|
|
|
|
|
|
|
 |
 NEA-Columbia University Study Finds Edison Schools A Promising Model for Teachers Wednesday, February 28, 2001 Edison announced that a report, funded by the National Education Association and conducted by researchers at Columbia University's prestigious Teacher's College, found that schools managed by Edison offer an unusually promising education reform model for teachers. According to the study, which involved intensive observations within a sample of Edison schools during the 1998-99 and 1999-2000 school years, Edison schools exhibit many of the traits often associated with highly effective schools: a strong sense of mission, a clear school plan, a close knit collegial organization, and ongoing opportunities for professional growth. According to the report, "Overall, the academic climate of the Edison schools is positive and the classroom culture promotes learning. Most Edison schools are safe, orderly and energized." The report also found that, "Teachers appreciate the professional development opportunities they have at an Edison school. The investment Edison makes in its professional staff is striking. This investment results in high morale." Except for the historical information contained in this announcement, the matters discussed are forward looking statements (as that term is used in the Private Securities Litigation Reform Act of 1995) that involve risks and uncertainties, including risks detailed from time to time in Edison's filings with the Securities and Exchange Commission. In particular, Edison calls to the reader's attention the risk factors described in its Quarterly Report on Form 10-Q dated February 14, 2001 under the heading Additional Risk Factors That May Affect Future Results. Any such forward-looking statements speak only as of the date such statements are made, and Edison undertakes no obligations to publicly release the results of any revision to these forward-looking statements or otherwise update or supplement this announcement or risk factors contained herein.
|
 |
 |
|
 |
||||