WASHINGTON (November 18, 2014) — The Education Trust is pleased to announce Matt de Ferranti as the new Director of Legislative Affairs. In this position, Matt will lead the development and execution of The Education Trust’s K-12 and higher education government affairs work. His extensive background as a director of public affairs, policy advisor, attorney, campaign director, and teacher makes him uniquely qualified for this leadership position.
WASHINGTON (November 13, 2014) — Kati Haycock, president of The Education Trust issued the following statement on the U.S. Department of Education’s ESEA waiver renewal guidelines announced today.
“Amid all the controversies created by No Child Left Behind, most educators agree that the law got one thing right: It fundamentally reshaped school accountability for an increasingly diverse country. No longer was it possible to be a ‘good’ school coasting by on schoolwide averages and sweeping large achievement gaps under the rug.
WASHINGTON (November 10, 2014) — The U.S. Department of Education’s new guidance on equitable access to strong teachers creates an opportunity for action on one of the most important levers to close long-standing gaps in achievement among students. While there are excellent teachers in every community, evidence is clear: Too many students of color and low-income students don’t have the strong, well-supported teachers they need and deserve.
WASHINGTON (November 10, 2014)— The Education Trust will honor three outstanding public schools at the Twelfth Annual Dispelling the Myth Awards ceremony on Thursday, Nov. 13. These schools have shown success in educating students from diverse racial and socioeconomic backgrounds — effectively dispelling the myth that these students’ challenges are insurmountable.
“No child’s future should be determined by her zip code or skin color,” said Kati Haycock, president of The Education Trust. “Through their hard work and diligence, the educators and staff in these schools have proven that all students can succeed when they have the right resources, committed educators, and adequate support. The Dispelling the Myth Award recipients affirm that closing gaps and boosting achievement is not only attainable but also well within reach.”
WASHINGTON (November 6, 2014) — Nationwide, roughly 500,000 students drop out of high school each year. These students are disproportionately students of color, low-income — and male. Though graduation rates among such students are rising — often as a result of significant efforts from both educators and community groups — many students of color and low-income students continue to achieve far below their potential and gradually disengage from school.
WASHINGTON (October 31, 2014) — The Education Trust issued the following statement in response to the U.S. Department of Education’s final Gainful Employment rule:
“The abuses by career colleges are well documented. Many aggressively recruit students by offering the false promise of a rewarding career and charging ridiculously high fees for a low-quality education that rarely results in completion. Students of color and low-income students are disproportionately hurt by these predatory practices. Without the protections offered by stronger oversight and accountability, students will continue to enroll in these programs and be left with debilitating debt, no degree, or a degree with no labor market value.
WASHINGTON (October 28, 2014) — The Education Trust is pleased to welcome Ryan Smith as Executive Director of The Education Trust-West. In this position, Ryan will lead an ambitious effort to close opportunity and achievement gaps for students who have been traditionally underserved in California’s public education system. His background as a community organizer, education advocate, and champion for equity makes him an outstanding leader for the Education Trust-West team.
WASHINGTON (October 9, 2014) — State accountability systems mask the full story of student achievement, as shown in a new report by The Education Trust. When accountability systems allow schools to earn high marks despite their low performance for some groups of students, it sends a strong message about how the state values the academic progress of these groups.
WASHINGTON (October 2, 2014) – Today, the Reimagining Aid Design and Delivery (RADD) Consortium for Higher Education Grants and Work-Study Reform released a paper detailing how the federal government can modernize its financial aid system to be more efficient, to bring it in line with the needs of today’s students, and to make colleges and universities more accessible to the lowest income students.
WASHINGTON (October 1, 2014) — Today, the Office of Civil Rights sent a strong message that equity matters, and The Education Trust applauds their leadership. The “Dear Colleague” letter is a reminder that federal law requires more than good intentions to ensure the equitable provision of educational resources for students of color. It is not enough to rest upon laws, policies, and principles that are not enforced. Benign neglect is not acceptable.
WASHINGTON (August 7, 2014) — The Education Trust is pleased to welcome Dr. José Luis Santos as its Vice President of Higher Education Policy and Practice.
Starting with his work as founding executive director of the Latina/o Policy Research Initiative at the University of Arizona, José Luis has a long track record of research, teaching, and advocacy around issues affecting students of color and low-income students in higher education.
WASHINGTON (July 7, 2014) — Deborah Veney Robinson, vice president for government affairs and communications at The Education Trust, issued the following statement on the U.S. Department of Education’s teacher equity strategy.
WASHINGTON (June 26, 2014) — “We commend House Education and the Workforce Committee Chairman John Kline (R-Minn.) and Higher Education and Workforce Training Subcommittee Chairwoman Virginia Foxx (R-N.C.) for releasing their principles to move forward with reauthorizing the Higher Education Act (HEA). We are encouraged that the committee will work to improve data collection to capture all higher education students, including those who transfer and are part-time; strengthen educator preparation programs; and safeguard the Pell Grant program.
WASHINGTON (June 25, 2014) —The Education Trust issued the following statement in response to Sen. Tom Harkin’s (D-Iowa), chairman of the Senate Health, Education, Labor and Pensions Committee, proposal to reauthorize the Higher Education Act (HEA).
WASHINGTON (June 24, 2014) — The Education Trust is proud to welcome Deborah Veney Robinson as its Vice President of Government Affairs and Communications. Debbie comes to Ed Trust with deep experience in communications and advocating for underserved communities.
WASHINGTON (June 18, 2014) — More than 600,000 undergraduates attend four-year “college dropout factories” with six-year graduation rates below 15 percent and “diploma mills” where nearly 3 out of 10 students who leave with debt are unable to repay their student loans, according to a new report released by The Education Trust. Approximately $15 billion is distributed annually to some 300 institutions that do not serve students well. These four-year schools are among the bottom 5 percent nationally in enrolling low-income students, graduating the students they serve, or graduating students with manageable debt and degrees that can support that investment without default.
The report, Tough Love: Bottom-Line Quality Standards for Colleges, lays out a comprehensive plan for the federal government to leverage existing resources, in the form of student aid and tax benefits, to protect students and taxpayer dollars from going to chronically underperforming schools. The plan also encourages elite colleges to open their gates to many more talented working class and low-income students.
WASHINGTON (June 10, 2014) — We are delighted with today’s ruling in Vergara v. California. Judge Treu's historic decision affirms what we have long known to be true: Low-income students and students of color in California are denied access to equal educational opportunities. The decision will force California to address the reality that our most vulnerable students are less likely to have access to effective teachers.
WASHINGTON (May 28, 2014) — Tuning into voices of students who transfer from low-performing to high-performing high schools, “The View From the Lighthouse” — released today by The Education Trust — sheds light on key differences among schools. Full of lessons for educators, this piece is intended to help spark conversations in schools working to change outlooks and outcomes for students, particularly those struggling the most.
WASHINGTON (May 7, 2014) — On the heels of encouraging news about rising high school graduation rates for all groups of students, today’s results from the 2013 12th grade National Assessment of Educational Progress (NAEP) show that our nation’s high schools are also producing better math results.
WASHINGTON (May 1, 2014) — The Education Trust is proud to welcome Andrew H. Nichols as its director of higher education research. Andrew comes to Ed Trust with a wide array of research experiences, most recently as the director for research and policy analysis at the Maryland Higher Education Commission (MHEC).
WASHINGTON (April 25, 2014) —“Nearly 200,000 graduates from schools of education and those who have completed alternative route teaching programs are placed in American classrooms each year. Too often, these educators and the school districts that hire them find out all too soon that they are ill-prepared for the demands of today’s classrooms. As a consequence, the children in their classes do not have the opportunity to learn to high levels.
WASHINGTON (April 22, 2014) – “If our nation’s schools provided an education to students of color anywhere near the quality of education they provide to white students, we would feel a lot more comfortable with the Supreme Court’s decision today to let stand the decision of Michigan’s voters to ban the use of race as a consideration in admission to the state’s colleges and universities. The United States is far from having an equitable K-12 educational system where the color of students’ skin truly does not matter.
