WASHINGTON (July 7, 2014) — Deborah Veney Robinson, vice president for government affairs and communications at The Education Trust, issued the following statement on the U.S. Department of Education’s teacher equity strategy.
WASHINGTON (June 26, 2014) — “We commend House Education and the Workforce Committee Chairman John Kline (R-Minn.) and Higher Education and Workforce Training Subcommittee Chairwoman Virginia Foxx (R-N.C.) for releasing their principles to move forward with reauthorizing the Higher Education Act (HEA). We are encouraged that the committee will work to improve data collection to capture all higher education students, including those who transfer and are part-time; strengthen educator preparation programs; and safeguard the Pell Grant program.
WASHINGTON (June 25, 2014) —The Education Trust issued the following statement in response to Sen. Tom Harkin’s (D-Iowa), chairman of the Senate Health, Education, Labor and Pensions Committee, proposal to reauthorize the Higher Education Act (HEA).
WASHINGTON (June 24, 2014) — The Education Trust is proud to welcome Deborah Veney Robinson as its Vice President of Government Affairs and Communications. Debbie comes to Ed Trust with deep experience in communications and advocating for underserved communities.
WASHINGTON (June 18, 2014) — More than 600,000 undergraduates attend four-year “college dropout factories” with six-year graduation rates below 15 percent and “diploma mills” where nearly 3 out of 10 students who leave with debt are unable to repay their student loans, according to a new report released by The Education Trust. Approximately $15 billion is distributed annually to some 300 institutions that do not serve students well. These four-year schools are among the bottom 5 percent nationally in enrolling low-income students, graduating the students they serve, or graduating students with manageable debt and degrees that can support that investment without default.
The report, Tough Love: Bottom-Line Quality Standards for Colleges, lays out a comprehensive plan for the federal government to leverage existing resources, in the form of student aid and tax benefits, to protect students and taxpayer dollars from going to chronically underperforming schools. The plan also encourages elite colleges to open their gates to many more talented working class and low-income students.
WASHINGTON (June 10, 2014) — We are delighted with today’s ruling in Vergara v. California. Judge Treu's historic decision affirms what we have long known to be true: Low-income students and students of color in California are denied access to equal educational opportunities. The decision will force California to address the reality that our most vulnerable students are less likely to have access to effective teachers.
WASHINGTON (May 28, 2014) — Tuning into voices of students who transfer from low-performing to high-performing high schools, “The View From the Lighthouse” — released today by The Education Trust — sheds light on key differences among schools. Full of lessons for educators, this piece is intended to help spark conversations in schools working to change outlooks and outcomes for students, particularly those struggling the most.
WASHINGTON (May 7, 2014) — On the heels of encouraging news about rising high school graduation rates for all groups of students, today’s results from the 2013 12th grade National Assessment of Educational Progress (NAEP) show that our nation’s high schools are also producing better math results.
WASHINGTON (May 1, 2014) — The Education Trust is proud to welcome Andrew H. Nichols as its director of higher education research. Andrew comes to Ed Trust with a wide array of research experiences, most recently as the director for research and policy analysis at the Maryland Higher Education Commission (MHEC).
WASHINGTON (April 25, 2014) —“Nearly 200,000 graduates from schools of education and those who have completed alternative route teaching programs are placed in American classrooms each year. Too often, these educators and the school districts that hire them find out all too soon that they are ill-prepared for the demands of today’s classrooms. As a consequence, the children in their classes do not have the opportunity to learn to high levels.