutions enrolling nearly 12 million students – almost half of all undergraduates. Its fact sheet cites data on demographics (the average student age is 29), employment (27 percent work full time), types of degrees awarded annual (550,000 associates) and more.
Contact: Norma Kent, vice president of communications, 703.728.0200, Ext. 209 or 703.585.8556 (cell); nkent@AACC.nche.edu
Association of American Colleges and Universities; www.aacu.org
The association represents more than 1,100 accredited colleges and universities – two- and four-year, public and private – that collectively educate more than 5 million students a year. It concentrates on the quality, vitality and public standing of undergraduate liberal education.
Contact: Debra Humphreys, media specialist, 202.387.3760, Ext. 422; humphreys@aacu.org
Association for Career and Technical Education; www.acteonline.org
ACTE is the largest national education association focused on career preparation for youth and adults. It’s based in
Contact: Peter Magnuson, senior director of communications, 703.683.3111, Ext. 341or 800.826.9972; pmagnuson@acteonline.org
Board on Higher Education and Workforce; http://www7.nationalacademies.org/BHEW/
Part of the National Academies, the advisory board provides government, academic and industry leaders with analyses and recommendations on issues in higher education and the science and engineering workforce. It’s based in
Contact: Rae Allen, administrative coordinator, 202.334.2700; reallen@nas.edu
The College Board; www.collegeboard.com
The New York-based nonprofit membership association represents more than 5,200 schools, colleges, universities and other organizations. Founded in 1900, it now serves 7 million students and their parents, 23,000 high schools and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Its best-known programs include the SAT and Advanced Placement.
Contact: Megan Dearing, communications associate, 212.713.8052; mdearing@collegeboard.org
Institute for Higher Education Policy; www.ihep.org
The institute works to improve access to higher education for low-income, minority, first-generation and other disadvantaged groups. Founded in 1993, it’s based in
Contact: Tia Gordon, communications director, 202.861.8223, Ext. 221or 202.372.7204 (cell); tgordon@ihep.org
Lumina Foundation; www.luminafoundation.org
The Indianapolis-based, private, independent foundation aims to expand access to postsecondary education, particularly for students of low income or other underrepresented background. It also seeks to improve opportunities for adult learners. Lumina grants support research, innovation, communication and evaluation, as well as policy education and leadership development.
Contact: Kevin Corcoran, communications director, 317.951.5493; kcorcoran@luminafoundation.org
National Association of Independent Colleges and Universities; www.naicu.edu
The nonprofit organization, based in
Contact: Tony Pals, public information director, 202.785.8866; tony@naicu@edu
The nonprofit, nonpartisan center promotes public policies that enhance opportunities for high-quality education and training beyond high school. Its quarterly newsletter, National CrossTalk, explores timely issues such as remediation and the distribution of student financial aid. The center is in
Contact: Daphne Borromeo, media specialist, 408.271.2699, Ext. 153; dborromeo@highereducation.org
Spencer Foundation; www.spencer.org
The Chicago-based nonprofit foundation investigates ways in which education, broadly conceived, can be improved around the world. It supports research as well as fellowship and training programs.
Contact: Liz Carrick, administrator, 312.274.6535; lcarrick@spencer.org
State Higher Education Executive Officers; www.sheeo.org
Created in 1945, the organization promotes statewide coordination and governance on higher education issues. Its site provides links for various higher education organizations, data, analytical tools and state quick facts. It’s based in
Contact: 303.541.1600; sheeo@sheeo.org
Roughly 4 million Americans have developmental disabilities, which begin any time from birth through age 21. Before passage of the Developmental Disabilities Act in 1970, children with such disabilities could not attend schools and many were institutionalized. The law entitles people with disabilities to education and job training, often provided in their own neighborhoods. The DDA also promotes early testing, identification and treatment to minimize disabilities and their effects.
Federal Sources
Office of Special Education and Rehabilitative Services;
http://www.ed.gov/about/offices/list/osers/index.html
Part of the U.S. Department of Education, the office aims to improve opportunities and outcomes for people with disabilities of all ages. In supporting No Child Left Behind and the Individuals with Disabilities Education Act, OSERS provides a wide array of supports to parents and individuals, school districts and states in three main areas: special education, vocational rehabilitation and research.
Contact: Samara Yudof, press secretary, 202.401.1576; sara.yudof@ed.gov
Administration on Developmental Disabilities; http://www.acf.dhhs.gov/programs/add/
Part of the
Contact: Kenneth Wolfe, ACF acting director, 202.401.9215; kenneth.wolfe@acf.hhs.gov
National Institute of Child Health and Human Development; www.nichd.nih.gov
NICHD, part of the National Institutes of Health, supports research on a range of developmental aspects. Its Learning Disabilities Research Centers network includes:
Contact: Robert Bock, press officer, 301.496.5133; bockr@mail.nih.gov
Other Sources
Council for Exceptional Children; www.cec.sped.org
The international professional organization is dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. It advocates for governmental policies, sets professional standards and supports professional development, and helps professionals obtain effective conditions and resources. It’s based in
Contact: Lynda Van Kuren, senior communications director, 703.264.9478 or 703.675.8772 (cell); lyndav@cec.sped.org
National Association of Special Education Teachers; http://www.naset.org/
NASET, a national membership organization, is dedicated to meeting the needs of special education teachers and those preparing for the field. Its fact sheets, available via free registration, cover topics such as certification or the percent of special-ed teachers by racial group. It’s based in
Contact: George Giuliani, executive director, 800.754.4421, Ext. 105; drgiuliani@naset.org
National Association of Councils on Developmental Disabilities; www.nacdd.org
The association, based in
Contact: Karen F. Flippo, executive director, 703.739.4400; kflippo@nacdd.org
