As we work toward getting all of our children to high standards, we need to learn more about which accountability systems provide the most constructive information to teachers, parents, and the public.
A limited, carefully developed pilot to test alternatives to the current approach could be enormously helpful in teaching us how to improve on No Child Left Behind in the next reauthorization.
(Washington, DC) – The Education Trust today will honor five schools from around the country that have made extraordinary progress in educating poor and minority students to high academic levels. Their accomplishments will be celebrated at the Third Annual Dispelling the Myth Award ceremonyheld in Washington D.C. as part of the Education Trust’s 16th National Conference on closing the achievement gap.
Like so many other Americans, I watched in horror as the waters rose in Orleans Parish and other nearby communities. It’s been hard even to imagine the anguish felt by Louisianans as they lost their homes and their jobs, not to mention members of their families.
(Washington, DC) – The Education Trust applauds the governors across the country who today pledged to develop more accurate measures of high school graduation and to build better data systems to collect, analyze, and report this information.
Graduation rates are a fundamental measure of whether high schools are doing their job.
(Washington, D.C.) – Today’s results from the 2004 National Assessment of Educational Progress (NAEP) long-term trend assessment offer tremendously hopeful news about the achievement of elementary school students: Nine-year-olds have posted the highest scores in reading and math since these federal assessments began in the early 1970s.
At the same time, African-American and Latino achievement has soared, and, as a result, the achievement gaps among 9-year-olds are smaller than they have ever been in the history of the long-term NAEP.
(Washington, DC) – The Education Trust released a report today that sharply criticizes the way states calculate and report graduation statistics. The analysis, entitled “Getting Honest About Grad Rates: How States Play the Numbers and Students Lose,” also rebukes the U.S. Department of Education for failing to exert leadership by demanding that states get honest about graduation rates.
The Ed Trust analysis reveals disturbing patterns: Some states rely on ludicrous definitions of graduation rates. Others make little effort to accurately account for students who drop out of school.
Last year less than 60 percent of elementary-school American Indian and Latino students in Utah passed year-end standardized tests in language arts, compared to 85 percent of white students. About a third of black students failed to pass. The gaps were similar in math test results.
The National Conference of State Legislatures’ Task Force on No Child Left Behind (NCLB) emerged today to urge an enormous step backwards in the nation’s efforts to close achievement gaps in public education. While the report pays lip-service to the goal of closing achievement gaps, it fails to even acknowledge the deep-seated inequities in the public school systems for which these state legislators are responsible.
The historical record is too strong and the stakes are too high to turn back the clock on NCLB. The law is not perfect, and it inevitably will be modified wh