WASHINGTON (April 2, 2014) — Many black and Latino students and students from low-socioeconomic backgrounds who enter high school as top academic performers lose important ground as they push toward graduation day. When compared to their high-achieving white or more advantaged peers, these students finish high school, on average, with lower grades, lower AP exam pass rates, and lower SAT/ACT scores, according to a report released by The Education Trust.
WASHINGTON (March 14, 2014) — The Education Trust issued the following statement regarding the U.S. Department of Education’s proposed “gainful employment” regulation, released today, which is intended to ensure that career-education programs meet minimum standards of quality and cost.
WASHINGTON (March 4, 2014) — Skipping breakfast leaves children at an academic disadvantage. Students experiencing hunger have slower memory recall, are more inclined to repeat a grade, and are more likely to have behavioral or attention problems. To increase the number of children starting the day with this important meal, five of the nation’s leading education organizations and the Food Research and Action Center (FRAC) announced today their support for greater participation in the School Breakfast Program so that all kids have the resources they need to be successful.
WASHINGTON (February 5, 2014) — The Education Trust and I AM NOT A LOAN commend the University of Virginia (U.Va.) for announcing a new $8 million commitment to need-based financial aid. Included is a new scholarship program that will benefit incoming undergraduate students who show “exceptional promise and significant financial need.”
WASHINGTON (January 30, 2014) — To elevate the voices of students in school reform discussions in schools and districts, The Education Trust today released The Writing on the Hall, the first in a series of narratives intended to chronicle the school experiences of students and tell the stories behind the achievement and attainment data.
WASHINGTON (January 16, 2014) — Kati Haycock, president of The Education Trust, issued the following statement in response to the Investing IN States To Achieve Tuition Equity (IN-STATE) for Dreamers Act of 2014, legislation introduced by Sen. Patty Murray (D-WA) and Rep. Jared Polis (D-CO). The IN-STATE for Dreamers Act encourages states to increase access to higher education for low-income students, regardless of immigration status.
WASHINGTON (January 16, 2014) – On their own, universities can, through sustained efforts, radically reshape success rates for low-income students and students of color without greater selectivity in admissions, according to two reports released today by The Education Trust. These reports come as the Obama administration calls for institutions of higher education to improve their college-going and completion rates among low-income and minority students.
WASHINGTON (January 7, 2014) — The Education Trust is proud to welcome Ashley Griffin as its Senior Research Associate. Ashley comes to Ed Trust with many years of education research experience, most recently at the Department of Defense Education Activity where she was a research and evaluation analyst.
WASHINGTON (December 4, 2013) — The latest results of the Programme for International Student Assessment (PISA) show that U.S. students’ performance on international tests has stagnated, while other industrialized nations have overtaken the U.S. in reading, math, and science literacy.
WASHINGTON, D.C.—Today, a consortium of higher education experts called on Congress to reform tax-based student aid to ensure it reaches the low- and modest-income families who most need it to access college. With nearly $34 billion spent each year, this form of aid is more common than even Pell Grants, but action is needed to maximize its impact on college access and completion.
WASHINGTON (November 19, 2013) — The Education Trust, League of United Latin American Citizens (LULAC), and National Council of the La Raza (NCLR) issued the following statement regarding the Texas State Board of Education’s proposed rules for high school graduation requirements.
“Texas leaders have long recognized the need for all high school graduates to have the knowledge and skills necessary for college and the careers that drive the state’s economy and pay a family-supporting wage.
WASHINGTON (November 14, 2013) — Kati Haycock, president of The Education Trust, issued the following statement regarding the U.S. Department of Education’s guidelines released today, which allow states to renew their No Child Left Behind (NCLB) waivers using an oversimplified process that does not take into consideration performance for all groups of students or fair access to highly effective teachers.
WASHINGTON (November 8, 2013) — “I am thrilled by today’s announcement of the President's intent to nominate Ericka Miller as assistant secretary for postsecondary education at the U.S. Department of Education. With this appointment, the Obama administration is showing its dedication to ensuring that American students have access to a quality, affordable postsecondary education. This appointment of Ericka Miller is a good move for our country and a great move for our nation’s students.
This continues a decade-long trend of improvement, and today, performance for most groups of students is as high as it has ever been. This progress for students as a whole is coupled with some meaningful gap-closing. In eighth grade, for example, the gap separating Latino students from their white peers in math has narrowed by six points since 2003. For reading, it’s narrowed by seven points.
WASHINGTON (October 31, 2013) - Yesterday, Reps. Diane Black (R-TN) and Danny Davis (D-IL) introduced the Student and Family Tax Simplification Act. The Act simplifies and better targets higher education tax benefits, making it easier for students and families to afford college.
WASHINGTON (October 22, 2013) — On Thursday, Oct. 24, The Education Trust will present the 11th Annual Dispelling the Myth Awards to four public schools from across the country. Each of these schools has demonstrated that it is committed to educating students to high academic levels regardless of their race, socioeconomic status or zip code.
WASHINGTON (October 1, 2013)—The Education Trust, Children's Defense Fund, Democrats for Education Reform, National Center for Learning Disabilities, Teach Plus, and TNTP issued the following statement regarding the federal government shutdown.
“A government shutdown is not only harmful to millions of hard-working Americans, but it is also damaging to our most vulnerable citizens – our children.
WASHINGTON (September 24, 2013) — While there has been considerable progress in ensuring that U.S. students receive high-quality instruction through the Common Core State Standards and revised teacher evaluation systems, there has been limited focus on the quality of the programs that are preparing teachers and school leaders to teach the new college- and career-ready standards.
A new report by The Education Trust, “Preparing and Advancing Teachers and School Leaders: A New Approach for Federal Policy,” finds that too many educator preparation programs do not adequately train educators for the real-world challenges they will encounter in the classroom or for school districts’ hiring needs. The report notes that changes to federal policy can improve educator quality by requiring more useful information on teacher and leader preparation programs, promoting meaningful action to improve low-performing programs, and sparking innovation in how districts and states manage educator pipelines.
WASHINGTON (August 29, 2013) — The NCLB waiver process has been far from perfect. Among other things, the initial waiver guidelines allowed states to radically reduce the emphasis on subgroup performance and were totally silent on one of the most important issues of our day: fair and equitable access to strong teachers.
In the renewal guidelines released today, the Department of Education took some steps — though in some cases, far too small — to address these and other problems.
WASHINGTON (August 22, 2013) — The Education Trust is proud to welcome Sonja Brookins Santelises as vice president of K-12 policy and practice.
Sonja comes to The Education Trust with many years of experience in K-12 education, most recently as chief academic officer for Baltimore City Public Schools. As chief academic officer, Sonja was responsible for the academic vision of a district serving 85,000 students. Under her leadership, Baltimore became a national leader in the implementation of the Common Core State Standards.
WASHINGTON (August 13, 2013) — Despite recent progress in improving achievement among students of color, achievement results for Native students have remained nearly flat. As performance has stagnated, the gaps separating Native students from their white peers have mostly widened.
WASHINGTON (August 6, 2013) — We are disappointed by the Department of Education's decision to grant California's CORE districts a waiver from certain requirements of No Child Left Behind. Granting waivers to individual districts within a state is a dramatic move away from simply providing temporary relief to states while Congress works through a reauthorization of the Elementary and Secondary Education Act to create new law. And it sets a dangerous precedent regarding expectations for all students.
WASHINGTON (July 24, 2013) — Today’s vote on a student loan interest rate compromise on the floor of the Senate will bring to a temporary close a long debate on the appropriate level of interest for student borrowers to pay. Unfortunately, the deal will ultimately raise rates on students, making it harder to pay for college. It also fails to address the fundamental issues of rising college costs and debt burdens at a time when these issues are more pressing to families than ever.
WASHINGTON (July 19, 2013) — Reauthorization of the Elementary and Secondary Education Act is long overdue, but the legislation passed today in the House does not fix the problems in the current law and will make things worse, not better. Passage of H.R. 5, the Student Success Act, in the House of Representatives walks away from low-income students and students of color and threatens to wipe away 40 years of educational progress.
