The Education Trust-West works for the high academic achievement of all students at all levels, pre-k through college.

Achievement Gap

Achievement Gap

Ed Trust–West Releases Statement in Response to Governor Brown’s 2014-2015 State Budget

OAKLAND, CA (June 20, 2014) – Valerie Cuevas, Interim Executive Director of The Education Trust—West, issued the following statement following Governor Brown’s signing of the 2014-2015 state budget today:  

“We commend the Governor and the Legislature for accelerating the implementation of the Local Control Funding Formula (LCFF) by providing an additional $4.7 billion in the 2014-15 budget. This additional funding will strengthen the work of school districts to serve our neediest students and close achievement gaps. Unfortunately, we remain concerned about two issues. The Governor and the Legislature chose not to designate additional funding for implementation of the Common Core State Standards. All students will be subject to more rigorous state standards and assessments, but not all students will have access to fully prepared teachers, and adequate technology and instructional materials. As a result, opportunity and achievement gaps could be exacerbated rather than narrowed. Furthermore, the plan for increasing employer contributions to the California State Teachers Retirement System (CalSTRS) will double the cost of retirement benefits for school districts without a plan for funding the increased contributions. Without a plan for additional funding, the increased contributions to CalSTRS will be paid at the expense of funding for the LCFF, including supplemental and concentration funding for needy students.”

Statement & Analysis from The Education Trust–West on California’s 2013 NAEP Reading and Mathematics Results

OAKLAND, CA (November 7) -- Performance for California’s eighth grade students in reading and mathematics has improved since 2011, but fourth grade performance remains flat, according to data released today from the 2013 National Assessment of Educational Progress (NAEP). The new data mark the tenth year where all states have participated in NAEP.

Scores for every group of students have been slowly improving over the last decade. Of particular note, California’s Latino students have gained 16 points in eighth-grade reading over the past 10 years, with a 7-point gain since the last assessment in 2011.

Unfortunately, California still ranks near the bottom in fourth-grade reading and math for students overall and for low-income and Latino students. In fact, California’s overall national rankings of 46th or 47th in fourth-grade reading and math have not budged since the assessment was last given in 2011.

Even more troubling, stubborn achievement gaps persist. While the gaps between Latino and African-American students and their white peers and the gaps between low-income and higher income students have slightly narrowed over the last decade, there are still yawning divides between these groups of students. For example, in eighth-grade math, only 11 percent of African-American students and 15 percent of Latino students are proficient, while 42 percent of white students are proficient.

New Ed Trust–West Report Paints a Detailed Portrait of How African-American Youth Fare in Los Angeles County Schools

OAKLAND, CA (February 26, 2013) – Today, The Education Trust–West releases At a Crossroads: A Comprehensive Picture of How African-American Youth Fare in Los Angeles County Schools and accompanying Prezi. Using data from multiple sources, the report finds that academic and socioemotional outcomes for African-American students in L.A. County are poor overall. However, it also identifies school districts where African-American students are doing better on a range of outcomes including academic performance, graduation rates, A-G completion rates, suspension rates, special education identification rates, and health and wellness indicators.  

“One in three African-American students in California attend an L.A. County public school. This report reveals that the vast majority of these students are not receiving the opportunities they need to succeed and to ultimately achieve their college and career dreams,” said Lindsey Stuart, author of the report and a research analyst at The Education Trust–West, a statewide education advocacy organization that works to close gaps in opportunity and achievement for students of color and low-income students. 

A Community Conversation on African-American Student Outcomes in Los Angeles County

Monday, February 25, 2013 - 9:00am - 11:00am
California Community Foundation

Monday, February 25, 2013
9:00-11:00 am
The California Community Foundation
S. Figueroa St. Suite 400 Los Angeles, CA 90012

Please join us for a provocative overview on how Los Angeles County is addressing the barriers to African-American student success. 

