College & Career Readiness
More Hispanic students are taking the ACT college-entrance exam, and in some states their scores inched up, new data show. But the achievement gap persists for the class of 2017, with many Hispanic students failing to meet benchmarks for university-level work.
Iowa leaders are seeking federal approval for a new school accountability plan that will replace No Child Left Behind’s approach to holding schools accountable for student performance.
The Every Student Succeeds Act was signed into law by President Barack Obama in 2015. It gives state leaders broader authority to use their own measures of success when evaluating schools.
Iowa’s minority and low-income students will have different — sometimes lower — goals than their white, affluent peers under a new school accountability plan developed by the Iowa Department of Education.
That is drawing attention to the sticky crossroads of educational aspirations and the reality of helping students who are sometimes three to four grade levels below their peers.
After years of intense pressure on school test scores, the state’s education department on Monday submitted a final plan to the federal government that broadens its previous reach — promising to evaluate more schools than before, and in a well-rounded fashion.
With the federal No Child Left Behind education law being replaced by the Every Student Succeeds Act (ESSA) nationwide, Minnesota will focus on the lowest-performing schools that get federal money for low-income students.
The District’s innovation schools use a problem-solving approach to learning. Such a significant shift has not been easy.
Millions of federal and state dollars are spent each year on increasing the number of Advanced Placement classes in low-income majority black and Latino high schools. Is this a benefit to the students or a payday for the testing company?
Telling the stories of the nation’s rural schools means better understanding what they offer the roughly 8.9 million students enrolled.
It also involves understanding the communities around those schools, the students attending them, and the challenges they face, a panel of educators and journalists explained recently during EWA’s National Seminar in Washington, D.C.
And one of the most important stories to tell about rural education involves inequality, said Alan Richard, a longtime education writer and editor.
New results from the nation’s most widely used college admission test highlight in detailed fashion the persistent achievement gaps between students who face disadvantages and those who don’t.
Scores from the ACT show that just 9 percent of students in the class of 2017 who came from low-income families, whose parents did not go to college, and who identify as black, Hispanic, American Indian or Pacific Islander are strongly ready for college.
Do ‘No-Excuses’ Charter Schools Lead To Success After High School? At One High-Profile Network, The Answer Seems To Be Yes
Many so-called “no-excuses” charter schools — often featuring longer school days, intensive tutoring, and strict discipline — have high test scores. But critics often say those scores are unlikely to translate into outcomes that really matter, like getting through college.
New U.S. Census data show a dramatic increase in the number of Hispanics attending school, reaching nearly 18 million in 2016. The figure — which covers education at all levels — is double the total 20 years earlier.
“Hispanic students now make up 22.7 percent of all people enrolled in school,” said Kurt Bauman, the chief of Census Bureau’s Education and Social Stratification Branch, in a statement.
When it comes to judging a school’s quality, what matters most? A new poll suggests the American public puts a premium on offerings outside of traditional academics, including career-focused education, developing students’ interpersonal skills, and providing after-school programs and mental health care.
At the same time, even as local schools were generally viewed favorably in the national survey, parents said they would consider taking advantage of vouchers for private or religious schools if the price was right.
Valarie Honeycutt Spears of the Lexington Herald Leader reports on the Eastern Kentucky school districts struggling to keep the doors open after taking hits of $1 million or more in a year from a combination of economic and demographic factors.
Anna Burlson spoke with students at Weber State University for the Standard-Examiner as they prepare for another school year with optimism and hope.
Currently, most undocumented students are protected from deportation under Deferred Action for Childhood Arrivals, a policy enacted by the Obama administration. But with immigration arrests up, many are unsure about their future.
About a third of public school students in the District are considered “college and career ready” in math and English, according to test scores released Thursday that showed slight gains in both subjects, particularly in the traditional public schools.
D.C. Public Schools, which educates a little more than half of the District’s 90,000 public schoolchildren, surpassed the performance of charter schools in English language arts and math by small margins. The charter schools also made gains, now boasting 10 straight years of rising scores.
Journalist Kelly Field recently won a top honor at EWA’s National Seminar for her compelling series, “From the Reservation to College,” on the education of Native American students. Field’s coverage for The Chronicle of Higher Education — supported by an EWA Reporting Fellowship — follows several students from the Blackfeet Indian reservation in Montana. Their experiences highlight the significant educational challenges facing Native communities in the U.S. today.
