A new study on the recruitment and retention of teachers of color over the past two decades finds both promising and troubling news. In hopeful developments, these teachers are entering the profession in increasing numbers and many are opting to work in schools with high concentrations of students of color and low-income students.
A total of 44 states and the District of Columbia have signed on to the Common Core State Standards Initiative, signaling their commitment to aiming student achievement at college- and career-readiness. But a new Center on Education Policy report suggests that many states may be dragging their feet in preparation for the implementation of these new standards.
If fairness guided financial aid for higher education, every student would have an equal chance to receive college scholarships. But new research from financial-aid analyst Mark Kantrowitz reports large disparities in how institutions dole out private scholarships. Kantrowitz’s paper, “The Distribution of Grants and Scholarships by Race,” finds that college-going whites are 40 percent more likely to win private scholarships than their peers of color.
An inspiring lineup of conference speakers meets a rich array of concurrent sessions at The Education Trust’s National Conference, set for Nov. 3-5 in Arlington, Va. Don’t wait to register: The early bird discount ends Monday, Sept. 12.
As census data show more Hispanics enrolling in college, a new study by Excelencia in Education notes a corresponding spike in the number of Hispanic-Serving Institutions. This pool of institutions grew by 24 percent in only six years, swelling from 236 colleges and universities to 293 by 2010. HSIs are institutions where undergraduate enrollment is at least 25 percent Latino.
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.