Rod Paige and I do not agree on everything. But he has brought to his office enormous integrity, deep insights into what it takes to turn around urban districts, and a passionate commitment to helping American schools work more effectively for all students. Through thick and thin, he has been a tireless advocate for poor and minority children.
Despite what the armchair critics say, he did not simply “defend the President’s education agenda.” He did something vastly more important: He helped the American people understand that low-income and minority c
(Washington, DC) – Student achievement in reading and math is rising in the elementary grades in most states, and achievement gaps are narrowing, according to a new report released today by the Education Trust.
I’m an educator, not an economist. But whether you are focused on the health of our economy or the health of our democracy, it is very clear that America’s young people need to learn more in school.
We are seeing real and important achievement improvements in elementary schools. We’re even making some progress in middle schools. But we’re losing ground in our high schools—at least in part because our energy and our resources have been focused on the early grades.
(Washington, DC) – At a time when high school seniors around the country are busy applying to college, the Education Trust today released an interactive Web tool and two reports that challenge the conventional wisdom about college-graduation rates.
The user-friendly Web tool, College Results Online, points to glaring disparities in college completion among very similar schools.
The online tool, found at www.collegeresults.org, allows users to select any four-year public or private nonprofit college or university in the country and
The National Conference of State Legislatures’ Task Force on No Child Left Behind (NCLB) emerged today to urge an enormous step backwards in the nation’s efforts to close achievement gaps in public education. While the report pays lip-service to the goal of closing achievement gaps, it fails to even acknowledge the deep-seated inequities in the public school systems for which these state legislators are responsible.
The historical record is too strong and the stakes are too high to turn back the clock on NCLB. The law is not perfect, and it inevitably will be modified wh
(Iowa City, IA) -- High schools that provide all students with high-level courses, qualified teachers, flexible teaching styles, and extra tutorial support are more successful in preparing their students for college and work, according to a new study by ACT and The Education Trust.
Last year less than 60 percent of elementary-school American Indian and Latino students in Utah passed year-end standardized tests in language arts, compared to 85 percent of white students. About a third of black students failed to pass. The gaps were similar in math test results.
(Washington, DC) – The Education Trust released a report today that sharply criticizes the way states calculate and report graduation statistics. The analysis, entitled “Getting Honest About Grad Rates: How States Play the Numbers and Students Lose,” also rebukes the U.S. Department of Education for failing to exert leadership by demanding that states get honest about graduation rates.
The Ed Trust analysis reveals disturbing patterns: Some states rely on ludicrous definitions of graduation rates. Others make little effort to accurately account for students who drop out of school.