The Deferred Action for Childhood Arrivals program — or DACA — continues to make headlines, with several bills introduced in Congress this month aimed at protecting undocumented young immigrants who were brought to the U.S. as children and providing them with a path to citizenship.
DACA provides recipients access to higher education, putting educators on the front lines of the debate over undocumented youth. Many colleges and universities have created special websites or designated personnel to help DACA students navigate college and feel safe on campus.
Students at the MC2 STEM High School in Cleveland don’t sit through lectures all day. They learn through projects, like designing and building above-ground gardens, calculating the powers of a comic book superhero or constructing a recording studio to record a song.
The good news on America’s report cards: More high school teachers are handing out A’s. But the bad news is that students aren’t necessarily learning more.
Recent findings show that the proportion of high school seniors graduating with an A average — that includes an A-minus or A-plus — has grown sharply over the past generation, even as average SAT scores have fallen.
In 1998, it was 38.9%. By last year, it had grown to 47%.
While many high schools focus a lot of energy on getting students into college, admissions is only the first step. And especially when it comes to low-income students and those who are first in their family to attend college, many drop out long before they complete a degree.
Growing concern about this problem is sparking efforts in the K-12 realm to ensure better college success rates for high school graduates.
In 1985, ninth grader Todd Campbell dropped out D.C.’s Cardozo High School to take care of his sick father. Though he planned to return later for his diploma, life kept getting in the way. Campbell’s first daughter was born when he was just 18, and he needed to find work to support her. After taking up trucking for more than a decade, he eventually started his own garbage collection business in 2001, which he managed for seven years until the recession hit. The price of fuel skyrocketed, and Campbell’s Curbside Disposal was forced into bankruptcy.
Graduation rates at D.C. schools have rapidly improved in the past five years, but other measures indicate students are not gaining the skills needed to be successful in college.
Education experts are concerned that low scores on exams meant to gauge college preparedness and low college graduation rates for D.C. students indicate District schools are handing out diplomas to students who are not ready for postsecondary opportunities.
When it comes to their children’s education, what are parents’ biggest concerns? Paying for college is No. 1. After that, they worry about their children’s happiness and safety at school.
But academics? Not so much. Parents do care, but as long as their children are perceived to be happy and succeeding — especially if that’s what teachers are telling them – they figure everything is fine in that area.
Kentucky Commissioner of Education Stephen Pruitt recently said his state is developing a system that “blurs the lines between career and technical education and what you might call traditional academia.”
And in Illinois, school districts like the one in Arlington Heights are “redefining our academic handbook around career pathways,” according to Lazaro Lopez, the associate superintendent of High School District 214.
Holding kids back at third grade when they don’t meet the academic standards will give them a boost in achievement, by some measures. And, it doesn’t affect their likelihood of finishing high school.
A $10 million prize from the national nonprofit XQ Super School Project is already overhauling Vista High, encouraging more cross-disciplinary, independent projects; enhanced access to technology; and close attention to social and emotional skills. The changes support a contention of high-school reformers nationally and some educators here: “The way we’re teaching students, it’s not working,” the Vista science teacher Allison Whitman said during a recent weekday before school ended for the summer.
Laura Isensee of Houston Public Media discusses Furr High School, which recently received a $10 million grant to help it reinvent what, when, and how students learn. The changes are already underway: a veteran principal was lured out of retirement to take the helm; students are able dig into their own areas of interest during regular periods of “Genius Time”; and even the hiring process for teachers and staff has taken some innovative turns. What’s been the response of the school community to these new developments?
The Rivard Report’s Bekah McNeel explains that while changes to the funding formula are the ultimate goal for most public school advocates in Texas, some districts are not waiting around for legislative relief.
Valarie Honeycutt Spears writes for the Lexington Herald Leader about the Kentucky middle school chorus teacher whose recent coming-out as bisexual lent comfort to some of his LGBT students, but also cost him his job.
Kennebunk students build tiny vessel, prepare to let it go – across the ocean
After 168 days and 12 hours at sea, a small sailboat built by high school students in Kennebunk washed ashore in Scotland after traveling thousands of miles. The boat had sailed across the Atlantic, then up and down the coasts of Portugal, Spain and Ireland before it was discovered Friday by a pair of Canadian tourists exploring a beach on a remote Scottish island.
