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.
WASHINGTON (December 10, 2010) – Despite near-continuous innovation in most fields, the way America educates its young people has changed very little since the Industrial Revolution. And new international data show that Industrial-Age schools – schools designed to prepare a handful of students for college, but most for jobs in factories, mills, and the like – simply aren’t preparing students for a Digital-Age world.
WASHINGTON (November 3, 2010) – On Thursday, November 4th, The Education Trust will honor four outstanding public schools with the eighth annual Dispelling the Myth Awards. The award recognizes outstanding work in narrowing achievement gaps between student groups, exceeding state standards, or rapidly improving student learning.
With dedication, high expectations, and relentless attention to the business of teaching and learning, the educators working in these high-poverty and high-minority schools prove every day that all students can learn at high levels when they are taught to high levels.
The 2010 Dispelling the Myth Award winners are:
Mary McLeod Bethune Elementary School, New Orleans
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.