WASHINGTON (April 22, 2014) – “If our nation’s schools provided an education to students of color anywhere near the quality of education they provide to white students, we would feel a lot more comfortable with the Supreme Court’s decision today to let stand the decision of Michigan’s voters to ban the use of race as a consideration in admission to the state’s colleges and universities. The United States is far from having an equitable K-12 educational system where the color of students’ skin truly does not matter.
Improving the American educational system is hard work. Whether you are a teacher wrestling with implementation of Common Core standards, a principal struggling through the initial stages of school turnaround, or an advocate working to keep the legislators in your state from abandoning these new, higher standards, the work is tough. Join us this year in Baltimore, Nov. 13-14, to reinvigorate your spirit and prepare for the work ahead.
WASHINGTON (April 2, 2014) — Many black and Latino students and students from low-socioeconomic backgrounds who enter high school as top academic performers lose important ground as they push toward graduation day. When compared to their high-achieving white or more advantaged peers, these students finish high school, on average, with lower grades, lower AP exam pass rates, and lower SAT/ACT scores, according to a report released by The Education Trust.
Click here for an Ed Trust infographic illustrating how black, Latino, and low-socioeconomic status students are falling out of the lead.
WASHINGTON (March 14, 2014) — The Education Trust issued the following statement regarding the U.S. Department of Education’s proposed “gainful employment” regulation, released today, which is intended to ensure that career-education programs meet minimum standards of quality and cost.
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.