One Year Later: Can State Equity Plans Improve Access to Great Teaching?

Posted on June 17, 2016June 17, 2016 by coreeducation

Teaching quality is recognized as the most powerful school-based factor in student learning. However, capacity and often commitment have been insufficient across states and districts to ensure all students have equitable access to excellent educators. Too often, students from low-income families and students of color experience educational “opportunity gaps,” meaning they have less access to Read more about One Year Later: Can State Equity Plans Improve Access to Great Teaching?[…]

Disconnect Between Parents’ Perceptions of Child’s Performance Versus Achievement Data

Posted on May 24, 2016February 13, 2017 by coreeducation

A new national survey reveals large disconnects between how well parents believe their children perform academically and their actual performance. It also finds that parental aspirations for their child to go to college are much higher than data on the percentage of children who get to and through college. Results from the survey, which was Read more about Disconnect Between Parents’ Perceptions of Child’s Performance Versus Achievement Data[…]

Stanford Data Set Reveals Local Education Inequities

Posted on May 9, 2016May 7, 2016 by coreeducation

Sean Reardon and colleagues at the Graduate School of Education reviewed more than 200 million test scores to spotlight communities with the nation’s worst achievement gaps. The results show almost every school district enrolling large numbers of low-income students has an average academic performance significantly below the national grade-level average. Reardon and colleagues already have Read more about Stanford Data Set Reveals Local Education Inequities[…]

Choosing our Future: A Story of Opportunity in America

Posted on February 11, 2016March 3, 2020 by coreeducation

It’s not what you know, it’s who you know. We’ve all heard the phrase. It’s true, of course, and always has been, that who you know is important. But in today’s technology-driven, globalized world, what you know matters more than ever. The set of skills that is most rewarded in terms of employment and wages Read more about Choosing our Future: A Story of Opportunity in America[…]

Don’t Quit on Me: The Power of Relationships for High School Graduation

Posted on November 25, 2015March 3, 2020 by coreeducation

Don’t Quit on Me: What Young People Who Left School Say about the Power of Relationships examines, from the perspective of young people themselves, the roles that relationships with adults and peers play in decisions about staying in, leaving, and returning to high school. Building on previous studies, including last year’s Don’t Call Them Dropouts, Read more about Don’t Quit on Me: The Power of Relationships for High School Graduation[…]

Parent Perceptions of College and Career Readiness

Posted on October 30, 2015March 3, 2020 by coreeducation

The third and final phase of a new national survey released by Achieve – Rising to the Challenge: Are Recent High School Graduates Prepared for College and Work – shows that better communication between high schools and parents is needed to address the disconnect between parents and students, faculty, and employers in perceptions of recent Read more about Parent Perceptions of College and Career Readiness[…]

Does Money Matter?

Posted on October 16, 2015October 22, 2015 by coreeducation

Does money matter in education? Isabel V. Sawhill of the Brookings Institution answers: Yes, education spending–and teacher salaries–affect student outcomes. Not only that, but the research shows that money matters even more for minority and underprivileged students, making the money issue an equity issue as well. Sawhill reviewed education policy papers and research going back Read more about Does Money Matter?[…]

Grad Gap Wider than Enrollment Gap Among Poor

Posted on October 14, 2015March 3, 2020 by coreeducation

A new longitudinal study highlights the stark reality in the U.S. that class matters far more than academic achievement up to grade 12 in terms of graduating from college. Simply put, even the lowest achieving rich students have a higher likelihood of graduating from college than do the highest achieving poor students. In 2002, researchers Read more about Grad Gap Wider than Enrollment Gap Among Poor[…]

Do States Provide Equitable Funding to Their Poorest Districts?

Posted on October 12, 2015October 22, 2015 by coreeducation

An analysis from Rebecca Sibilia (founder of a new group called EdBuild) looks at differences in how states allocate resources to the neediest districts. The findings are particularly striking because 41 states actually give their neediest students a smaller share of resources, spending more in wealthier districts than in high-poverty districts, and compounding the inequalities Read more about Do States Provide Equitable Funding to Their Poorest Districts?[…]

States Wrestle With How to Get Good Teachers in All Schools

Posted on October 9, 2015October 22, 2015 by coreeducation

Last year, with much fanfare, the Obama administration declared that it would tackle the tricky issue of equitable teacher distribution, calling on states to revise their plans for making sure that high-poverty schools get their fair share of qualified educators. Now most states have answered the call, rewriting plans that initially stemmed from requirements in Read more about States Wrestle With How to Get Good Teachers in All Schools[…]

Evidence of Systemic Biases in Teachers’ Expectations of African American Students

Posted on September 22, 2015September 12, 2020 by coreeducation

New research published by the Upjohn Institute finds that non-black teachers have significantly lower educational expectations for black students than black teachers do when evaluating the same students. This is concerning, as teachers’ expectations likely shape student outcomes and systematic biases in teachers’ expectations for student success might contribute to persistent socio-demographic gaps in educational Read more about Evidence of Systemic Biases in Teachers’ Expectations of African American Students[…]

September Issue Brief: Equity Issues in Education

Posted on September 21, 2015September 19, 2015 by coreeducation

Statistics tell us that despite 61 years of integration and attention to equity, not much has changed in many parts of the United States. Students in high-poverty schools lack the supports needed to become college ready, and school districts that serve the highest percentages of low-income students and students of color receive significantly less in Read more about September Issue Brief: Equity Issues in Education[…]

The Bright Students Left Behind

Posted on September 4, 2015September 12, 2020 by coreeducation

Chester E. Finn Jr. And Brandon L. Wright of the Thomas B. Fordham Institute have recently written a preview article in the Wall Street Journal for their forthcoming book, “Failing Our Brightest Kids: The Global Challenge of Educating High-Ability Students.” The article inverts the typical narrative of a focus on equity, and asks if we Read more about The Bright Students Left Behind[…]

61 Years after Brown v. Board of Education, Many Schools remain Separate and Unequal

Posted on September 3, 2015September 12, 2020 by coreeducation

School equity has long been an issue in the United States. This year marks 61 years since the landmark Brown v. Board of Education case that was designed to give the federal government the authority to enforce school integration. But statistics tell us that despite this case, not that much has changed in many parts Read more about 61 Years after Brown v. Board of Education, Many Schools remain Separate and Unequal[…]

If Everyone Loves ESEA Disaggregation, Why Is Cross-Tabbing Such a Problem?

Posted on July 24, 2015July 17, 2015 by coreeducation

Cross-tabbing refers to looking at education data for disadvantaged students across different categories, such as race and gender combined. Charles Barone offers us a useful example: Black males are many times more likely to be subject to corporal punishment – in school – than black females. Averages for black students across gender hide this phenomenon. Read more about If Everyone Loves ESEA Disaggregation, Why Is Cross-Tabbing Such a Problem?[…]

Addressing the College Readiness Challenge in High-Poverty Schools

Posted on July 17, 2015March 3, 2020 by coreeducation

Students in high-poverty schools lack the supports needed to become college ready, according to a report from CLASP. Course, Counselor, and Teacher Gaps: Addressing the College Readiness Challenge in High-Poverty High Schools analyzes the nation’s 100 largest school districts, focusing on “high-poverty schools” (where at least 75 percent of students live in poverty) and “low-poverty Read more about Addressing the College Readiness Challenge in High-Poverty Schools[…]