Press Releases 2003

Getting Away With It: What Happens When No One’s Minding the Store: New State Data About Highly Qualified Teachers and Graduation Rates

(Washington, DC) –  The Education Trust released today two new reports documenting the contradictions and inconsistencies in state-reported data for teacher quality and high school graduation rates. All states were required to submit these data – along with other indicators – to the U.S. Department of Education on September 1, 2003, in compliance with Title I of the No Child Left Behind Act (NCLB). The report makes clear that the data problems were apparent to the U.S. Department of Education, which nonetheless disseminated the data without review or comment.

2003 NAEP Urban Districts Reading and Math Results: What Districts Do Matters …A lot:

(Washington, D.C.) -- Results of the 2003 National Assessment of Educational Progress (NAEP) Trial Urban District Assessment in Mathematics and Reading for grades 4, and 8 released today by the U.S. Department of Education, show that some urban districts are getting much better results for students than others, but that large achievement gaps between groups of students still persist.

Don’t Turn Back the Clock!” Over 100 African American and Latino Superintendents Voice Their Support for the Accountability Provisions in Title I (NCLB)

(Washington, D.C.) --  More than 100 African American and Latino school district superintendents from across the country today sent a letter to Congress, the White House and to all of the Democratic Presidential candidates stating loudly and clearly, ‘Don’t turn back the clock on the accountability provisions in Title I.’ These education leaders, who together oversee the education of more than 3 million students, were joined by over 135 other superintendents, principals, teachers and community leaders from across the country in letting policymakers know that rolling back the accountabi

Closing the Achievement Gap: 2003 NAEP Reading and Math Results Show Real Results and Remaining Challenges Gaps Growing in 8th Grade Math in Too Many States

(Washington, D.C.) -- Results of the 2003 National Assessment of Educational Progress (NAEP) Reading and Mathematics assessment for grades 4, and 8 released today by the U.S. Department of Education, show that in 8th grade mathematics and 4th grade reading, there has been progress raising achievement and moving students out of the lowest achievement levels into higher levels. Growing gaps in many states on 8th grade math, however, are a real concern.

State Funding Gaps: Students who need the most continue to get the least

(Washington, DC) – The Education Trust released today a new report documenting large funding gaps between high- and low-poverty and -minority districts in many states. The study reveals that, in most states, school districts that educate the greatest number of low-income and minority students receive substantially less state and local money per student than districts with the fewest low-income and minority students.

How AYP is Helping Communities to Close the Achievement Gap

(Washington, DC) – Today, the Education Trust released a report documenting how AYP provides important new information about academic achievement in America’s public schools.

Kati Haycock Honored With Prestigious Harold W. Mcgraw, Jr. Prize in Education

NEW YORK, Sept. 17 (PRNewswire) -- Three educators have been selected to receive the 16th annual Harold W. McGraw, Jr. Prize in Education for 2003. By introducing students to technology at an early age, developing affordable post-secondary distance learning programs and influencing education policy to embrace high standards for all students, they have a distinguished record of achievement. They will be honored on September 23rd at a dinner at the New York Public Library.

Letter-to-the-Editor, Los Angeles Times—Re: Sept. 15, 2003 Editorial "The 85% Solution"

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. To ensure that all means all, the law requires 95% of each group of students to be tested.

U.S. Department of Education is “In Need of Improvement”  When It Comes to Implementing the Teacher Quality Provisions in No Child Left Behind

(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.

Statement from Kati Haycock, Director of the Education Trust on Fully Funding No Child Left Behind: Do What's Right for Students

(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.

Statement from Kati Haycock, Director of The Education Trust on the Supreme Court’s Decision on Affirmative Action

(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.

Closing the Achievement Gap: 2002 NAEP Reading Results Show Real Results and Remaining Challenges

(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.

The Education Trust and MetLife Foundation Announce the Formation of a National Center for Transforming School Counseling

(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.

The Unfinished Business of Brown v. Board of Education

(Washington, DC) – On the eve of the 49th anniversary of the landmark Brown v.

The ABCs of "AYP" Raising Achievement for All Students

(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). This report, entitled The ABCs of ‘AYP,’ is one in a series on implementing NCLB and comes at a time when there is considerable public confusion about the accountability requirements in the new law.

Implementing NCLB in California: One Step Forward, Three Steps Back? Confusion about the New Law Threatens Advances for Students

(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.

Statement of Kati Haycock, Director of The Education Trust, on the Release of Quality Counts 2003: "Ensuring a Highly Qualified Teacher for Every Classroom"

(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.