Mr. Chairman and members of the Committee, thank you for this opportunity to testify before you today on the number one ingredient of high achievement: quality teachers. This Committee has already exhibited great leadership in the effort to improve teacher quality by including important new teacher-related provisions in the Higher Education Act of 1998 and, more recently, by including expansive teacher-related provisions in No Child Left Behind. These were very important first steps.
My purpose here this afternoon is to remind you why this subject should remain high on your agenda as you reauthorize the Higher Education Act and to suggest some ways in which you might build on the momentum you created in the earlier laws.
On Nov 6, The Education Trust, with Democrats for Education Reform and the Education Equality Project, submitted comments to the Department of Education on its proposal for improving the Civil Rights Data Collection survey for school year 2009-10.
Thank you for this opportunity to testify regarding college graduation rates and their implications for the reauthorization of the Higher Education Act. Since its establishment in 1991, The Education Trust has worked to improve the academic success of America’s young people – especially low-income students and students of color – from kindergarten through college. As many of you know, the Education Trust has recently published a report on this topic by Senior Policy Analyst Kevin Carey, who is with me here today, and I have brought additional copies of the report for Members of
Chairman Miller, members of the committee: Thank you very much for providing me with the opportunity to talk with you this morning about the importance of strong teaching to our effort to boost student achievement and close achievement gaps.
Since its establishment in 1991, The Education Trust has worked to improve the academic success of America’s young people ‑ especially low-income students and students of color ‑ from kindergarten through college. Our work with communities and states across the country has convinced us that accountability ‑ both for students and for the adults and institutions that serve them ‑ is a critical piece of any effective, enduring effort to improve student achievement, especially among those who have been poorly served.