WASHINGTON (August 1, 2007) – Despite the national focus on reforming America’s high schools, most states are setting woefully low goals for improving graduation rates and are not setting goals for ensuring that more low-income, minority, disabled and English language learner students graduate, according to a report released today by The Education Trust.
Graduation Matters: Improving Accountability for High School Graduation documents state-set goals for graduation rates under the federal No Child Left Behind (NCLB) law, showing how improvement targets are often so lo
WASHINGTON (June 20, 2007) – Texas teachers working in schools with high numbers of poor and minority students earn significantly less than their counterparts at more affluent schools in the same district, according to two reports released today by The Education Trust.
Their Fair Share: How Teacher Salary Gaps Shortchange Poor and Minority Children in Texas document funding patterns in the state’s 10 largest school systems, showing how average teacher salaries vary dramatically between schools within the same district.
The proposals released today by the Forum on Educational Accountability (FEA) represent a giant step backward in the effort to both raise achievement and close longstanding gaps.
The FEA’s call for different tests for different groups of students should offend every American committed to fairness and equity in education. Their call for demographically-designed assessments—combined with classroom-, school-, and district-level tests—mocks the idea of a single high standard for all and would merely obscure achievement gaps from public view, not close them.
Today’s report from the National Center for Education Statistics (NCES) is another reminder that, in many states, students and their parents are being given a false sense of promise that children are being prepared to meet the real world challenges of college and careers.
“It makes no sense for our high schools to graduate students without the tools they need to be able to do the work,” said Kati Haycock, president of The Education Trust.
The results from the 2006 National Assessment of Educational Progress (NAEP) in U.S. History and Civics are certainly mixed. While we’re seeing that the reform efforts targeted toward the early grades are paying off, these reports are yet another indication that our nation’s secondary schools are producing students who are neither college- nor career-ready.
The news for fourth-graders in both subjects is positive: across the boards, scores are on the rise, with the lowest performing students registering the biggest gains.
The Education Trust supports Strong American Schools’ campaign to engage the public during the 2008 election in a serious conversation about improving our schools.
Strengthening our schools isn’t about partisanship; it’s about doing what’s right to close the achievement gaps that limit the potential of millions of young people to thrive in and contribute to a strong and prosperous America.
Not long ago, the Education Trust got a call from a high-level official in one of the nation’s largest school districts. The request? “Please come help us get unstuck. We created a Commission on Closing the Gap. Its members worked for more than a year, collecting all sorts of data. But now we’re stuck and need help figuring out what to do.”
Because this is a district whose leaders we respect, we said, “Sure.
The results released today from the 2005 12th grade National Assessment of Educational Progress are a sobering reminder of the need for increased focus on and support for the students and teachers in our nation’s high schools.
Over a quarter of the nation’s high school seniors lack even basic reading skills. Over forty percent lack even basic mathematics skills.
In working together on NCLB five years ago, the President and Democrats like Ted Kennedy and George Miller committed themselves – and our country – to tackle the longstanding school quality problems that were crippling the achievement of low-income and minority students in every state. The law is beginning to make a difference, but we’ve not yet turned the corner, especially at the secondary level. For too many children, there is still no hope because there is still no real opportunity.
We’re delighted that the President reaffirmed his commitment to work with the Democra