The rallying cry for The Education Trust’s 2011 National Conference, “Leave Nothing to Chance,” speaks volumes when applied to closing the achievement gap that plagues our nation’s education system. American educators can’t afford to take anything for granted, especially the misguided notion that students and their families will figure out for themselves how to succeed in school and prepare for college and career. This year, two pre-conference workshops will highlight lessons from new books by Ed Trust staff on how struggling schools can become powerful schools that help all students succeed.
By itself, the charter school model does not affect student achievement, a new study suggests, but strengthening instruction and school mission can indeed boost learning.
The National Bureau of Economic Research report finds that charter middle schools in Massachusetts urban districts are raising student achievement in English/language arts and math to levels comparable to higher achieving non-urban traditional schools. However, the non-urban charter middle schools do not out perform non-urban traditional middle schools. The urban charter schools studied serve mostly low-income, low-achieving students of color.
Our nation must continue to make college completion a national priority. Not only does earning a diploma shape an individual’s future earning potential, it also contributes to the growth and sustainability of our nation’s economy. Indeed, a recent report from the American Institutes for Research (AIR) underscores the impact of a bachelor’s degree, in dollars and cents.
The best educators are always seeking to improve their practice. To equip all students with the tools for success in school and in life, teachers must refresh their own knowledge and skills. The Education Trust’s National Conference on Closing the Achievement Gap, Nov. 3-5, will provide a treasure trove of data-derived best practices gathered from leading-edge practitioners eager to share what they have learned. Conference-goers can handpick from a stellar selection of concurrent sessions — including sharpening ELL/ESL instruction and boosting performance in pre-college math.
This week marks the unveiling of a new American treasure. A monument on the National Mall honoring one of our country’s heroes, Rev. Dr. Martin Luther King Jr., opened to the public this week. As visitors tour the memorial, they are greeted by some of his most profound quotes, including this one:
Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly. —Martin Luther King, 1963, "Letter from a Birmingham Jail"
In the 48 years since Dr. King wrote those words, we have journeyed a long way toward equality, especially in America’s schools. Every student now has the right to a good education. Yet sadly, many young people, especially those of color and from families of modest means, are denied the schooling to which they are entitled.
In a recent post, I talked about the importance of cultivating college aspirations among low-income youth and youth of color. A new report from the ACT gives us a reason to celebrate: It says 89 percent of all the students taking the ACT test taken by many high schoolers in 2011, including 78 percent of Latinos and 80 percent of African Americans, plan to continue their formal schooling beyond high school.
Long-time education leader Peter Gorman has built a career on his commitment to high student achievement, transparency, and accountability. “If it's educationally sound, if it's fiscally responsible, and if it's good for kids, I want to work to get it done,” he told the Broad Foundation upon taking the helm of the Charlotte-Mecklenburg Schools five years ago. The former superintendent, who pioneered that district’s promising efforts to better serve its most vulnerable students, will share his insights during a plenary at the Education Trust’s 2011 National Conference, Nov. 3-5 in Arlington, Va. He will join a discussion with former Richmond, Va. Superintendent Deborah Jewell-Sherman and Kati Haycock, president of The Education Trust.
States have historically used different assessments and benchmarks to determine whether students have the necessary skills and knowledge to succeed. As a result, proficiency standards are highly variable, and neither teachers, policymakers, nor parents have a way of comparing what “proficient” means in their states with proficiency definitions in other states. A new report from the National Center for Education Statistics overcomes this obstacle, providing interested Americans with a rare opportunity to view proficiency standards comparatively. Sadly, the data show that most states continue to set their standards in reading and mathematics too low.
The results of a new survey from Phi Delta Kappa and Gallup send a positive message: The American public values teachers and their impact on student learning. In fact, 3 out of 4 think we should be recruiting high-achieving high school students to the profession. PDK’s annual survey also shows three-fourths of all Americans polled think student performance should play an important role in decisions about teacher pay and layoffs.