(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.
(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.
(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
(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.
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.
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.
(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.
(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.