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
“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.
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
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.
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.
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.
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