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Coalition Counters Kline Education Bill

More than 35 organizations have joined in opposing the Student Success Act recently released by Rep. John Kline (R-Minn.),  who chairs the House Education and Workforce Committee. The opponents range from civil rights groups to groups representing business, education reform, and disability rights.

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New Reports Offer Guidance on Improving Teacher Quality

Strong teachers can boost student learning just as weak teachers can undermine it. And the impact that a strong or weak teacher can have on students who are behind, as many low-income students are, can make a huge difference in students’ long-term success.

Robust teacher evaluation systems are a useful tool for identifying teachers who need help, and Ed Week’s Steven Sawchuk highlighted two valuable resources this week for those charged with setting up these systems: Craig Jerald's paper for the Center for American Progress, and the Aspen Institute Education and Society Program’s paper by Rachel Curtis and Ross Weiner.

Report, Book, Webinars Show How Principals Can Drive Learning

A new paper from The Wallace Foundation explores how school leaders influence student achievement. The findings are mirrored in the recently published Getting It Done: Leading Academic Success in Unexpected Schools by the Ed Trust’s own Karin Chenoweth and Christina Theokas. An ongoing webinar series, organized by Chenoweth and Theokas, and cosponsored by Ed Trust and Wallace, digs deeper into how effective principals can help vulnerable children learn to high levels.

L.A.’s Best Educators Aren’t Teaching Students Who Need Them Most

A new study of the Los Angeles public schools by The Education Trust–West shows Latino, African-American, and low-income students are less likely than their peers to be taught by the ablest teachers. The impact of inequities in the nation’s second largest school district can be measured in months of learning and can accumulate through the grades. Meanwhile, patterns of teacher mobility and seniority-based layoffs contribute to the quality gap for the students who need the most.

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