WASHINGTON (July 17, 2013) — Employing new data reported to the U.S. Department of Education by colleges and universities, The Education Trust finds encouraging news for those concerned about closing access and success gaps in higher education.
A new update to Education Trust’s College Results Online website provides a comprehensive analysis of nearly every individual four-year college and university in the nation as measured against its peer institutions. Together with a new mini-brief by The Education Trust, “Intentionally Successful: Improving Minority Student College Graduation Rates,” these resources uncover significant differences among colleges serving similar students and highlight successful efforts to increase graduation rates for students of color and successfully narrow gaps between black and Latino students and their white peers.
WASHINGTON (July 10, 2013) — Today, a minority in the Senate succeeded in blocking legislation to reverse the doubling of interest rates on subsidized Stafford loans for students who need to borrow for college this fall. While a majority of senators voted to extend the 3.4% rate for one year, support fell short of the 60 votes needed to move forward with the legislation.
WASHINGTON (July 9, 2013) — Common Core standards have the potential to dramatically raise the rigor of instruction – and the level of achievement – in schools across the country. But these standards will also demand more of our students and teachers than ever before. While there is much work to be done in all states to lift all students to the college- and career-ready level, a new analysis shows that the stretch is far bigger in some states than in others.
WASHINGTON (July 1, 2013) — We are disappointed that Congress was unable to agree on a solution to keep interest rates on federally subsidized Stafford loans from doubling today. By failing to pass a plan to keep interest rates from increasing to 6.8 percent, Congress missed an important opportunity to limit college debt for the millions of students who receive subsidized Stafford loans every year, most of them low-income.
WASHINGTON (June 27, 2013) — The results from the 2012 long-term trend National Assessment of Educational Progress show that over the last four decades, our nation has made very real progress for all groups of students.
Since the 1970s, reading and math performance for 9 and 13-year-olds has increased significantly. At all ages, gains have been largest among students of color. And they are meaningful: In math, for example, African American and Latino 9-year-olds are performing about where their 13-year-old counterparts were in the early ’70s.
WASHINGTON (June 24, 2013) — The Supreme Court’s decision today in Fisher v. University of Texas reaffirmed the bedrock constitutional principle that universities have a compelling interest in considering racial and ethnic diversity as one factor in developing a carefully crafted admissions policy. Although the Court found that the Fifth Circuit applied the wrong standard, it did not question the compelling nature of diversity as a factor in admissions. Even when you control for income and other advantages, students of color are still admitted to college at lower rates than their white peers. Colleges and universities need tools to address this inequity, and today’s decision ensures those tools remain available.
WASHINGTON (June 19, 2013) —The reauthorization of the Elementary and Secondary Education Act is an important step toward putting the lessons learned over the past decade to work for the benefit of students, particularly low-income students, students of color, students with disabilities and English-language learners. We know when they are provided quality instruction, interventions and support by effective teachers and school leaders committed to their achievement, these students can succeed in school. Today's House Education and Workforce Committee markup of legislation proposed by Chairman John Kline (R-Minn.) and Subcommittee Chairman Todd Rokita (R-Ind.) is welcome as it moves us forward in updating this landmark legislation for K-12 students. Unfortunately, we believe the legislation falls short of the lessons learned and the need to ensure all students, especially those most in need, are college and career ready.
WASHINGTON (June 18, 2013) — Today’s Department of Education announcement misses the mark on a responsible transition to new college- and career-ready standards and assessments. If students are going to meet these new standards, then we need teachers to teach to the standards and schools to support them. But today’s announcement does little to make that a reality. Rather, the department is sending harmful mixed signals that students should meet the new standards, but it’s still okay for teachers and schools to be evaluated on the old ones.
WASHINGTON (June 11, 2013) — Reauthorization of the Elementary and Secondary Education Act is long overdue. Eleven years since the passage of No Child Left Behind, it is clear that the law needs updating — and it is encouraging that members of Congress have taken steps to get the process moving. Today’s Senate Health, Education, Labor and Pensions Committee markup of legislation proposed by both Senator Harkin (D-Iowa) and Senator Alexander (R-Tenn.) is the first step on the journey toward improving upon our existing law and ensuring the academic and career success of all children.
WASHINGTON (June 5, 2013) — Programs like Advanced Placement (AP) and International Baccalaureate (IB) are designed to provide high school students with challenging academic course work and a head start on a college education. But despite aggressive efforts — by federal and state lawmakers, private philanthropy, and districts and schools — to expand participation, there remain significant differences in the rates at which students from different racial and economic groups gain access.
WASHINGTON (May 14, 2013) — Efforts to close the achievement gap have often focused solely on the lowest performing students, and results from national assessments suggest that American schools have made a lot of progress. But there hasn’t been nearly as much progress in moving low-income students and students of color to the highest level of achievement; gaps there have widened significantly in recent years. Certainly, efforts to bring the bottom students up must continue, but the nationwide effort to close long-standing gaps between groups will never succeed without a focus on students at all points on the achievement spectrum.
WASHINGTON (February 14, 2013) — College tuition is skyrocketing, forcing far too many students to take on frightening debt loads. To make matters worse, our financial-aid system is difficult to navigate and burdensome for those who rely on it most. It doesn’t have to be this way.
“Doing Away With Debt: Using Existing Resources to Ensure College Affordability for Low and Middle-Income Families,” a new Education Trust report, proposes a redesign of the federal financial-aid system to increase college completion, reduce student debt, and close the opportunity and attainment gaps that consign so many talented young Americans to lives on the margins of our society. The organization calls for a shared responsibility among the federal government, state governments, institutions of higher education, and students themselves to help low-income and working-class students complete college with no loans and middle-income students to do the same with no-interest loans and affordable, income-based repayments.
WASHINGTON (February 7, 2013) — Nearly a year ago, U.S. Secretary of Education Arne Duncan began granting waivers from key school accountability provisions of the federal No Child Left Behind Act. Through this effort, the Department of Education offered states the opportunity to develop their own systems for accountability in exchange for implementing certain reforms.
WASHINGTON (November 29, 2012) — Study after study confirms that a rigorous high school curriculum is the surest predictor of success in college. Even so, New York City is denying thousands of Latino and African-American students access to rigorous high schools. In doing so, it’s not just damaging the futures of these young people, but it’s doing long-term damage to the future of what is arguably the world’s most important city.
WASHINGTON (November 5, 2012) — On Thursday, Nov. 8, The Education Trust will present the 10th Annual Dispelling the Myth Awards to three public schools from across the country that are educating low-income students and students of color to high academic levels.
The following Letter to the Editor was submitted yesterday to the Sun-Sentinel in South Florida in response to a story it published about the student achievement goals set forth in the Florida Board of Education’s new strategic plan.
WASHINGTON (September 20, 2012) — Nationwide, college graduation rates are far too low, particularly among students of color, a fast-growing demographic in America. But two reports released today by The Education Trust show that it doesn’t have to be that way.
WASHINGTON (September 19, 2012) — Last night, Chicago’s teachers did the right thing by voting to end their strike while the final details of a new employment contract are negotiated. As a result, after nine long days, 350,000 schoolchildren — more than 80 percent of whom come from low-income families — are finally back in the classroom.
WASHINGTON (July 18, 2012) — Earlier today, a House appropriations subcommittee passed a bill that would slash more than $1 billion from next year’s federal education budget. However, the bill protects a number of programs that provide much-needed support for low-income students — among them, Pell Grants and work-study benefits for college students, and Title I and IDEA funding for K-12 education.
WASHINGTON (June 29, 2012) — Today, Congress did the right thing by protecting low interest rates on college loans for more than 7 million students already struggling to afford higher education and learn their way into the middle class.
WASHINGTON (June 27, 2012) — Much attention has been paid in recent years to developing meaningful teacher evaluation systems as a strategy to improve public education, and rightly so. But while states and districts implement better ways to identify their strongest educators, too many are giving short shrift to the culture and work environments in schools – particularly in high-poverty and low-performing schools – that make them satisfying and attractive places to work.
