Highly Effective Teachers

An Arkansas Student Bill of Rights

Posted on: Wednesday May 9th, 2012

Students and teachers shouldn't be held accountable to high-stakes test scores and grades unless they have the resources they need meet those standards. "An Arkansas Student Bill of Rights" calls for the state government to be held accountable for providing all students with the resources and opportunities they need to succeed. 

Accountability should go both ways. Students and teachers shouldn't be held accountable to high-stakes test scores and grades unless they have the resources they need meet those standards. Which means that state governments should be held to account for providing high-quality resources and opportunities for all children, regardless of where they live. 

SOTU: The Commander-in-Chief — and the Battle for Public Education

Posted on: Thursday January 26th, 2012

During Tuesday night's State of the Union Address, President Obama touched on education issues at several points in his speech. The Schott Foundation for Public Education today released its response to the President's education message.

 During Tuesday night's State of the Union Address, President Obama touched on education issues at several points in his speech. The Schott Foundation for Public Education today released its response to the President's education message:

The "Education Spring" Is Here

Posted on: Friday May 17th, 2013

May 17th is the 59th anniversary of the historic Brown v. Board of Education Supreme Court decision. Decades later, students, parents, teacher and advocates are still fighting against education policies that leave students of color and low-income students deprived of the resources and opportunities they need to succeed. But a grassroots revolution is brewing, what blogger Jeff Bryant has been calling an "education spring," and this past week has seen headline-grabbing victories and inspiring actions.


Thousands of students in Philadelphia staged
a city-wide walkout to protest budget cuts.

Bringing the Equity Commission to America's Classrooms: A Webinar for Educators

Posted on: Wednesday May 15th, 2013

Mark your calendars for an exciting, free webinar on Wed. May 22nd at 7:00 p.m. (ET) hosted by the Center for Teaching Quality, OTL Campaign, National Education Association, and the Stanford Center for Opportunity Policy in Education.

Bringing the Equity Commission to America's Classrooms:
A Webinar for Educators

Wednesday, May 22nd at 7:00 p.m. ET

How to Close the Opportunity Gap: Key Policy Recommendations

Publication Date: 
Mon, 2013-05-13
Organization: 
National Education Policy Center
Type: 
Policy
Category: 
Equitable instructional 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.

Give At-Risk Students Early, Tailored Supports

Posted on: Monday May 13th, 2013

By Chris Hill, NC Justice Center, and John H. Jackson, Schott Foundation

It’s time we recognize that students fall behind not because of inherent character flaws, but because our education policies for the past two decades have focused on implementing tough standards while failing to build support systems that address the societal factors that create barriers to academic success.

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.

Moving From Standards to Supports

Posted on: Monday May 13th, 2013

By John H. Jackson, President & CEO, Schott Foundation

Standards-based reform creates an inherent system of winners and losers by raising the bar and assessing who makes the cut. Supports-based reforms provide and strategically align the needed resources so each student has the opportunity to reach that bar—and surpass it.

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.

"Who Is Teaching Our Kids, Mr. President?"

Posted on: Tuesday April 30th, 2013

Many students, including those with disabilities, English Learners, students of color, and students from low-income or rural communities are being taught by teachers with little or no training. The 93-member Coalition for Teaching Quality asks that the US DOE compile a national report on the number of students being taught by teachers-in-training who are inappropriately identified as "highly qualified teachers" under federal law.

The following is an open letter to President Obama from the Coalition for Teaching Qualtiy, a broad-based coalition of 93 local, state and national organizations (full list below), including the OTL Campaign, requesting a report on the distribution of teachers by state. 

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Market-Oriented Education Reforms' Rhetoric Trumps Reality

Publication Date: 
Tue, 2013-04-23
Author: 
Broader, Bolder Approach to Education
Type: 
Report
Category: 
Equitable instructional materials and policies

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.

New OTL Policy Guide: School Boards Play Key Role in Ending Suspensions

Posted on: Friday April 12th, 2013

At the National School Boards Association (NSBA) Annual Conference this weekend, hundreds of school board members voted to adopt a resolution to prevent the use of out-of-school suspensions and encouraged school boards to implement positive discipline policies that keep students in the classroom and learning. One of the most crucial tools to use on the local level is being released today: the OTL Campaign's brand new policy guide for school board members and local advocates.

National School Boards Association Votes for
Resolution to Prevent Out-of-School Suspensions

New OTL Policy Guide Highlights Successful District Reforms