School superintendents across the country are raising alarms about the possibility that Republican health care legislation would curtail billions of dollars in annual funding they count on to help students with disabilities and poor children.
Eva-Marie Ayala of The Dallas Morning News digs into a clash between charter schools pushing for state funds to pay for their buildings, while others want the money to go toward vouchers for private schools. Gov. Greg Abbott has made school choice a focus of the special legislative session that starts July 18.
On a recent Friday morning, students in Kalee Barbis’ English class at Washington Leadership Academy work diligently on laptops as they sit under the high, vaulted ceilings of the school’s Great Hall. Light filters through stained glass windows as the students put the final touches on essays about the lives of Matthew Shepard, Trayvon Martin, Pablo Escobar, and others.
Liz Bell of Education NC found that some North Carolina teachers had to mark students’ final grades as “incomplete” because they received final exam scores before their grading deadlines, and in some cases, teachers were asked to come back to school—after their contracts are over—to amend students’ final grades.
The rapid improvement over the past decade in Washington, D.C.’s district-run schools — as measured by rising test scores and graduation rates — has drawn national notice.
But officials with the District of Columbia Public Schools remain concerned that too many students still slip through the cracks, with 31 percent failing to graduate high school on time, based on the most recent DCPS data.
EdSource’s Jane Meredith Adams reports on an apparent high school suicide cluster in Clovis Unified School District that has fast-tracked district efforts to do more to address students’ mental health.
So how do Latino parents judge the quality of their child’s school? The good old-fashioned way: by reviewing their child’s report card.
A recent poll conducted by the Leadership Conference Fund, a nonprofit civil rights group based in Washington, D.C., found that 86 percent of Latino families said their child’s report card topped the list in judging school quality.
Jennifer Pignolet of the Commercial Appeal checks on the closure of an AmeriCorps program called City Year in Memphis, which is wrapping up a pilot year at Brownsville and Westside Achievement Middle, a state-run school in Frayser.
The waiting list to get into USC Hybrid High College Prep in downtown Los Angeles is long – about two students for every one admitted – and so is the commute for many of the students who go there. An hour-and-a-half each way by bus or car isn’t uncommon.
Ashley Smith of Inside Higher Ed discusses why the Golden State is leading the nation in free community college initiatives. Currently, a quarter of all such programs nationally are located at California institutions. The growth is a mix of grassroots efforts by individual campuses, cities, and community organizations. At the same time, California’s Democratic lawmakers are pushing for a statewide effort to add even more free seats at two-year colleges.
The level of trust that middle school students of color have for their teachers could have long-term impacts on whether or not they enroll in college, according to a new study published in the journal Child Development.
President Obama has renamed the My Brother’s Keeper initiative he created to close the opportunity gaps faced by black and Latino males, hoping the new moniker will more accurately reflect its mission and increase the chances of its longevity.
Benjamin Herold of Education Week discusses why media literacy is in the spotlight in the wake of the presidential election, and the troubling findings of a new Stanford University study that showed the vast majority of students from middle school through college can’t identify “fake news.” Why are so many digital natives flunking when it comes to evaluating the reliability of material they encounter online? How are policymakers, researchers, and educators proposing that schools address this deficit in critical-thinking skills?
News stories often state that black and Latino males have lower test scores and graduation rates than their white and Asian peers, that they’re more likely to be disciplined in school and be incarcerated. UCLA professor Tyrone Howard decided to produce a report that offers a different perspective.
In a new series, Memphis Commercial Appeal reporter Jennifer Pignolet tells the story of Shelby County students working hard to make it to college — and to succeed once they arrive. And their challenges aren’t just financial: for some, like Darrius Isom of South Memphis, having reliable transportation to get to class on time is a game changer. And what are some of the in-school and extracurricular programs that students say are making a difference? Pignolet also looks at the the Tennessee Promise program, which provides free community college classes to qualified students, and assigns a mentor to help guide them.
THANKSGIVING BONUS: EWA journalist members share some of the things they’re grateful for this year.
The long, strange election cycle came to an end Tuesday with the election of Donald Trump as the next president. And while his campaign platform was scarce on education policy details, there’s no question his administration will have a significant impact, from early childhood to K-12 and higher education.