WASHINGTON (June 8, 2012) — The Education Trust is proud to announce the addition of Mary Nguyen, higher education research and policy analyst, to our higher education team. Mary primarily manages the College Results Online portfolio, an interactive Web-based tool that provides facts on college graduation rates to students, parents, school counselors, policymakers, and researchers.
WASHINGTON (May 10, 2012) — Balancing the needs of a strong national defense, deficit reduction and a strong education system should be a no-brainer for a country with the traditions we have and the values we hold. But earlier today, the U.S. House of Representatives broke with our traditions and turned against our values by passing a budget reconciliation bill that would harm millions of American students who are trying to learn their way to a brighter future and earn their way into the middle class.
WASHINGTON (May 3, 2012) — Even before concerns about the economy focused national attention on lackluster college-attainment rates, a cadre of state public higher education systems leaders came together in 2007 to form the Access to Success Initiative. These leaders — all members of the National Association of System Heads — set about to use the power of systems to leverage change in order to meet two ambitious goals: increase the number of college graduates in their states and ensure those college graduates reflect the demographic makeup of their states’ high school graduates.
WASHINGTON (April 27, 2012) – On behalf of the millions of hard-working students struggling to pay for college, the U.S. House of Representatives passed the Interest Rate Reduction Act earlier today to help maintain low interest rates for federally backed student loans. With similar efforts moving in the Senate, we are pleased to see Congress put politics aside and take the issue of college affordability seriously.
Tuition rates are skyrocketing, increasing nearly twice as fast as healthcare costs and more than four times faster than inflation. Americans now owe more than $1 trillion dollars in student debt, and our country’s low- and middle-income college students are struggling to keep up.
WASHINGTON (March 30, 2012) — For years, our nation’s public schools have struggled to bridge the gap between what high schools require and the skills and knowledge students need to be successful after graduation day. To close that gap, 45 states and three territories are adopting a common set of college- and career-ready standards.
But those higher standards represent a massive expectations shift, one that must be coupled with rich supports for teachers if the new standards are to be more than an empty promise of higher achievement for our nation’s students.
Note: To download individual state summaries, scroll to the bottom of the page and click on the desired attachment(s).
WASHINGTON (March 22, 2012) — The Education Trust has eagerly and actively engaged with stakeholders at every stage of the waiver development and approval process for No Child Left Behind. All along, our goal has been to ensure that the opportunities for progress in closing gaps and raising student achievement are maximized and the risks minimized.
EDITOR’S NOTE: From the beginning, The Education Trust has recognized both the potential promise and pitfalls of the U.S. Department of Education’s plan to grant state waivers from the federal No Child Left Behind Act. As part of our ongoing work on this front, today we are releasing deeper analyses of the accountability plans in the agreements made with the first 10 waiver states. In the coming days, we will issue further analyses of each state’s plans for educator evaluations and implementation of college and career ready standards. In addition, similar analyses of the new agreement with New Mexico are under way.
WASHINGTON (February 29, 2012) — The Education Trust continues to push Congress hard to reauthorize the Elementary and Secondary Education Act. NCLB has been a critical tool in the effort to raise achievement and close gaps, but it was never perfect and parts of the law have become outdated and unworkable.
WASHINGTON (February 16, 2012) — Today’s agreement on a modernized teacher evaluation system in New York state is a critical step forward for the students, teachers, taxpayers, and employers in the Empire State. The New York State Union of Teachers, the United Federation of Teachers, the State Education Department, and Gov. Andrew Cuomo deserve credit for abandoning an antiquated system that failed students and teachers, and moving on to a system that offers better feedback to teachers, so they can improve their craft, and deliver better outcomes for students.
WASHINGTON (February 9, 2012) – The Obama administration has announced that it is granting 10 states waivers from the accountability system of the federal No Child Left Behind Act. In response, The Education Trust issued the following statement from Amy Wilkins, vice president for government affairs and communications:
“Today, the Obama administration embarked on a new phase in the education partnership between the federal government and the states.
WASHINGTON (December 19, 2011) – When we think of school employees working to boost student learning, we often focus on teachers and school principals. But a key group of adults working in schools cannot be overlooked in efforts to ensure that all students are on a path to academic success: school counselors.
WASHINGTON (December 15, 2011) — The news from Capitol Hill today is disappointing. When presented with tough choices in negotiating this year’s federal spending bill — as filed last night — the U.S. House of Representatives took the low road, making cuts to the Federal Pell Grant Program that will hit some of America’s most disadvantaged college students the hardest.
WASHINGTON (October 28, 2011) — Using the Internet, American parents can instantly retrieve details on just about anything: from where to get the best deal on snow boots to baking tips and recreational sports. Yet some of the most important details about our children’s schools remain inaccessible to even the most engaged and energetic parents.
In “Parents Want to Know,” The Education Trust outlines how the data collection required by current federal law fails to meet the needs of parents. The brochure suggests six key areas in which parents need more and better information: student achievement, climate, funding, high schools, school districts, and teachers.
WASHINGTON (November 1, 2011) — In both the fourth and eighth grades, America’s students are performing at their highest levels ever in reading and mathematics, according to data released today from the 2011 National Assessment of Educational Progress. For example:
WASHINGTON (October 31, 2011) — Today, The Education Trust announced the 2011 winners of the Dispelling the Myth Award. The award, now in its ninth year, recognizes public schools closing the achievement gap and educating all of their students to high levels.
WASHINGTON (September 15, 2011) – The last thing our country needs right now is to roll back hard-won progress in student achievement and improvement of America’s public schools, particularly for low-income students and students of color. In large measure, that’s what a new package of Senate bills to amend the Elementary and Secondary Education Act would do.
WASHINGTON (September 13, 2011) – Later this month, the U.S. Department of Education is expected to announce its plan for waiving aspects of the school accountability provisions of the federal Elementary and Secondary Education Act, also known as No Child Left Behind.
WASHINGTON (August 1, 2011) -- Thanks to the work of tens of thousands of advocates and nearly 100 organizations around the country, the Budget Control Act of 2011 will protect Pell Grants and the millions of students who depend on them.
It’s important to put this development in context. In February 2011, the U.S. House of Representatives passed a budget resolution, which, if enacted, would have slashed the maximum grant by about 45 percent and denied more than 1.4 million students the support that Pell provides.
WASHINGTON (July 29, 2011) — Last night, a handful of radical Republicans made it clear that they’d rather risk crashing our economy than support the Pell Grant program and the students who depend on it.
The Education Trust knows that when poor children and children of color are given the right instruction and support, they can achieve at high levels. Our organization spends considerable resources to identify schools that are demonstrating this fact by helping their students to succeed. Some we honor with our Dispelling the Myth award because we believe these educators provide vital inspiration and information about the powerful role schools can play in improving the lives of their students.
WASHINGTON (July 12, 2011) — “Under the guise of ‘increased flexibility’ for local educators and policymakers, the latest bill introduced by House Education and the Workforce Committee Chairman John Kline (R-Minn.) opens the door to raids on resources intended for — and desperately needed by — some of our nation’s most vulnerable students and the schools they attend.
WASHINGTON (June 23, 2011) — Today’s report from the National Center for Education Statistics shows that the hard work of America’s educators and students is yielding important progress. Achievement is rising for Latino students, particularly in fourth-grade reading, where the gap between whites and Latinos has narrowed by 10 points since 2000 — about a full year’s worth of learning.
Despite these gains, we’re nowhere near where we need to be. Over the past two decades, the Latino student population in the nation’s schools has increased by 138 percent, to more than 11 million students nationwide. This extraordinary growth demands that we accelerate our progress in closing the achievement gaps that separate them from their white peers.
WASHINGTON (June 2, 2011) — The Obama administration’s new “gainful employment” regulation is a disappointing stumble on America’s path toward regaining the global lead in college attainment.
The abuses of career colleges have been well and repeatedly documented. But the final, watered-down rule does not do nearly enough to curb these abuses. It provides students and taxpayers with only the most meager of protections against an aggressive industry bent on exponential growth and ever-escalating profits. In the end, the 436-page document is little more than an a la carte menu of ways these institutions can game the system.
