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.