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 (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
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 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 (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.
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 — 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.
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.