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

Education Trust—West

Education Trust—West

Beyond Satisfactory: Redefining Teacher Evaluation and Support Webinar

Wednesday, June 4, 2014 - 3:30pm - 4:30pm

 

The Education Trust—West’s
Beyond Satisfactory: Redefining Teacher Evaluation and Support Webinar
 

Please join us Wednesday, June 4th from 3:30 p.m. to 4:30 p.m. PST


To register, click here
 

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.  

The Education Trust—West’s Statement on President Obama’s Plan for Waivers to NCLB

OAKLAND, CA (September 22, 2011) – The Education Trust—West issued the following statement in response to the U.S. Department of Education’s announcement that it will provide states with the opportunity to apply for waivers to No Child Left Behind (NCLB):

“President Obama’s announcement of an application process for waivers of No Child Left Behind provides California with an unprecedented opportunity to improve our education system to better serve all students. Our state’s leaders have been consistently critical of NCLB and asked for relief from its requirements without presenting a real vision for closing California’s persistent achievement gaps. They now have the flexibility to develop a new accountability system focused on cutting our state’s achievement gaps in half. They also have an opportunity to reform our broken teacher evaluation system and guarantee access to college and career ready curriculum for all students. In a state where students of color and low income students represent the majority of our student population, closing opportunity and achievement gaps and implementing critical reforms should be our leaders’ top priorities. California’s future and our students’ hopes and aspirations depend on the willingness of our state leaders to be courageous enough to turn this unprecedented opportunity into a reality.”

Ed Trust—West Statement on 2011 Accountability Progress Report (APR) Results

Oakland, CAThe Education Trust—West issued the following statement in response to the California Department of Education’s (CDE) release of the 2011 Accountability Progress Report results:

The APR results released today by the California Department of Education make one thing clear: we need to do more for our state’s Latino, African-American, and low-income students.  

Both California’s accountability system, the Academic Performance Index (API), and the federal accountability system of Adequate Yearly Progress (AYP) indicate that far too many California schools are failing to adequately educate their students—especially the low-income students and students of color who now comprise the majority of our state’s student population.

For 2010-11, slightly more than two-thirds of students were required to reach proficiency in English-language arts and math for schools to meet federal AYP targets. The vast majority of California’s Title I schools did not meet this benchmark.

Ed Trust—West Statement on 2011 California High School Exit Exam (CAHSEE) Results

OAKLAND, CA (August 24, 2011) – The Education Trust—West issued the following statement in response to the release of the 2011 California High School Exit Exam (CAHSEE) results today:

The Education—Trust West is encouraged by some of the results of the 2011 California High School Exit Exam. More students than ever are passing the CAHSEE by twelfth grade, with all groups of students passing at higher rates. In particular, passing rates for African-American students have increased more than any other group. The percentage of African-American students passing the CAHSEE has steadily increased since 2006 by 7.2 percentage points for an overall rate of 91 percent. Latino and economically disadvantaged students are passing the CAHSEE by their senior year at similar rates.

Student Achievement in California: Ed Trust—West Statement on 2011 STAR Data

OAKLAND, CA (August 15, 2011) – The Education Trust—West issued the following statement from Executive Director Arun Ramanathan in response to the release of the 2011 Standardized Testing and Reporting (STAR) results by the California Department of Education (CDE) today:

This year’s STAR data demonstrate how far we still have to go in our effort to educate all California students to their fullest potential. Over the last eight years, we have seen slow, incremental growth in the achievement of low-income students and students of color, who now represent the majority in our state’s public schools. The sad truth is that wide achievement gaps still persist between African-American and Latino students and their white peers.