Federal lawmakers have picked a lousy time to consider cutting the Pell Grant program. Call it the college crunch: The economy is in a slump, at least 19 states have slashed their higher education budgets, and public colleges and universities are raising tuition and cutting institutional financial aid. The ones getting squeezed the most are college students and their families, especially those who rely on financial assistance to afford college. Which is one of the reasons The Education Trust is spearheading a national campaign to preserve Pell.
A broad coalition of social justice, education, and youth groups will band together Monday, July 25, to send a loud message to Washington decision makers: Don’t cut Pell Grants for low-income and working class students.
While no deal was made on the debt ceiling or federal spending on Capitol Hill over the weekend, the Pell Grant program remains in jeopardy. Any cuts to the program could amount to billions of dollars and lost opportunity for millions of low-income and working-class students. We must continue to speak up to Save Pell.
On July 13, the House Education and the Workforce Committee marked up the third in a series of bills intended as part of reauthorization package for the Elementary and Secondary Act (ESEA). The latest bill opens the door to dangerous raids on resources intended for — and desperately needed by — some of our nation’s most vulnerable students.
Last month, Michigan took an important step toward ensuring high-quality teachers for all students. State legislators passed landmark legislation that revamps the state’s existing system for awarding tenure to teachers. Recommendations from The Education Trust Midwest helped to inform the new legislation.
House Education and the Workforce Committee Chairman John Kline has introduced his third in a series of five bills intended as part of the Elementary and Secondary Act (ESEA) reauthorization package. The latest bill opens the door to raids on resources intended for — and desperately needed by — some of our nation’s most vulnerable students.
If enacted, The State and Local Funding Flexibility Act could undermine the efforts of educators to boost the achievement of fragile students. It also would upend the traditional and critical role the federal government plays of providing extra funds to support the education of low-income students, English-language learners, migrants, and neglected children.
Colleges and universities that are serious about student retention know it isn’t enough to proclaim a commitment to it and then appoint someone to collect and analyze data. Generating meaningful and sustainable retention results also requires committing the financial and personnel resources necessary to address the problems that the data identify.
A new report from the College Board characterizes the retention efforts of most higher education institutions as "modest" at best.
When faced with evidence that cheating took place at two of his district’s schools on last year’s standardized tests, Andrés Alonso, chief executive officer of Baltimore City Public Schools, placed responsibility where it belongs — on the adults.
New data from the National Center for Education Statistics’ High School Longitudinal Study paint an alarming picture of opportunity squandered by our nation’s high schools. The NCES data show that 18 percent of all ninth-graders reported taking no science courses in 2009.
The numbers are even worse for low-income students and students of color: 25 percent of African-American, 22 percent of Latino, and 27 percent of low socio-economic status students took no science their freshman year. In math, the numbers are equally disturbing, with almost 1 in 5 low-SES ninth-graders taking no math at all.
A new tool from the U.S. Department of Education’s Office for Civil Rights illuminates key information about course taking in high school, and can help advance efforts to get students the rigorous math and science courses they so desperately need.