WASHINGTON (February 2, 2011) – The authors of “Pathways to Prosperity” have long track records of caring a lot about our kids and our future. They are right to be concerned – as I am – about high dropout rates and low student achievement in our nation’s schools. With results as awful as they are in far too many high schools, we certainly ought to be encouraging innovative approaches to improving student learning, ensuring that all students are well prepared for college and the workplace.
That said, while I agree that all students could benefit from more exposure to the world of work, I vehemently disagree with the authors’ main argument: that we already tried preparing all students for college and it didn't work.
WASHINGTON (June 1, 2011) — As proposed cuts threaten to slash both state higher education budgets and the Federal Pell Grant Program, a report released today by The Education Trust demonstrates just how much low-income students are already struggling to pay for a college education. The average low-income family must contribute an amount roughly equivalent to 72 percent of its annual household income each year just to send one child to a four-year college.
Middle-class and high-income families fare much better. They contribute amounts equivalent to just 27 percent and 14 percent of their yearly earnings, respectively.
WASHINGTON (April 27, 2011)—As the Senate prepares to mark up its version of the Elementary and Secondary Education Act, a new report from The Education Trust shows schools that seem to be “high performers” are not necessarily serving all of their students well.
WASHINGTON (April 13, 2011)-- For years, our nation has been sounding an alarm about the need to ensure that students graduating from high school leave equipped with the knowledge and skills necessary to succeed in college and the workplace. While it appears as though our students are getting the message, the results of the National Assessment of Educational Progress 2009 High School Transcript Study are a sobering reminder of how much work remains.
WASHINGTON (March 9, 2011) – While we, like Secretary Duncan, believe that the Elementary and Secondary Education Act (ESEA) should be reauthorized this year, we also believe that getting it done right is as important as getting it done fast.
We have grave concerns about the methodology used by the U.S. Department of Education to estimate the percentage of schools that will, in the next few years, fall short of making AYP. We would urge the department to be far more careful with data in the future. But that’s not the main issue here.
The performance evaluation systems used in virtually every school system in the United States fail to differentiate between individual teachers who boost student learning and those who need to improve. As a result, the students who need the most from their teachers are far less likely to get the ones who can help them achieve at high levels.
WASHINGTON (January 25, 2011) -- Tonight, President Obama’s State of the Union address will focus on the need to revive our economy through innovation. Science is essential to this enterprise. The sciences have long been a springboard for innovation and will only become more important in driving our nation forward. Indeed, the Bureau of Labor Statistics estimates that science and engineering jobs in the U.S. will increase by more than 21 percent between 2006 and 2016 – double the growth rate of all other workforce sectors combined.
However, the results of the 2009 National Assessment of Educational Progress (NAEP) cast a troubling shadow over our future as leaders in scientific innovation and accomplishment.
WASHINGTON (December 21, 2010) – Too few of our nation’s recent high school graduates – particularly young people of color – have the math, reading, science and problem-solving skills necessary for enlistment in the U.S. Army, according to a study released today by The Education Trust. This report is the first-ever public analysis of data from the Army’s Armed Services Vocational Aptitude Battery (ASVAB), the test that determines if applicants qualify to enlist in the military.
WASHINGTON (December 10, 2010) – Despite near-continuous innovation in most fields, the way America educates its young people has changed very little since the Industrial Revolution. And new international data show that Industrial-Age schools – schools designed to prepare a handful of students for college, but most for jobs in factories, mills, and the like – simply aren’t preparing students for a Digital-Age world.
WASHINGTON (November 3, 2010) – On Thursday, November 4th, The Education Trust will honor four outstanding public schools with the eighth annual Dispelling the Myth Awards. The award recognizes outstanding work in narrowing achievement gaps between student groups, exceeding state standards, or rapidly improving student learning.
With dedication, high expectations, and relentless attention to the business of teaching and learning, the educators working in these high-poverty and high-minority schools prove every day that all students can learn at high levels when they are taught to high levels.
The 2010 Dispelling the Myth Award winners are:
Mary McLeod Bethune Elementary School, New Orleans
WASHINGTON (November 23, 2010) – Three years after the U.S. housing market collapse, our country continues to suffer the effects of misplaced priorities and weak regulation of subprime mortgage lenders. Meanwhile, as a new report from The Education Trust warns, the most vulnerable Americans are being targeted by yet another set of corporations peddling access to the American dream but delivering little more than crippling debt. This time, it’s underregulated for-profit colleges.
WASHINGTON (November 18, 2010) – The results released today from the 2009 12th-grade National Assessment of Educational Progress (NAEP) are unquestionably mixed. The good news is that high school students have made gains in both reading and math. But despite those improvements, staggeringly low achievement overall and enormous gaps between student groups are sobering reminders of the need to redouble our focus and supports for the students and the educators in our nation’s high schools.
WASHINGTON (November 18, 2010) – Nearly a decade after federal law was enacted to ensure that low-income students and students of color had a fair shot at being assigned to strong teachers, students in high-poverty schools are still disproportionately taught by out-of-field and rookie teachers, according to “Not Prepared for Class,” a report released today by The Education Trust.
Even though 57 percent of all students who enroll earn diplomas within six years, the graduation rates for different groups of students are vastly different. Nationally, 60 percent of whites but only 49 percent of Latinos and 40 percent of African Americans who start college hold bachelor’s degrees six years later.
WASHINGTON (July 29, 2010) – President Obama captured the essence of what’s at stake for our country when he said earlier today, during a speech at the National Urban League’s annual convention, “If we want success for our country, we can't accept failure in our schools.”
As a nation, we can no longer accept schools in impoverished communities that fail their students year after year, when we know that no middle-class neighborhood would ever tolerate it.
We can no longer accept evaluation systems that deem virtually every teacher in a school to be excellent, while half of our black and Hispanic fourth graders possess reading skills that are below basic.
And we can no longer accept tired, old excuses about why we can’t make things better and expect more from our schools.
WASHINGTON (June 30, 2010) – Over the past year, the Obama Administration’s groundbreaking education-reform initiatives have reinvigorated and refocused school-improvement efforts across America. Long before a single dollar was awarded, state after state rose to the challenge and made critical and sometimes long-overdue policy changes, just to qualify for new and substantial federal education investments.
WASHINGTON (April 28, 2010) – A recent survey by the American Association of School Administrators finds school leaders across the country bracing for cuts in the upcoming school year that are likely far deeper than those made during the past two.
WASHINGTON (April 1, 2010)—A new report from The Education Trust documents how budgeting practices in school districts across the country are shortchanging low-income students and undermining the power of federal investments in high-poverty schools.
WASHINGTON (March 24, 2010) – Since 2007, all student groups and the nation as a whole made modest gains in reading at the eighth-grade level on the 2009 National Assessment of Educational Progress(NAEP). Some other results are troubling, however:
Performance among America’s fourth-graders—where the strongest and most consistent growth has occurred over the past decade—appears to have flattened.
Achievement gaps did not narrow at either the fourth-grade or eighth-grade level.
WASHINGTON (March 4, 2010) - “Race to the Top” grants have the potential to elevate ambitious reforms that place the needs of children—especially our most vulnerable—ahead of accommodations for adults. But for reforms to succeed, rigorous evaluation of the competitive grant finalists that will be announced later today is absolutely critical.
The great promise of Race to the Top—and the unprecedented resources it will distribute—is the opportunity to drive meaningful and powerful change for students.
WASHINGTON (January 28, 2010) – When choosing a college, many young people often make their decision based on popularity and prestige. What they may not consider is the school’s track record in actually graduating students.
For students of color, this issue is particularly important: Nationally, only about 40 percent of underrepresented minority, or URM, students (African American, Latino, and Native American) earn a bachelor’s degree within six years. The figure for nonminority students is more than 60 percent.
WASHINGTON (January 7, 2010) – As state leaders put the finishing touches on applications for federal Race to the Top (RTT) funding, many recognize that they will never achieve the excellence the Obama administration seeks without focusing their proposals squarely on equity for low-income students and students of color.
