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. The program would provide $750 million in need-based student financial aid to states that set equitable in-state tuition rates or offer state financial aid to undocumented students.
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.
Click here for a slideshow of eight universities that have markedly improved graduation rates over a sustained period of time.
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.
Previously, Ashley was director of research and evaluation at the Capstone Institute at Howard University. There she pursued research examining the instructional practices of urban elementary and secondary school teachers and the instructional preferences of students. In collaboration with Howard’s engineering department, Ashley also conducted extensive work in STEM education, writing and managing a grant from the National Science Foundation to study the persistence of African American male engineering students at historically black colleges and universities.
Our analysis of the Trial Urban District Assessment (TUDA) results, which includes 21 districts nationwide, shows that even for similar groups of students, there’s wide variation in student performance across districts.
Low-income, African American eighth-graders in Boston, for example, are outperforming those in Detroit by nearly 35 points in math. The difference in fourth-grade math performance between low-income students in Charlotte and Detroit is nearly as large.
For over a decade, Ed Trust artist-in-residence Brooke Haycock’s performances have sparked conversation and action in schools and communities across the country. If you're looking for something evidence-backed and a little apart from the ordinary to spark honest, necessary conversations, build urgency, and remind people why their work is so important, an Ed Trust docudrama may be just the catalyst you've been seeking.
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.
Michael Dannenberg, director of higher education and education finance policy at the Education Trust, testified about the importance of keeping the Pell Grant program strong for current and future generations of students before the House Subcommittee on Higher Education and Workforce Training. The Pell Grant program helps makes college accessible for millions of hardworking students despite skyrocketing college costs and policies that shift financial aid away from families that need it most. More low-income students going to college is good for our economy and they are choosing schools where they are more likely succeed. Read the full testimony here.
WASHINGTON (November 21, 2013)—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.