Equitable Materials and Policies
The National Education Policy Center's new book "Closing the Opportunity Gap" offers a wide array of policy recommendations for closing the opportunity gap and ensuring all students have the resources they need to succeed. This policy guide distills the most important recommendations from the book at three different levels: at the level of students' individual needs, at the level of in-school opportunities and resources, and at the level of communities and neighborhoods.
More than 20 million students in the United States are below proficient in reading and math and barred from the educational opportunities that will lead to success.
In his second inaugural address, President Barack Obama returned repeatedly to the theme of "we the people" and the ever-more-inclusive nature of that "we" in our nation.
A new study released by UCLA's Civil Rights Project is the first of its kind to thoroughly explore school segregation trends in Massechusetts since the peak of desegregation in the 1980s.
If you're in the D.C. area on Thurs. May 9th, we have a treat for you! There will be a free screening of "The New Public," a film by Jyllian Gunther that follows four years in the life of Brooklyn Community Arts and Media High School (BCAM). Watch the trailer below.
Top-down pressure from federal education policies such as Race to the Top and No Child Left Behind, bolstered by organized advocacy efforts, is making a popular set of market-oriented education “reforms” look more like the new status quo than real reform. Reformers assert that test-based teacher evaluation, increased access to charter schools, and the closure of “failing” and under-enrolled schools will boost at-risk students’ achievement and narrow longstanding race- and income-based achievement gaps. This new report from the Broader, Bolder Approach to Education examines these assertions by comparing the impacts of these reforms in three large urban school districts – Washington, D.C., New York City, and Chicago – with student and school outcomes over the same period in other large, high-poverty urban districts. The report finds that the reforms deliver few benefits, often harm the students they purport to help, and divert attention from a set of other, less visible policies with more promise to weaken the link between poverty and low educational attainment.
Mass school closings have become a hallmark of today's dominant education policy agenda. But rather than helping students, these closures disrupt whole communities. And as U.S. Department of Education data suggests, the most recent rounds of mass closings in Chicago, New York City and Philadelphia disproportionately hurt Black and low-income students.
What can you do to end these discriminatory and unacceptable school closures?
It's a sad fact that a high school diploma from New York City public schools today doesn't mean a student is ready for college. In fact, 80 percent of enrolled students at the City University of New York's community colleges last fall required remedial classes in reading, writing and math.
Great news coming out of Arkansas on the school discipline front! After being approved by the legislature, a bill is heading to the governor's desk that will make big changes in how the state gathers, examines and acts on school discipline data.
A new guide from the Opportunity to Learn Campaign, Opportunity Action, and national partners including the National School Board Association (NSBA) highlights school districts across the country for their efforts to create discipline policies aimed at ending excessive and discriminatory out-of-school suspensions. "Addressing the Out-of-School Suspension Crisis: A Policy Guide for School Board Members" urges local officials to implement positive discipline policies that keep students in the classroom and learning.