Indeed, Secretary of Education Arne Duncan has made it clear that these RTT grants will reward states not only for bold reforms proposed for the future but also for past progress in narrowing gaps in student achievement.
WASHINGTON (January 5, 2010) – Each fall, millions of young fans watch as their favorite colleges and universities vie on the gridiron for bragging rights in the national rankings. They dream of the excitement that comes from attending a top-ranked football power. They dream of being winners.
WASHINGTON (December 3, 2009)—Data released today from the Access to Success (A2S) Initiative show alarming, but reversible, national trends: Far too few low-income and minority students are enrolling in college, and even fewer make it all the way to commencement.
WASHINGTON (September 21, 2009)--The Common Core Standards Initiative has set the right goal: Get to consistent, high standards that prepare all students, regardless of their zip code, for education beyond high school.
“College ready” and “career ready” are synonymous. That means that the kind of rigorous, college-prep curriculum that was traditionally reserved for a select few is now a basic requirement for everyone.
WASHINGTON (October 14, 2009) – Most student groups and the nation as a whole showed modest gains at the eighth-grade level on the 2009 National Assessment of Educational Progress (NAEP) in mathematics. Some states improved significantly in both fourth and eighth grades.
WASHINGTON (November 9, 2009) – The Education Trust and The New Teacher Project (TNTP) today released two reports challenging states to focus on bold reforms to increase teacher effectiveness in their applications for federal “Race to the Top” funding.
(Washington, DC) A report released today by The Education Trust marshals findings from several recent large-scale studies of student achievement to argue that policy makers hoping to boost student achievement must attend, first and foremost, to issues of teacher quality - the quality of teacher preparation, recruitment, licensure, hiring, assignment and ongoing professional development.
(Washington, D.C)In releasing Education Watch: The Education Trust 1998 State and National Data Book, Kati Haycock, Director of The Education Trust, called for immediate and bold action to close the achievement gap and to raise overall student achievement.
NAEP Reading Results for the States: Picture for Children of Color has Dimmed
(Washington, D.C.) The achievement gap between African American and White students grew in 16 states between 1992 and 1998. The gap between Hispanic and White students grew in 9 states over the same period of time. This according to the state-by-state reading scores of 4th graders on the National Assessment of Educational Progress (NAEP), released today by the U.S. Department of Education.
(Washington, D.C.)- Two documents released today by The Education Trust make it clear that the achievement gap that separates low-income students from other students can be closed if low-income students receive high level instruction.
The second document reports the results of a national survey of high-poverty schools that are either high performing or have made significant academic gains.
(Washington, D.C.) A report released today by The Education Trust decries the fact that many states grant teaching licenses without requiring that individuals demonstrate knowledge of the subject area that they intend to teach.
(Washington, D.C.) In a December 1 letter, Kati Haycock, director of The Education Trust, invited 15 national education leaders to join in a national effort to ensure that low-income and minority students have teachers who are at least as qualified, experienced and effective as the teachers teaching other students.
"No matter how you cut the data-certified vs. uncertified teachers, out- vs. in-field teaching, high scores vs. low scores on licensure exams, or experienced vs.
(Washington, D.C.) - According to a report released today by The Education Trust, high school requirements in many states are not sufficiently rigorous to prepare students for success in either college or the workplace. The study, Ticket to Nowhere: The Gap Between Leaving High School and Entering College and High-Performance Jobs, documents significant gaps between the course and testing requirements for high school graduation and those for admission and placement in college.
(Washington, D.C.) -- "The data released today is disappointing - especially for students of color and their parents - but hardly surprising," said Kati Haycock, director of The Education Trust, of today's release of the National Assessment of Educational Progress trend data for the nation.
"In some subject areas and at some grade levels we see modest progress in narrowing the achievement gap that separates minority students from White students. But the progress is too slow and the gaps remain painfully wide.
(Washington, D.C.) - "The new RAND issue paper offers an incomplete and misleading picture of the performance of Texas students on the National Assessment of Educational Progress (NAEP).
"Texas is not perfect. And there is no overnight 'Texas miracle'. However, if Black fourth graders in every state scored as well on the NAEP mathematics test as those in Texas do, the national achievement gap between white and Black fourth graders in math would shrink by a third.
(Washington, D.C.) – A new analysis by The Education Trust reveals that achievement gaps in many states would shrink dramatically – and in some cases disappear entirely – if poor and minority students in those states reached the same levels of academic achievement as do their counterparts in top-performing "frontier states."
The White-African American gap in 8th grade writing would disappear entirely in seven states (Louisiana, Mississippi, Missouri, Utah, West Virginia, Arkansas, and Hawaii) if African American students in
(Washington, DC)– A report released today by The Education Trust offers the first available state-by-state analysis of the newest federal data on the percentage of core academic secondary school classes taught by a teacher without a major or minor in the subject, a practice known as out-of-field teaching. The study finds that the amount of out-of-field teaching in the nation and states remains unacceptably high, with classes in high-poverty and high-minority schools much more likely to be assigned to a teacher without a major or minor in the subject being taught.
(Washington, DC) – A report released today by The Education Trust marshals findings from several large-scale studies of mathematics achievement – both national and international – to argue that improving mathematics achievement in the United States will require a coordinated K-16 approach involving both K-12 and higher education.
The report provides one of the most comprehensive looks to date at what happens to American students as they progress through the system and how their mathematics experiences compare to those of their peers in other countries.
(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.
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.
(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.
(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) 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, 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.
“Just two years after NCLB was signed into law, an historic shift is well underway. No longer is it good enough for schools to send some of their students off to prestigious colleges or to have high overall averages.
(Washington, D.C.) -- “Today’s announcement brings more clarity and common sense to the rules regarding limited-English proficient (LEP) students and, consequently, represents important progress. States and schools have been granted flexibility in testing LEP students' academic strengths and weaknesses, and will get more credit for the students who are successfully taught English.
(Washington, DC) -- There’s no question that high school graduation rates across the country are abysmal, and that the shocking racial disparities in graduation rates are unconscionable. That's why the Education Trust released last December a report documenting the fact that many states shamelessly inflate their high school graduation rates and minimize their graduation gaps. And why, at that time, we called on the U.S.
(Washington, DC) -- Today, schools, districts and states are under increasing pressure both to raise overall student achievement and to close historic gaps separating poor and minority students from others.
(Washington, DC) – “While the celebration of Black history month has ended, let us not forget about the work that still remains. We must ensure that our children’s academic achievement and success remains at the top of the nation’s agenda. There are still huge inequities within America’s schools that need to be addressed. We must address these inequities now; our children can’t afford to wait.
“According to a recent Public Agenda Poll, more than half of Black parents call underachievement among Blacks a “crisis.” Their concerns are not misplaced.
(Washington, D.C.) -- “Today, the U.S. Department of Education has taken another step backwards from its responsibility to ensure that all students in American public schools have access to the qualified teachers they need and deserve.
“The data could not be more clear: low-income and minority students are much less likely than their peers to be taught by well qualified teachers.
As all of you know, we are coming up on the 50th anniversary of the landmark Brown v. Board decision, which ended legalized segregation in our schools. But where are we – really – in terms of providing an equal education to all children, 50 years later?
Quite frankly, the picture isn’t pretty.
Let me share just a couple of illustrations:
Nationally, African American and Latino 17-year-olds demonstrate reading and math skills that are virtually indistinguishable from white 13-year-olds.
(Washington, D.C.) -- As the nation celebrates the 50th anniversary of the Brown v. Board of Education decision calling for an end to unequal education in our public schools, the Education Trust today released an extensive 50-state analysis documenting the fact that many of our nation’s schools are still providing children with an education that is grossly unequal.
These analyses, The Education Watch 2004 State Summary Reports, provide a snapshot of the condition of education in all 50 states, the District of Columbia, and the Nation.
(Washington, D.C.) - As families and friends gather at colleges across the country to celebrate graduation, a new report released today by the Education Trust documents the fact that nationally, these same colleges will have failed to graduate nearly half of their degree-seeking first-time full-time freshmen within six years, and the picture is even worse for low-income and minority students. These young people leave our higher education system burdened with large student loans that must be repaid, but without the benefit of the wages that a college degree provides.
