WASHINGTON (November 23, 2010) – Three years after the U.S. housing market collapse, our country continues to suffer the effects of misplaced priorities and weak regulation of subprime mortgage lenders. Meanwhile, as a new report from The Education Trust warns, the most vulnerable Americans are being targeted by yet another set of corporations peddling access to the American dream but delivering little more than crippling debt. This time, it’s underregulated for-profit colleges.
WASHINGTON (November 18, 2010) – The results released today from the 2009 12th-grade National Assessment of Educational Progress (NAEP) are unquestionably mixed. The good news is that high school students have made gains in both reading and math. But despite those improvements, staggeringly low achievement overall and enormous gaps between student groups are sobering reminders of the need to redouble our focus and supports for the students and the educators in our nation’s high schools.
WASHINGTON (November 18, 2010) – Nearly a decade after federal law was enacted to ensure that low-income students and students of color had a fair shot at being assigned to strong teachers, students in high-poverty schools are still disproportionately taught by out-of-field and rookie teachers, according to “Not Prepared for Class,” a report released today by The Education Trust.
Even though 57 percent of all students who enroll earn diplomas within six years, the graduation rates for different groups of students are vastly different. Nationally, 60 percent of whites but only 49 percent of Latinos and 40 percent of African Americans who start college hold bachelor’s degrees six years later.
WASHINGTON (July 29, 2010) – President Obama captured the essence of what’s at stake for our country when he said earlier today, during a speech at the National Urban League’s annual convention, “If we want success for our country, we can't accept failure in our schools.”
As a nation, we can no longer accept schools in impoverished communities that fail their students year after year, when we know that no middle-class neighborhood would ever tolerate it.
We can no longer accept evaluation systems that deem virtually every teacher in a school to be excellent, while half of our black and Hispanic fourth graders possess reading skills that are below basic.
And we can no longer accept tired, old excuses about why we can’t make things better and expect more from our schools.
WASHINGTON (June 30, 2010) – Over the past year, the Obama Administration’s groundbreaking education-reform initiatives have reinvigorated and refocused school-improvement efforts across America. Long before a single dollar was awarded, state after state rose to the challenge and made critical and sometimes long-overdue policy changes, just to qualify for new and substantial federal education investments.
WASHINGTON (April 28, 2010) – A recent survey by the American Association of School Administrators finds school leaders across the country bracing for cuts in the upcoming school year that are likely far deeper than those made during the past two.
WASHINGTON (April 1, 2010)—A new report from The Education Trust documents how budgeting practices in school districts across the country are shortchanging low-income students and undermining the power of federal investments in high-poverty schools.
WASHINGTON (March 24, 2010) – Since 2007, all student groups and the nation as a whole made modest gains in reading at the eighth-grade level on the 2009 National Assessment of Educational Progress(NAEP). Some other results are troubling, however:
Performance among America’s fourth-graders—where the strongest and most consistent growth has occurred over the past decade—appears to have flattened.
Achievement gaps did not narrow at either the fourth-grade or eighth-grade level.
WASHINGTON (March 4, 2010) - “Race to the Top” grants have the potential to elevate ambitious reforms that place the needs of children—especially our most vulnerable—ahead of accommodations for adults. But for reforms to succeed, rigorous evaluation of the competitive grant finalists that will be announced later today is absolutely critical.
The great promise of Race to the Top—and the unprecedented resources it will distribute—is the opportunity to drive meaningful and powerful change for students.