Publications About Closing the Gaps

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.

The Education Trust invites the use of its publications and presentations. For limited personal and noncommercial uses, you are free to download our materials and share them with others as long as the materials are not altered in any way and are properly attributed to The Education Trust and, if applicable, a particular author. For these purposes, noncommercial means not primarily intended for or directed toward commercial advantage or monetary compensation. For commercial and other uses, such as including materials in course packets or reprinting materials or excerpts in textbooks, you must obtain written permission. Please send your request via e-mail or fax to Robin Harris Smiles, managing editor, rsmiles@edtrust.org; 202.293.2605 (fax). Please include the following information in your written request:

  • Requestor's name and contact information
  • Organization name
  • List of Ed Trust materials you wish to use
  • An explanation of how you will use the materials
  • Additional comments, as needed

Ed Trust welcomes feedback on its materials and appreciates receiving a copy of publications in which its works are used or referenced.

While all Education Trust publications are available as free downloads, a limited number of our publications are also available in bound, hardcopy format. Please contact rsmiles@edtrust.org for more information.

Falling Out of the Lead: Following High Achievers Through High School and Beyond

Nationally, many students of color and students from low-socioeconomic backgrounds perform among the top 25 percent of all students in reading and math at the beginning of high school. Many of them, however, leave high school with lower college success markers than their high-achieving white and more advantaged peers. Schools can take action to better serve these students.

Publication date: 
April 2 2014

Uneven at the Start: Differences in State Track Records Foreshadow Challenges and Opportunities for Common Core

No state can afford to implement the Common Core State Standards without an honest appraisal of where their students and educators are at the starting gate. "Uneven at the Start" looks at state track records over the past decade in raising achievement for students overall, as well as for low-income students and students of color.

Publication date: 
July 9 2013

Finding America's Missing AP and IB Students

Programs like Advanced Placement (AP) and International Baccalaureate (IB) are designed to provide high school students with challenging academic course work and a head start on a college education. But despite aggressive efforts to expand participation, there remain significant differences in the rates at which students from different racial and economic groups gain access.

If we can identify and remedy these inequities where they exist, these courses can be a powerful means of disrupting the high-end achievement gap. 

Publication date: 
June 5 2013

Breaking the Glass Ceiling of Achievement for Low-Income Students and Students of Color

While gaps between student groups have narrowed over time at the below basic level of performance, gaps at the advanced level have widened. And among higher income groups, gap-widening between white students and students of color is more pronounced.

Publication date: 
May 14 2013

Instructional Supports: The Missing Piece in State Education Standards

The transition from current state learning standards to college- and career-ready standards being rolled out across the nation is more than a subtle shift. In "Instructional Supports: The Missing Piece in State Education Standards," The Education Trust offers insights about the best ways states can support our nation's educators in their efforts to help students meet high academic standards.

Publication date: 
March 30 2012

Los Padres Quieren Saber

Las madres, los padres, los encargados y sus comunidades deberían tener acceso a datos comprensivos y fácilmente obtenibles acerca de las escuelas de sus hijos. El folleto “Los Padres Quieren Saber” de The Education Trust observa la reautorización de la ley educativa actual (ESEA, por sus siglas en inglés) y describe la necesidad de tener informes públicos en áreas tan cruciales como logro académico, escuelas superiores, clima escolar, maestras/os, distritos, y presupuestos. 

Publication date: 
February 15 2012

Parents Want to Know

Parents and communities should have access to comprehensive, easily accessible data on how schools are doing. In "Parents Want to Know," the Ed Trust zeroes in on the expected reauthorization of the Elementary and Secondary Education Act as the opportunity for lawmakers to require public reporting on such crucial indicators as achievement, high schools, school climate, teachers, school districts, and funding levels.

Publication date: 
September 29 2011

Getting it Right: Crafting Federal Accountability for Higher Student Performance and a Stronger America

Whether through reauthorizing the Elementary and Secondary Education Act or using the Department of Education’s waiver authority, federal policymakers must fix what No Child Left Behind got wrong, while salvaging what it got right: a focus on improving achievement and closing gaps for all groups of students. In this report, The Education Trust details its recommendations for new federal accountability policy.

Publication date: 
September 13 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

Essential Elements of Teacher Policy in ESEA: Effectiveness, Fairness, and Evaluation

Currently, performance evaluation systems used to assess teachers in virtually every school system in the United States fail to differentiate between individual teachers who boost student learning and those who need to improve. As a result, the students who need the most from their teachers are far less likely to get those who can help them achieve at high levels.

In this report, the Center for American Progress and The Education Trust recommend ways to strengthen the teacher provisions of the federal Elementary and Secondary Education Act, or ESEA.

Publication date: 
February 22 2011