(Washington, D.C.) -- “Today, Senator Ted Kennedy and Congressman George Miller are introducing legislation to bring consistency to school accountability decisions by allowing the retroactive application of new rules adopted by the U.S. Department of Education. Allowing current AYP rules to be applied retroactively to school accountability determinations from 2002-03 would be both appropriate and beneficial.
(Washington, D.C.) -- Today, the Education Trust extends its commitment to reach out to the largest and fastest growing minority group in the country – the nation’s 40 million Latinos – to provide better and more accurate information on student achievement and educational opportunities. To launch this new initiative, the Education Trust is unveiling a website for the Latino community in both Spanish and English which features reports and resources for Latino parents, community leaders and advocates.
As Congress considers reauthorizing federal assistance for vocational and technical education, Members need to place the interests of students front and center. Unfortunately, bills currently moving through the House and Senate essentially reauthorize the status quo – extending a system that works well for some, but stifling the opportunities of far too many participants with skills in reading and math that are inadequate for 21st Century jobs.
(Washington, D.C.) – As states begin to release their 2003-04 student achievement data, there is still significant confusion about the accountability provisions in the No Child Left Behind Act (NCLB), and doubt about whether states can actually meet the requirements and the goals. To address this confusion, the Education Trust today released two brief documents explaining the accountability and public reporting provisions of NCLB, in addition to a data presentation analyzing some recently released student achievement results.
As states release their 2003-04 student achievement results, the early signs offer encouraging news, according to an analysis of data compiled by the Education Trust. Around the country, many schools are boosting the academic performance of all students while accelerating the gains for poor and minority children, particularly in the elementary grades.
And educators report that the No Child Left Behind Act (NCLB) has helped their systems focus -- some for the first time -- on the academic performance of all children.
(Washington, DC) – Most states continue to shortchange poor and minority students by failing to fairly fund the schools they attend, according to a new report released today by The Education Trust.
In 36 states, the highest-poverty school districts receive less money than the lowest-poverty districts when we account for what school funding experts say is the extra cost of educating low-income students.
Rod Paige and I do not agree on everything. But he has brought to his office enormous integrity, deep insights into what it takes to turn around urban districts, and a passionate commitment to helping American schools work more effectively for all students. Through thick and thin, he has been a tireless advocate for poor and minority children.
Despite what the armchair critics say, he did not simply “defend the President’s education agenda.” He did something vastly more important: He helped the American people understand that low-income and minority c
(Washington, DC) – Student achievement in reading and math is rising in the elementary grades in most states, and achievement gaps are narrowing, according to a new report released today by the Education Trust.
I’m an educator, not an economist. But whether you are focused on the health of our economy or the health of our democracy, it is very clear that America’s young people need to learn more in school.
We are seeing real and important achievement improvements in elementary schools. We’re even making some progress in middle schools. But we’re losing ground in our high schools—at least in part because our energy and our resources have been focused on the early grades.
(Washington, DC) – At a time when high school seniors around the country are busy applying to college, the Education Trust today released an interactive Web tool and two reports that challenge the conventional wisdom about college-graduation rates.
The user-friendly Web tool, College Results Online, points to glaring disparities in college completion among very similar schools.
The online tool, found at www.collegeresults.org, allows users to select any four-year public or private nonprofit college or university in the country and
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
(Iowa City, IA) -- High schools that provide all students with high-level courses, qualified teachers, flexible teaching styles, and extra tutorial support are more successful in preparing their students for college and work, according to a new study by ACT and The Education Trust.
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.
(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.
(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 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.
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 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.
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 will release two reports today that highlight the practices of high schools that are getting the job done and improving student achievement, especially for the poor and minority children traditionally underserved by the American high school.
The first report, "Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students," is the result of a careful, on-the-ground study into the practices of public high schools that serve high concentrations of either low-income or minority children and have a strong track
Results released today from the 2005 National Assessment of Educational Progress (NAEP) Trial Urban District Assessment offer a mix of some very encouraging and disheartening news about the academic performance of students in some of the nation’s largest school districts.
The results show that some urban school districts clearly do a much better job educating children than other districts – powerful evidence that schools and districts make a big difference in student achievement and that low achievement for some groups of students is not inevitable.
(Washington, DC) – Most states significantly shortchange poor and minority children when it comes to funding the schools they attend, according to a report released today by the Education Trust.
Nationally, we spend about $900 less per pupil on students educated in our nation’s poorest school districts than those educated in the wealthiest. Worst yet, in some states, this funding gap exceeds $1,000 per pupil.
(Washington, DC) – One year after the nation’s governors pledged to improve American high schools, most states have made progress in raising achievement in the elementary grades, but secondary schools still struggle to close gaps between poor and minority students and their White and more affluent peers, according to a report released today by the Education Trust.
Conducting a pilot growth-model program for accountability under the No Child Left Behind Act (NCLB) has the potential to provide valuable information to educators, policymakers, and the public, and it is encouraging that the plans under consideration for this pilot program, by and large, represent serious proposals. Credit is due to both the U.S.
(Washington, D.C.) – The 2005 National Assessment of Educational Progress (NAEP) science results released today show strong improvement in fourth-grade achievement, but offer very distressing news about the state of science literacy among secondary school students.
The news in fourth-grade science is particularly positive: The performance of all groups of students at this grade level improved between 2000 and 2005, with low-income, African-American and Latino students posting their highest achievement in science since 1996.
(Washington, D.C.) – A report out today from the Education Trust provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most.
(Washington, D.C.) – In 2005, all 50 governors made an unprecedented commitment to provide educators, policymakers and the public with much-needed information about one of the most critical indicators of success for our public education system -- high school graduation rates.
(Washington, D.C.) – A new Education Trust analysis of teacher-equity plans prepared by all 50 states and the District of Columbia finds that most states failed to properly analyze data that would determine whether poor and minority children get more than their fair share of unqualified, inexperienced, and out-of-field teachers. Only two states, Nevada and Ohio, fully complied with the requirements and offered specific plans to remedy inequities.
As a result, the Ed Trust report released today recommends that the U.S.
(Washington, D.C.) – Today, the U.S. Department of Education released a review of each state’s plan to ensure that all students are taught by highly qualified and experienced teachers. The Department concluded that the overwhelming majority of states must revise and re-submit their data and plans to address inequities.
“This is a move in the right direction,” said Heather Peske, Education Trust’s senior associate for teacher quality.
(Washington, D.C.) -- A new report released today from the Education Trust sharply criticizes trends in federal, state, and college practices that discourage low-income and minority students from enrolling and graduating from college. In fact, despite the perception of progress, gaps in college-going and college completion for poor and minority students are actually wider than they were thirty years ago.
(Washington, D.C.) – The Education Trust is co-hosting a Capitol Hill Event today with Sen. Barack Obama (D-IL), Rep. Chaka Fattah (D-PA), and Rep. Artur Davis (D-AL) that features African-American educators who have successfully used standards and accountability to improve teaching, motivate students and faculty, and raise achievement in their schools.
(Washington, D.C.) – This week, the Education Trust will honor five schools from across the country that have had exceptional success in educating low-income students and students of color to high academic levels. The schools will receive the 2006 Dispelling the Myth awards at a ceremony and dinner that will feature remarks from U.S. Education Secretary Margaret Spellings.
The awards ceremony, scheduled for 6 p.m. Friday at the Grand Hyatt hotel in downtown Washington, D.C., is part of the Education’s Trust’s 17th National Conference on closing the achievement gap.
Results released today from the 2005 National Assessment of Educational Progress (NAEP) Trial Urban District Assessment offer an important first look at student achievement in science in some of the nation’s biggest cities. The ten participating districts should be applauded for their willingness to be evaluated against the rigorous NAEP standards and compared to their peers. In doing so, they’ve signaled a commitment to raising achievement through honestly assessing their students’ knowledge and skills against an important external benchmark.