The Program

Researchers from The Education Trust—West will share findings of their latest report, a first-of-its-kind assessment of the academic, socio-emotional and health outcomes of African-American youth in L.A. County. A quantitative analysis of data primarily from The Civil Rights Data Collection (CRDC), the California Department of Education (CDE), as well as secondary research, predominantly from the California Healthy Kids Survey seeks to paint a comprehensive portrait of the experience of African-American youth in Los Angeles County schools.

Following the presentation, a panel of community leaders and stakeholders will also discuss the strategies necessary to transform the educational system to better serve African-American youth in the county. 

The Education Trust—West Statement as State Board Considers California’s Application for a Waiver of No Child Left Behind

OAKLAND, CA (May 9, 2012) The Education Trust—West issued the following statement as the California State Board of Education considers an application for a waiver of No Child Left Behind:

“On Thursday, the California Department of Education and State Board President Mike Kirst will present a proposal to the State Board of Education to apply for a waiver of No Child Left Behind.  Unlike the 37 states and the District of Columbia who have already submitted waiver applications, this request will not meet the requirements of the Obama administration's waiver application process. Unlike the leaders of these 37 states and the three additional states who have committed to following this application process, Superintendent of Public Instruction Tom Torlakson and Board President Mike Kirst will ask for a “special” waiver that provides California with flexibility from federal law for essentially doing nothing.  Rather than committing to the development of concrete plans to improve student outcomes, close achievement gaps, and prepare all students for college and career, California’s education leaders will complain about the state budget crisis and rehash disturbing, old arguments about federal interference with state’s rights and local control.”

New Education Trust—West Study Reveals Stunning Inequities in Access to Effective Teachers for Latino, African-American and Low-Income Students in Nation’s Second Largest School District

OAKLAND, CA (January 12, 2012) – Today, The Education Trust—West releases the findings of a two- year-long study of data from the second largest school district in the nation, revealing profound inequities in access to effective teaching.  In Learning Denied: The Case for Equitable Access to Effective Teaching in California’s Largest School District, The Education Trust—West finds that low-income students and students of color in the Los Angeles Unified School District (LAUSD) are less likely to be taught by the district’s top teachers – the very teachers capable of closing the district’s achievement gaps. These inequities are exacerbated by teacher mobility patterns and quality-blind layoffs.

The Education Trust—West Statement on the Nation’s Report Card Results for California

OAKLAND, CA (November 1, 2011) – The 2011 National Assessment of Educational Progress (NAEP) reveals that the performance of California’s fourth and eighth-grade students on the NAEP reading and math assessments has slowly improved from 2003. Yet, when you peel back the layers of data, a more comprehensive picture emerges.  California still has a long way to go, particularly for students of color and students in poverty. Achievement gaps between students of color and their white peers have remained relatively unchanged over the last two decades. And the gap in 4th grade math performance between Latino and white students has actually grown larger since 2000, from 27 to 30 points.

New Ed Trust—West Report “Turning Back the Clock” Spotlights the Negative Impact of Shortening California’s School Year on Students; Calls on State Leaders to Prevent Cuts to Critical Learning Time

OAKLAND, CA (October 31, 2011) – Today, in coordination with a broad range of advocacy organizations, the Education Trust—West, releases Turning Back the Clock: The Inequitable Impact of Shortening California’s School Year. The policy brief highlights research findings that confirm the critical importance of increased classroom time for improved student achievement, particularly for students in poverty and discusses the negative impact of decisions made to shorten California’s school year.  

Ed Trust—West Grades and Ranks California’s Large, Unified School Districts to Reveal How Well They Are Serving their African-American, Latino and Low-income Students

(OAKLAND, CA) Today, The Education Trust—West launches its California District Report Cards website featuring a new online tool and releases an accompanying publication titled, A Report on District Achievement: How Low-income, African-American, and Latino Students Fare in California School Districts.  Both provide grades and rankings for the state’s largest unified districts on four indicators that reveal how well they are serving their Latino, African-American, and low-income students.  Through this unique online tool, the public can look up any one of the 146 largest unified school districts across the state to learn more about the overall performance, improvement over time, size of achievement gaps, and college readiness rates for these students.