WASHINGTON (June 23, 2011) — Today’s report from the National Center for Education Statistics shows that the hard work of America’s educators and students is yielding important progress. Achievement is rising for Latino students, particularly in fourth-grade reading, where the gap between whites and Latinos has narrowed by 10 points since 2000 — about a full year’s worth of learning.
Despite these gains, we’re nowhere near where we need to be. Over the past two decades, the Latino student population in the nation’s schools has increased by 138 percent, to more than 11 million students nationwide. This extraordinary growth demands that we accelerate our progress in closing the achievement gaps that separate them from their white peers.
WASHINGTON (June 2, 2011) — The Obama administration’s new “gainful employment” regulation is a disappointing stumble on America’s path toward regaining the global lead in college attainment.
The abuses of career colleges have been well and repeatedly documented. But the final, watered-down rule does not do nearly enough to curb these abuses. It provides students and taxpayers with only the most meager of protections against an aggressive industry bent on exponential growth and ever-escalating profits. In the end, the 436-page document is little more than an a la carte menu of ways these institutions can game the system.
WASHINGTON (February 2, 2011) – The authors of “Pathways to Prosperity” have long track records of caring a lot about our kids and our future. They are right to be concerned – as I am – about high dropout rates and low student achievement in our nation’s schools. With results as awful as they are in far too many high schools, we certainly ought to be encouraging innovative approaches to improving student learning, ensuring that all students are well prepared for college and the workplace.
That said, while I agree that all students could benefit from more exposure to the world of work, I vehemently disagree with the authors’ main argument: that we already tried preparing all students for college and it didn't work.
WASHINGTON (June 1, 2011) — As proposed cuts threaten to slash both state higher education budgets and the Federal Pell Grant Program, a report released today by The Education Trust demonstrates just how much low-income students are already struggling to pay for a college education. The average low-income family must contribute an amount roughly equivalent to 72 percent of its annual household income each year just to send one child to a four-year college.
Middle-class and high-income families fare much better. They contribute amounts equivalent to just 27 percent and 14 percent of their yearly earnings, respectively.
WASHINGTON (April 27, 2011)—As the Senate prepares to mark up its version of the Elementary and Secondary Education Act, a new report from The Education Trust shows schools that seem to be “high performers” are not necessarily serving all of their students well.
WASHINGTON (April 13, 2011)-- For years, our nation has been sounding an alarm about the need to ensure that students graduating from high school leave equipped with the knowledge and skills necessary to succeed in college and the workplace. While it appears as though our students are getting the message, the results of the National Assessment of Educational Progress 2009 High School Transcript Study are a sobering reminder of how much work remains.
WASHINGTON (March 9, 2011) – While we, like Secretary Duncan, believe that the Elementary and Secondary Education Act (ESEA) should be reauthorized this year, we also believe that getting it done right is as important as getting it done fast.
We have grave concerns about the methodology used by the U.S. Department of Education to estimate the percentage of schools that will, in the next few years, fall short of making AYP. We would urge the department to be far more careful with data in the future. But that’s not the main issue here.
The performance evaluation systems used in virtually every school system in the United States fail to differentiate between individual teachers who boost student learning and those who need to improve. As a result, the students who need the most from their teachers are far less likely to get the ones who can help them achieve at high levels.
WASHINGTON (January 25, 2011) -- Tonight, President Obama’s State of the Union address will focus on the need to revive our economy through innovation. Science is essential to this enterprise. The sciences have long been a springboard for innovation and will only become more important in driving our nation forward. Indeed, the Bureau of Labor Statistics estimates that science and engineering jobs in the U.S. will increase by more than 21 percent between 2006 and 2016 – double the growth rate of all other workforce sectors combined.
However, the results of the 2009 National Assessment of Educational Progress (NAEP) cast a troubling shadow over our future as leaders in scientific innovation and accomplishment.
WASHINGTON (December 21, 2010) – Too few of our nation’s recent high school graduates – particularly young people of color – have the math, reading, science and problem-solving skills necessary for enlistment in the U.S. Army, according to a study released today by The Education Trust. This report is the first-ever public analysis of data from the Army’s Armed Services Vocational Aptitude Battery (ASVAB), the test that determines if applicants qualify to enlist in the military.