Formal Testimony and Comment

Testimony of Kati Haycock, President, The Education Trust Before the U.S. House of Representatives Committee on Education and the Workforce Subcommittee on 21st Century Competitiveness

Date: 
May 20, 2003 - 10:16am

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.

Ed Trust Collaborates on Comments to Ed Department on Civil Rights Survey

Date: 
November 10, 2009 - 9:26am

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.

State Fiscal Stabilization Fund Comments

Date: 
August 27, 2009 (All day)

State Fiscal Stabilization Fund Comments from the Center for American Progress, Democrats for Education Reform, Education Equality Project, and The Education Trust.

School Improvement Grants Comments

Date: 
September 25, 2009 (All day)

School Improvement Grants Comments from Democrats for Education Reform, Education Equality Project, and The Education Trust.

Race to the Top Comments

Date: 
August 27, 2009 (All day)

Race to the Top Comments from the Center for American Progress, Democrats for Education Reform, Education Equality Project, and The Education Trust.

Testimony of Ross Wiener, Policy Director, The Education Trust, Before the U.S. House of Representatives Committee on Education and the Workforce

Date: 
July 14, 2004 (All day)

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

Testimony of Ross Wiener, Policy Director for the Education Trust, before the House Committee on Education and the Workforce on “The Importance of Highly Qualified Teachers in Raising Academic Achievement”

Date: 
April 21, 2004 (All day)

Mr. Chairman and Members of the Committee, thank you for this opportunity to testify before you today on the importance of the teacher quality provisions in the No Child Left Behind Act (NCLB).

Testimony of Linda Murray, Acting Executive Director, The Education Trust–West, to House Education and Labor Committee Hearing on Teacher Quality and Distribution

Date: 
September 30, 2009 (All day)

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.

Testimony of Kati Haycock, Before the National Commission on Accountability in Higher Education

Date: 
May 10, 2004 (All day)

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.

Accountability systems are tough to get right.