Our Policy Agenda

The Education Trust—West Data & Policy Department works in partnership with policymakers, advocates, and community groups to advance the development and implementation of policies that improve the educational outcomes for all of California’s students – especially those low-income students and students of color who have traditionally been underserved by the public school system.

We engage in a wide range of policy issues including accountability systems, assessments and standards, teacher quality and data systems. We are driven by a commitment to high-expectations for all students and work relentlessly to close the wide and pervasive achievement gaps that plague our students and our schools.

We engage in the following strategies:

Act as a Watchdog: The Education Trust—West shines a spotlight on policies affecting public schools, especially when those policies do not serve the interests of California’s most vulnerable students.

Promote High-Expectations for All Students: California has a set of rigorous academic standards that students must master to be prepared for the demands of college and career. We work to make sure our students have access to instruction that covers these standards, as well as, resources and supports so students can meet them. We advocate for the successful access and success in the state’s college-preparatory curriculum known as A-G for all students. Because we recognize that in the 21st century economy ready for work and ready for college really do mean the same thing.

Ensure that Schools Are Provided with the Resources They Need to be Successful: Mountains of research tell us that teachers are the single most important factor in the classroom to a student’s educational success and yet we continue to shortchange our students by disproportionately placing teachers with the least experience, out-of-field, or lacking a clear credential in our neediest schools. California has yet to develop a system that allows for the equitable distribution of this vital resource. In addition, the amount of money spent on teachers varies greatly between schools – even within the same school district – thus we not only cheat our students out of quality, effective teachers, but the financial supports they need as well.

Advocate for Accessible and Transparent Data on Students and Teachers: Gaps in the collection, quality, and accessibility of data leave far too many questions about what happens as our students as they journey through our schools. We cannot understand how students learn over time or what interventions and supports improve educational outcomes and success because we lack a statewide longitudinal data system that can manage those data. The Education Trust-West supports efforts currently underway to implement high-quality longitudinal student and teacher data systems.

The Education Trust—West's Statement on the Release of 2009 NAEP Data

OAKLAND, CA (October 14, 2009) - Today’s results from the 2009 National Assessment of Education Progress mathematics (NAEP) released by the U.S.

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

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 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

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.
     My name is Linda Murray. Currently, I am serving as executive director of The Education Trust—West in Oakland, Calif. Prior to joining the Trust, I was—for eleven years—superintendent of schools in San Jose, Calif. (and, before that, assistant superintendent in Broward County, Florida).

SMALL GAINS, HUGE GAPS: The Education Trust—West's Statement on the Release of the 2009 California High School Exit Exam Results

OAKLAND, CA (September 2, 2009) – Results from the 2009 California High School Exit Exam (CAHSEE) released today by the California Department of Education (CDE) show marginal statewide improvement across both English and Math and for all ethnic groups throughout the state.

Overall, 90.6 percent of the class of 2009 passed the exam – a mere 0.2 percent higher than the class of 2008.

Testimony to the California Senate Education Committee on Race to the Top

Date: 
August 26 2009

On behalf of my colleagues at the Education Trust—West, I want to thank Senator Romero for organizing and hosting this informational hearing on the future of California’s Education.

To be sure, there are parts of this dialogue that are difficult with passionate and committed voices on either side of the debate. But keeping focused on the facts, we have to look at what we know to be true in our current climate—both in the nation and in our state.

Achievement in California 2009: Ed Trust—West Statement on 2009 STAR Data

OAKLAND, CA (August 18, 2009) – Results from the 2009 Standardized Testing and Reporting Program (STAR) released today by the California Department of Education (CDE) show marginal statewide improvement across most grade levels and content areas. More students are demonstrating mastery of state standards than at any point since standards and assessments became fully aligned in 2003.

“We must and do acknowledge the hard work of teachers, administrators, students and parents in these gains.

Statement by The Education Trust—West on The Budget Conference Committee Vote to Eliminate the California High School Exit Exam

OAKLAND, CA (June 17, 2009) - “Yesterday’s vote by the state’s Budget Conference Committee to eliminate the California High School Exit Exam (CAHSEE) as a graduation requirement represents a huge step backward for California’s schools and students. Attempting to dig our way out of the current fiscal crisis by pillaging our education system ensures that we will still be digging our way out of this same hole—or rather our children will—for many years to come.

Statement by The Education Trust—West on High School Drop-out and Graduation Rates Released Today by The California Department of Education

OAKLAND, CA (May 12, 2009) Today, the California Department of Education (CDE) released information on high school graduation and drop-out rates. The CDE reported a four-year graduation rate of 68 percent for the class of 2008. Continuing its use of the Statewide Student Identifier (SSID) system introduced last year, the state was able to reveal a more accurate accounting of the number of students who dropped out of California’s public schools.

California at the Crossroads: Embracing the CAHSEE and Moving Forward

It will come as no surprise to most of you that the EdTrust—West supports the California High School Exit Exam (CAHSEE). We’ve been one of the only organizations — and perhaps the only civil rights organization — that does. Our decision didn’t come easy. The CAHSEE is by far the most wrenching issue any organization that cares about making public education work better for poor kids and kids of color has to contend with. Why?

Publication date: 
April 18 2009
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