The Census Bureau confirmed in a report released last week that in the United States children are more likely to live in poverty than those in any other age group. According to the new report, more than 1 in 5 children under the age of 18 lived in poverty in 2012. Poverty is especially rife in communities of color. Census data shows that 37.9 percent of black children and 33.8 percent of Hispanic children lived in poverty in 2012, while 12.3 percent of white, non-Hispanic children suffered the same conditions. Poverty rates are troublingly high for all groups of children.
It is a widely — if not universally — acknowledged truth that most new teachers walk into their first jobs not fully prepared for the classroom. They may have prepared a few lesson plans and completed their student teaching, but for the most part new teachers aren’t competent in how to establish classroom routines that minimize time-wasting, much less how to build a really effective lesson that engages kids and ensures deep learning. New teachers, like other novices in any profession, don’t know what they don’t know, which is the first step toward expertise.
Needless to say, this poses a foundational problem for a system whose success depends heavily on the expertise of individual practitioners.
All students should have access to the opportunities afforded by a great education. But for far too many young people in this country, the opportunity to go to college, find meaningful work, and live a productive life is hampered by unfair immigration policies. Participants at the Ed Trust National Conference will have a chance to hear from — and be inspired by — a group of brave, determined student advocates who are working to change this reality. Students from two grassroots organizations, United We Dream and The Dream is Now, will share the challenges they’ve faced and overcome in building momentum, urgency, and a movement on behalf of undocumented students. Register today to hear from these and other advocates from across the country who are working to ensure that all students, regardless of race, income, or background, have access to the high-quality education they need and deserve.
The Senate Health, Education, Labor, and Pensions (HELP) committee starts a list of planned hearings this week on topics related to the reauthorization of the Higher Education Act (HEA), which was last reauthorized in 2008. The focus, given the growing concerns around rising tuition and President Obama’s recent call for more accountability in higher education, will be on college access and affordability. Today is the first hearing on accreditation. Future hearings, to be announced, will cover other topics like financial aid and teacher preparation programs, two areas where The Education Trust hopes lawmakers focus their attention.
It’s that time of year again when Harvard and Princeton do-si-do at the top of the U.S. News & World Report rankings while critics bemoan the validity of such measures. (Some even counter U.S News with their own rankings — à la Washington Monthly.)
Regardless, the end result is not much help for the average prospective student.
An independent, federal review of the “Supporting Academic Freedom Through Regulatory Relief Act” heeds some of the same concerns that Education Trust (and other organizations) voiced in a letter to lawmakers this summer: It strips some of the Department of Education’s authority to hold higher education institutions accountable for gainful employment and may actually harm students by repealing long-held reporting requirements for career education programs.
The Education Trust–West has come out strongly against a proposal in California to eliminate existing state assessments while failing to fully fund new, Common Core-aligned assessments. Under the plan, parents and the public would lose vital information on student and school performance; the lack of data would also prevent the state from holding schools and districts accountable for raising achievement and closing gaps.
Strong teachers and principals are critical to closing achievement gaps that separate low-income students and students of color from their peers. Great teaching and leading begins with strong pre-service preparation. But while most states are embracing new systems to evaluate and support educators once they are in our schools, few have focused on ensuring that prospective educators are well prepared. New standards adopted by the Council for the Accreditation of Educator Preparation have the potential to raise the bar for teacher preparation programs and improve outcomes for future teachers and their students. These standards are a very positive step, but given that accreditation is a voluntary process, their overhaul alone is not enough.
This week is round two of negotiated rulemaking on the Department of Education’s gainful employment proposal, designed to protect students from poor performing career education programs. Last year, a federal judge tossed out much of the gainful employment regulation the Department of Education issued in 2011, while at the same time insisting the department has the authority to ensure career education programs prepare students for gainful employment. Since the initial rule was issued, the public cry for an enforceable definition of gainful employment has grown louder, and the department’s new proposed regulation is a step in the right direction toward holding these programs accountable for preparing their students.
President Obama’s higher education plan, announced during a speech in Buffalo, N.Y., last month, pledges to make college more affordable. In it, Obama proposes a ratings system that measures college performance — graduation rates, loan default rates, and first-year career earnings for graduates, among other metrics — providing a systematic way to support changes to federal financial aid to colleges by linking it to outcomes. Colleges deemed effective under the ratings system would receive more federal money than colleges showing poorer performance.