Why EIC? Data collected in 60 schools in 13 states, since 1996, indicates that EIC has significant positive effects on academic achievement, classroom behavior and instructional practices. EIC students exhibit: Improved performance on standardized tests in reading, writing, math, science and social studies. In 92% of the schools, students in EIC programs academically outperformed their peers in traditional programs. Reduced discipline and classroom management problems in some cases by as much as 95%. Increased engagement and enthusiasm for learning, resulting in substantially improved attendance. Heightened contributions to their communities through effective service-learning projects. To order a copy of Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning, a report of the nationwide study conducted by the State Education and Environment Roundtable, a collaboration of 16 state education agencies and their partners, visit www.seer.org. Georgia Power Foundation Supports EIC Research The Georgia Power Foundation donated $10,000 to the Environmental Education Alliance of Georgia to evaluate the effects of the EIC Model on student achievement, classroom behavior, and school attendance in the schools selected in 2002. Quantitative data, including scores on standardized tests, will be collected for students participating in the EIC program, and compared with data collected for similar students who are not participating. Qualitative data, including interviews with students, teachers, administrators, and parents will also be collected. The results of this research will be published in 2008, presented to the State Board of Education, and used as a foundation for widespread application in at-risk schools across Georgia.