WASHINGTON (December 4, 2013) — The latest results of the Programme for International Student Assessment (PISA) show that U.S. students’ performance on international tests has stagnated, while other industrialized nations have overtaken the U.S. in reading, math, and science literacy.
WASHINGTON, D.C.—Today, a consortium of higher education experts called on Congress to reform tax-based student aid to ensure it reaches the low- and modest-income families who most need it to access college. With nearly $34 billion spent each year, this form of aid is more common than even Pell Grants, but action is needed to maximize its impact on college access and completion.
WASHINGTON (November 19, 2013) — The Education Trust, League of United Latin American Citizens (LULAC), and National Council of the La Raza (NCLR) issued the following statement regarding the Texas State Board of Education’s proposed rules for high school graduation requirements.
“Texas leaders have long recognized the need for all high school graduates to have the knowledge and skills necessary for college and the careers that drive the state’s economy and pay a family-supporting wage.
WASHINGTON (November 14, 2013) — Kati Haycock, president of The Education Trust, issued the following statement regarding the U.S. Department of Education’s guidelines released today, which allow states to renew their No Child Left Behind (NCLB) waivers using an oversimplified process that does not take into consideration performance for all groups of students or fair access to highly effective teachers.
WASHINGTON (November 8, 2013) — “I am thrilled by today’s announcement of the President's intent to nominate Ericka Miller as assistant secretary for postsecondary education at the U.S. Department of Education. With this appointment, the Obama administration is showing its dedication to ensuring that American students have access to a quality, affordable postsecondary education. This appointment of Ericka Miller is a good move for our country and a great move for our nation’s students.
This continues a decade-long trend of improvement, and today, performance for most groups of students is as high as it has ever been. This progress for students as a whole is coupled with some meaningful gap-closing. In eighth grade, for example, the gap separating Latino students from their white peers in math has narrowed by six points since 2003. For reading, it’s narrowed by seven points.
WASHINGTON (October 31, 2013) - Yesterday, Reps. Diane Black (R-TN) and Danny Davis (D-IL) introduced the Student and Family Tax Simplification Act. The Act simplifies and better targets higher education tax benefits, making it easier for students and families to afford college.
WASHINGTON (October 22, 2013) — On Thursday, Oct. 24, The Education Trust will present the 11th Annual Dispelling the Myth Awards to four public schools from across the country. Each of these schools has demonstrated that it is committed to educating students to high academic levels regardless of their race, socioeconomic status or zip code.
WASHINGTON (October 1, 2013)—The Education Trust, Children's Defense Fund, Democrats for Education Reform, National Center for Learning Disabilities, Teach Plus, and TNTP issued the following statement regarding the federal government shutdown.
“A government shutdown is not only harmful to millions of hard-working Americans, but it is also damaging to our most vulnerable citizens – our children.
WASHINGTON (September 24, 2013) — While there has been considerable progress in ensuring that U.S. students receive high-quality instruction through the Common Core State Standards and revised teacher evaluation systems, there has been limited focus on the quality of the programs that are preparing teachers and school leaders to teach the new college- and career-ready standards.
A new report by The Education Trust, “Preparing and Advancing Teachers and School Leaders: A New Approach for Federal Policy,” finds that too many educator preparation programs do not adequately train educators for the real-world challenges they will encounter in the classroom or for school districts’ hiring needs. The report notes that changes to federal policy can improve educator quality by requiring more useful information on teacher and leader preparation programs, promoting meaningful action to improve low-performing programs, and sparking innovation in how districts and states manage educator pipelines.