The nation’s 50 flagship universities serve disproportionately fewer low-income and minority students than in the past, according to a new report by the Education Trust. Students in the entering and graduating classes at these schools look less and less like the state populations those universities were created to serve. The study shows how financial aid choices made by these prestigious public universities result in higher barriers to college enrollment and success among low-income students and students of color.
The Education Trust is the #1 education advocacy organization of the decade, according to the Editorial Projects in Education (EPE) Research Center. The Ed Trust was also ranked as a top influential information source in education policy, and our president, Kati Haycock, was ranked as one of the most influential people in education. The Education Trust’s work in teacher quality research was also listed as one of the most influential research studies in the education policy landscape.
The rankings were published in Education Week on December 13, 2006. The EPE
(Washington, D.C.) – School finance policy choices at the federal, state, and district levels systematically stack the deck against students who need the most support from their schools, according to a report released today by the Education Trust.
The report, Funding Gaps 2006, builds on the Education Trust’s annual studies of funding gaps among school districts within states.
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
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.
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 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.
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.
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 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.
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.
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
The provisions of the Title II discussion draft released yesterday by the Education and Labor Committee are a critical step forward for teaching and learning in classrooms throughout the country, especially the classrooms of low-income and minority students.
“This draft is crystal clear in its insistence that poor kids and kids of color get what they most need in order to achieve at high levels – their fair share of strong teachers,” said Amy Wilkins of The Education Trust.
It’s no secret that achieving academic success at high-poverty schools is more demanding – educators know it, parents know it, policymakers know it. We also know that high quality teachers are essential to the success of these students.
To help attract our nation’s best teachers to the schools and students who most need their help, U.S. Rep. George Miller of California has proposed a completely voluntary incentive program that says – very plainly – that teachers who are successful in extraordinary circumstances deserve more than ordinary compensation.
Today’s results from the 2007 National Assessment of Education Progress (NAEP) released by the U.S. Department of Education continue a familiar trend: more progress in math than reading, and bigger gains in fourth grade than eighth—but not nearly enough progress, especially among low-income and minority students.
“While the gains are not big enough, we cannot lose sight of the fact that the increases reflect real improvements in teaching and learning in our nation’s public schools,” said Kati Haycock, president of The Education Trust.
WASHINGTON (November 5, 2007) – On Thursday, November 8 in Washington, D.C., The Education Trust will present the fifth annual Dispelling the Myth awards to four schools from throughout the U.S. that have achieved exceptional success in educating low-income students and students of color to high academic levels.
This year’s recipients are:
P.S./M.S. 124 Osmond A. Church School in Queens, N.Y.;
Lockhart Junior High School in Lockhart, Tex.;
North Star Academy Charter School in Newark, N.J.; and
“It’s clear that doing what we’ve always done in our public schools simply isn’t good enough anymore,” said Kati Haycock, President of The Education Trust, in response to the release of international test data showing that American teenagers rank 21st in science and 25th in math among 30 industrialized nations.
New Study of Texas’s 50 Largest School Districts Finds Significant Teacher Quality Gaps Throughout The State
Report and Accompanying Web-Based Data Tool Expose how Poor and Minority Students are Being Denied Their Fair Share of the State’s Most Experienced Teachers
WASHINGTON – According to a report released today by The Education Trust, low-income students, Hispanic students and African-American students in the 50 largest school districts in Texas are less likely to be assigned to fully certified teachers, less likely to be assigned to experi
WASHINGTON (April 3, 2008) -- Results from the 2007 NAEP writing assessment for grades 8 and 12, released today by the U.S. Department of Education, show some national improvements at both grade levels, particularly among our lowest-performing students. It appears that writing achievement improved for most students across racial, ethnic and socio-economic lines.
But while some states narrowed gaps between minority and white students and between low-income and more affluent students, the nation’s overall gap closing progress continues to be disappointing.
Washington — On campuses large and small in every part of America, proud parents are snapping photos as their sons and daughters receive college diplomas. These freshly minted degrees not only fulfill families’ dreams but also hold the promise of a more productive and prosperous future for all of us.
The dreams of parents for their children and the collective well-being of America have always been tightly bound together.
Nobody has fought harder for America's children than you have.
For more than 40 years, you have consistently stood up for those who cannot speak up for themselves. Your vision of what our country could be has inspired all of us—educators and others working to improve schooling at every level—to devote ourselves to putting the American Dream within the reach of every child, regardless of race, class, language, or disability.
WASHINGTON (October 23, 2008) – Among industrialized nations, the United States is the only country in which today’s young people are less likely than their parents to have earned a high school diploma. Reversing this trend could hardly be more urgent.
Yet policymakers in many states are setting graduation improvement targets that won’t get our young people—or our nation—ready to compete in the knowledge-driven world of the 21st century.
WASHINGTON (November 11, 2008) – On Thursday, November 13 in Washington, D.C., The Education Trust will present the sixth annual Dispelling the Myth awards to four schools from across the country that have been extraordinarily successful in educating low-income students and students of color to high academic levels.
The awards recognize schools for making significant strides in narrowing gaps in academic achievement among student groups, showing achievement levels that significantly exceed the averages in their states, or improving student performance at a rapid pace.
WASHINGTON (November 20, 2008) – America’s young people are being woefully underprepared for life after high school. While the importance of postsecondary education and training has never been greater, four of every 10 college students need to take remedial courses. Among African-American and Latino students, that number rises to six out of 10. And sadly, students who take remedial courses in college are much more likely to drop out.
WASHINGTON (November 25, 2008) – In America’s secondary schools, low-income students and students of color are about twice as likely as other students to be enrolled in core academic classes taught by out-of-field teachers, according to a report released today by The Education Trust.
Out-of-field teachers are those who possess neither certification in the subject they have been assigned to teach nor an academic major in that subject.
In middle and high school mathematics, for example:
Four in ten classes in high-poverty schools are taught by an out-of-field te
In Some Schools, These Inequities Can Mean a Difference of Tens of Thousands, and Sometimes Hundreds of Thousands, of Dollars Every Year
WASHINGTON (December 22, 2008) – Additional funding for Ohio’s low-income students often fails to reach the highest poverty schools, undermining policymakers’ efforts to boost student achievement through additional federal and state investments, according to a report released today by The Education Trust.
No Accounting for Fairness examines funding patterns in the state’s
WASHINGTON (February 4, 2009) – I could not be more delighted by today’s announcement of the intent to nominate Russlynn Ali as the assistant secretary for civil rights at the U.S. Department of Education.
WASHINGTON (February 5, 2009) – Our nation’s educators and students are making important progress. Achievement is rising and the gaps that separate students of color and low-income students from others are narrower than ever. But much work remains to be done. Students in other countries still outperform American students, and our domestic achievement gaps, though narrowing, are still a disgrace and pose serious threats to our long-term national well-being.
The last thing we need right now is for hard-won progress to be derailed by cuts in state and local support for schools.
WASHINGTON (July 14, 2009) – Today’s report from the National Center for Education Statistics shows that the hard work of educators and students has resulted in important progress. Achievement is rising for both African-American and white students and the gaps between them are narrowing. In fourth-grade math, for example, average performance for African-American students on the 2007 main NAEP assessment is higher than the average for white students in 1990.
But despite this improvement, we’re nowhere near where we need to be.
WASHINGTON (April 28, 2009) – According to today’s release of long-term trend data from the National Assessment of Educational Progress (NAEP), we’ve seen marked improvements in reading and math achievement among younger students, and achievement gaps between white students and students of color have narrowed over the past four decades.
However, 35 years of relative stagnation in reading and math achievement among high school students overall should be cause for great alarm.
WASHINGTON (March 31, 2009) – Last month, Congress made an unprecedented commitment to America’s public schools, passing the single biggest increase in federal education funding in our nation’s history. As the U.S. Department of Education begins to distribute the one-time funds from the American Recovery and Reinvestment Act (ARRA), the onus is on states to live up to that challenge and ensure that this investment boosts overall achievement and closes gaps.
To measure how effectively states are using the infusion of federal support, the public will need accurate, reliable data.