Publications For Educators

Following is a list of all Education Trust publications arranged from newest to oldest.

If you know the title of a specific publication but cannot find it, type the name in the Search box at the top of this page. To find a publication on a specific topic, go to the Filter Publications box and choose a topic or audience from the drop-down menu. Or you can click on one of the “tags” beneath a publication listed below to view all our publications on that topic.

All Education Trust publications are available as free downloads. Publications marked with an asterisk (*) are available in print. Please contact rsmiles@edtrust.org for more information.

Building and Sustaining Talent: Creating Conditions in High-Poverty Schools That Support Effective Teaching and Learning

Improving public education depends on attracting, nurturing, and retaining talented teachers in schools with the greatest academic need. With concerted attention being given to upgrading teacher evaluation systems, the culture and work environments of struggling schools require equal focus if student learning is to improve.

Publication date: 
June 26 2012
  • Read more
  • Share this

Poised To Lead

The quality of the coursework students take in high school powerfully affects their life options after graduation.  School counselors can guide students through the course selection process. They also can help schools identify policies and practices that propel all students toward success, as well as those that hold some students back. The problem? Too many of today’s school counselors do not serve this function.

Publication date: 
December 19 2011

Fair to Everyone: Building the Balanced Teacher Evaluations that Educators and Students Deserve

In an effort to be fair to everyone, teacher evaluation practices are often fair to no one -- teachers or the students they serve. A new report from The Education Trust makes recommendations on how to improve the practice of teacher evaluation in a way that elevates standards across the profession. Everyone benefits from teacher evaluation systems that gauge performance fairly and comprehensively with a focus on professional growth that promotes student learning.

Publication date: 
September 22 2011

Stuck Schools Revisited: Beneath the Averages

“Stuck Schools Revisited: Beneath the Averages” shows why a national focus on turning around the lowest performing schools, while needed, is not enough to raise achievement and close gaps. The report analyzes student achievement data from Maryland and Indiana, which reflect the outcomes seen in other states.

Publication date: 
April 27 2011

Not Prepared for Class: High Poverty Schools Continue to Have Fewer In-Field Teachers

Nearly a decade after federal law was enacted to ensure that low-income students and students of color had a fair shot at being assigned to strong teachers, students in high-poverty schools are still disproportionately taught by out-of-field and rookie teachers.

Publication date: 
November 18 2010
  • Share this

Opportunity Adrift: Our Flagship Universities Are Straying From Their Public Mission*

Public flagship and research universities spend millions of dollars every year to aid wealthy students who don't need it, while providing inadequate support to low-income and minority students who do. Some flagships are stepping up to the challenge and focusing on access and success. An account of their performance and progress appears at the end of this report.

Publication date: 
January 13 2010
  • Share this

Gauging the Gaps: A Deeper Look at Student Achievement*

Using state-level NAEP data, this brief illustrates the pitfalls in one-dimensional appraisals of achievement gaps. Analyzing the gaps from four perspectives is essential to gain a comprehensive, accurate picture of equity.

Publication date: 
January 6 2010
  • Share this

Charting a Necessary Path: The Baseline Report of the Access to Success Initiative*

The baseline report of the Access to Success Initiative shows that low-income and minority students enroll in and graduate from four-year programs at disproportionately lower rates than do other high school graduates in their respective states. Click the report's title to view the individual system profiles.

Publication date: 
December 3 2009
  • Share this

No Accounting for Fairness: Equitable Education Funding

"No Accounting for Fairness" examines funding patterns in Ohio's 14 largest school systems by looking at publicly available school-level expenditure data on teacher salaries, which typically accounts for 80 to 90 percent of elementary school budgets. The analysis found that expenditures on teacher salaries during the 2007-08 year vary dramatically between elementary schools within the same district.

Publication date: 
December 22 2008
  • Share this