(Washington, DC) - "This year's Quality Counts provides a terrific overview of the most damaging practice in American education: assigning the least prepared teachers to the very students who desperately need our best. Both the data and the state-by-state analysis in this report are a hugely important resource for anybody who wants to improve education, especially in schools serving poor and minority children."
"Fortunately, the federal government has loaned its muscle to those who have been working to call public attention to this often hidden problem.
(Oakland, CA) – The California State Board of Education rightly decided last week to hold steadfast to our state’s high standards for the lower grades, but a chorus of misinformation and false claims threatens to undo this forward movement and risks pushing California’s students to the back of the class yet again.
We applaud the Board for its courage last week in rejecting its own advisory committee’s recommendation which would have watered down expectations for our children by lowering our standards for proficiency in grades 3-8.
(Washington, DC) – The Education Trust released today a brief report detailing the basic principles and core requirements of Adequate Yearly Progress (AYP) — the accountability mechanism in No Child Left Behind (NCLB).
(Las Vegas, NV) –Today, The Education Trust and MetLife Foundation announced the formation of the EdTrust/MetLife Foundation National Center for Transforming School Counseling. This new Center will make certain school counselors across the country are trained and ready to help ALL groups of students reach high academic standards.
(Washington, D.C.) -- Results of the National Assessment of Educational Progress (NAEP) Reading assessment for grades 4, 8 and 12, released today by the U.S. Department of Education, show that reform efforts targeted at the early grades have raised achievement and narrowed gaps between groups, while much work remains to be done at the higher grades.
Nationally, 4th grade reading scores are up for African American, Latino and White students, and gaps between groups are narrowing.
(Washington, D.C.) – “Given today’s split decision from the Supreme Court on affirmative action programs at the University of Michigan, it’s more important than ever that we focus our energies on what we can do now to ensure that all students have access to a high-quality education – not just some students. We know from data that children who have the least to begin with get less of everything they need in school, too.
(Washington, DC) – “When the President signed the No Child Left Behind Act into law in 2002, there was strong bipartisan support. It was clear that the time had come to combine stronger accountability for schools and districts with additional support for the schools and districts that needed it most.
“When the law was passed, the President and Republican leadership promised to support the tougher accountability and the mission of educating all of our nation’s students – including low-income and minority students – with specific financial resources focused on improving achievement.
(Washington, DC) – “The Education Trust released today a report criticizing the U.S. Department of Education for failing to make adequate progress implementing the crucial teacher quality provisions in the No Child Left Behind Act (NCLB). The report comes as states submit their baseline data to the Department on teacher quality indicators, including their definition of “highly qualified” teachers.
“After two years of failing to make adequate progress on implementing the teacher quality provisions in NCLB, the Department is ‘in need of improvement’ on this issue.
Last month, most states released lists of schools that did not make Adequate Yearly Progress under the No Child Left Behind Act. The sheer number of schools on those lists has caused much concern. It should. The accountability provisions of the Act are intended to shine a much-needed spotlight on whether all groups of students are improving and improving fast enough.