Press Releases and Statements

Statement from The Education Trust on NAEP Trial Urban District assessment results

Results released today from the 2005 National Assessment of Educational Progress (NAEP) Trial Urban District Assessment offer a mix of some very encouraging and disheartening news about the academic performance of students in some of the nation’s largest school districts.

The results show that some urban school districts clearly do a much better job educating children than other districts – powerful evidence that schools and districts make a big difference in student achievement and that low achievement for some groups of students is not inevitable.

Funding Gap 2005: Most states shortchange poor and minority students

(Washington, DC) – Most states significantly shortchange poor and minority children when it comes to funding the schools they attend, according to a report released today by the Education Trust. 

Nationally, we spend about $900 less per pupil on students educated in our nation’s poorest school districts than those educated in the wealthiest. Worst yet, in some states, this funding gap exceeds $1,000 per pupil.

The problem is widespread.

Primary Progress, Secondary Challenge: A State-By-State Look at Student Achievement Patterns

(Washington, DC) – One year after the nation’s governors pledged to improve American high schools, most states have made progress in raising achievement in the elementary grades, but secondary schools still struggle to close gaps between poor and minority students and their White and more affluent peers, according to a report released today by the Education Trust.

Statement from The Eduation Trust on state proposals for the growth-model pilot program

Conducting a pilot growth-model program for accountability under the No Child Left Behind Act (NCLB) has the potential to provide valuable information to educators, policymakers, and the public, and it is encouraging that the plans under consideration for this pilot program, by and large, represent serious proposals.  Credit is due to both the U.S.

Statement from The Education Trust on NAEP science results

(Washington, D.C.) –  The 2005 National Assessment of Educational Progress (NAEP) science results released today show strong improvement in fourth-grade achievement, but offer very distressing news about the state of science literacy among secondary school students.

The news in fourth-grade science is particularly positive: The performance of all groups of students at this grade level  improved between 2000 and 2005, with low-income, African-American and Latino students posting their highest achievement in science since 1996.

Teaching Inequality: How Poor and Minority Students are Shortchanged on Teacher Quality

(Washington, D.C.) – A report out today from the Education Trust provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most.

Ross Wiener, policy director of The Education Trust, on the National Governors Association Graduation Counts Compact Progress Report

(Washington, D.C.) – In 2005, all 50 governors made an unprecedented commitment to provide educators, policymakers and the public with much-needed information about one of the most critical indicators of success for our public education system -- high school graduation rates.

Missing the mark: States’ teacher-equity plans fall short

(Washington, D.C.) – A new Education Trust analysis of teacher-equity plans prepared by all 50 states and the District of Columbia finds that most states failed to properly analyze data that would determine whether poor and minority children get more than their fair share of unqualified, inexperienced, and out-of-field teachers. Only two states, Nevada and Ohio, fully complied with the requirements and offered specific plans to remedy inequities.

As a result, the Ed Trust report released today recommends that the U.S.

Statement from The Education Trust on U.S. ED review of state plans for highly qualified and experienced teachers in every classroom

(Washington, D.C.) – Today, the U.S. Department of Education released a review of each state’s plan to ensure that all students are taught by highly qualified and experienced teachers. The Department concluded that the overwhelming majority of states must revise and re-submit their data and plans to address inequities.

“This is a move in the right direction,” said Heather Peske, Education Trust’s senior associate for teacher quality.

Promise Abandoned: How Policy Choices and Institutional Practices Restrict College Opportunities

(Washington, D.C.) -- A new report released today from the Education Trust sharply criticizes trends in federal, state, and college practices that discourage low-income and minority students from enrolling and graduating from college.  In fact, despite the perception of progress, gaps in college-going and college completion for poor and minority students are actually wider than they were thirty years ago.

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