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.
WASHINGTON (November 19, 2013) — The Education Trust, League of United Latin American Citizens (LULAC), and National Council of the La Raza (NCLR) issued the following statement regarding the Texas State Board of Education’s proposed rules for high school graduation requirements.
“Texas leaders have long recognized the need for all high school graduates to have the knowledge and skills necessary for college and the careers that drive the state’s economy and pay a family-supporting wage. Texas students have risen to these high expectations; every year, more students from all backgrounds graduate from high school ready for college and the workplace.
The Texas State Board of Education should continue on this path by requiring that students complete Algebra II to earn any of the five diploma endorsements created by H.B. 5.
WASHINGTON (November 14, 2013) — Kati Haycock, president of The Education Trust, issued the following statement regarding the U.S. Department of Education’s guidelines released today, which allow states to renew their No Child Left Behind (NCLB) waivers using an oversimplified process that does not take into consideration performance for all groups of students or fair access to highly effective teachers.
This continues a decade-long trend of improvement, and today, performance for most groups of students is as high as it has ever been. This progress for students as a whole is coupled with some meaningful gap-closing. In eighth grade, for example, the gap separating Latino students from their white peers in math has narrowed by six points since 2003. For reading, it’s narrowed by seven points.
On October 24 and 25, over 600 educators, administrators, and advocates convened in Baltimore for the Education Trust National Conference, Ordinary People, Extraordinary Results: Working Together to Raise Achievement and Close Gaps. The meeting was jam-packed with inspiration for closing gaps in opportunity and achievement and information on what it takes to get this work done. While the conference is now over, the learning doesn’t have to be. Check out the presentations from some of our great, equity-focused concurrent sessions.
Public information on the performance of students and student subgroups on standardized tests is a cornerstone for parents, teachers, and educational leaders who want to know whether achievement is rising and gaps are closing. But a piece of recent California legislation threatens to undermine the public’s ability to receive this critical information on student performance.
Assembly Bill 484, signed into law last month by California Gov. Jerry Brown, means neither parents nor teachers can access data on how children are performing on state assessments in English-language arts and mathematics. Similarly, the legislation blocks teachers’ ability to receive professional feedback on whether they are successfully teaching to the state’s new college- and career-ready standards.
Michigan House leaders approved a Senate resolution to restore funding to the statewide implementation of Common Core State Standards, reaffirming the state’s commitment to increasing academic rigor and preparing all students to succeed after high school. Other states debating whether to proceed with implementing college- and career-ready standards would do well to take a clue from Michigan and move forward — it’s what’s best for kids.
WASHINGTON (October 31, 2013) - Yesterday, Reps. Diane Black (R-Tenn.) and Danny Davis (D-Ill.) introduced the Student and Family Tax Simplification Act. The Act simplifies and better targets higher education tax benefits, making it easier for students and families to afford college.
A new report finds that just over half of graduates from low-income urban high schools immediately enroll in college, compared with more than 60 percent of graduates from higher income, urban high schools. The report adds to a large, and growing, body of research showing that low-income students are less likely to enroll in college — an especially worrisome prospect given that more financial, academic, and social benefits accrue to those with a college education. But high schools, including those serving large concentrations of low-income students, have incredible power to help ensure that virtually all of their students continue on to college.