Latino children will “pretty much determine the fate of Texas” during the 21st century, the state’s Higher Education Commissioner Raymund Paredes said in his annual address this week.
That’s why the state will need to get more creative in educating Latinos and ensuring they graduate from college. “Doing business as usual,” won’t work, he said, according to the Austin American-Statesman.
Timothy Pratt of The Hechinger Report discusses why liberal arts colleges in Appalachia are making Latino student recruiting a top priority. A 2016 EWA Reporting Fellow, Pratt recently completed an in-depth reporting project on the implications of this shift for private colleges — many of which are struggling to keep enrollment counts up.
A record 83.2 percent of students graduated from U.S. high schools in 2015, and the graduation rates of black and Latino students were also up. But there’s still work to be done, President Obama said in his “final report card” speech at Benjamin Banneker Academic High School in Washington, D.C., Monday.
As federal education officials tout a fourth consecutive year of improvement in the nation’s high school graduation rate, the reactions that follow are likely to fall into one of three categories: policymakers claiming credit for the gains; critics arguing that achievement gaps are still far too wide to merit celebrating; and policy wonks warning against misuses of the data.
President Obama wants more American Indian students to graduate from college. But look at the challenges these high schoolers face, and it becomes clear why that is a tall order.
Read more from an occasional series of articles on the transition to college for students at Browning High School on the Blackfeet Indian Reservation in Montana.
Eleven years ago, as Hurricane Katrina’s floodwaters receded, experts promised to transform the city by upending its schools, fixing poverty and crime by and through degrees. …
Far more students graduate from New Orleans public high schools now: 75 percent, up from 54 percent before the storm …
But the real test is what happens after high school. The new New Orleans won’t materialize if beaming teenagers walk off the graduation dais as if it were a gangplank.
In what the White House Initiative on Educational Excellence for Hispanics is calling a “culturally relevant” resource guide, Latino students and their families could find all they need to know about preparing, applying, paying for and succeeding in college.
The Washington, D.C.-based nonprofit Excelencia in Education has released its annual list of college programs and community groups that are effectively supporting the educational advancement of Latino students in higher education, or “Examples of ¡Excelencia!“
Here’s a look at this year’s honorees.
Pathway to the Baccalaureate Program, Northern Virginia Community College
Millions of high school graduates show up for the first day of college academically unprepared for the rigors of higher ed. And that’s where remedial (or “developmental”) education comes into play. Students don’t get academic credit for these classes even though they still cost them in time and money. And there’s another problem: being placed in even one remedial class as a freshman — particularly at a community college — can significantly reduce a student’s odds of ever completing a degree.
The number of Hispanics taking the ACT exam jumped 50 percent from 2011 to 2015. But only 15 percent of those test takers are scoring well enough to be deemed college-ready in all four subjects, compared to 28 percent of other students.
These figures starkly reflect “the gap between the level of aspiration and the level of readiness” required to thrive in college, said Juan Garcia, senior director of the ACT’s Office for the Advancement of Underserved Learners.
The boys (and girls) are back in town. For class, that is.
See how forced that lede was? Back-to-school reporting can take on a similar tinge of predictability, with journalists wondering how an occasion as locked in as the changing of the seasons can be written about with the freshness of spring.
Recently some of the beat’s heavy hitters dished with EWA’s Emily Richmond about ways newsrooms can take advantage of the first week of school to tell important stories and cover overlooked issues.
What will it take for the federal government to provide American Indian and Alaskan Native students with the schooling and services they’ve long been promised?
Margarita is a four-year-old girl living in East Harlem. She speaks Spanish at home with her Mexican-born parents, is obedient, well-behaved and plays well with kids her age, younger and older.
This report examines the status of education in the United States by aggregating high quality research and data from numerous credible sources. Each chapter describes the context and the current state of play in each focus area — including student achievement, standards and testing; school finance, and charter schools, among others. It highlights key policy issues and trends affecting public education now and in the future.
For education reporters, coming up with fresh ideas for back-to-school stories is an annual ritual. And if you’re balancing the K-12 and higher education beats, it can be an even bigger challenge.
Now that the White House race has narrowed to Hillary Clinton and Donald Trump, how is education playing out as an issue in the campaign? Will it prove an important fault line between the Democratic and Republican candidates? Will Trump offer any details to contrast with Clinton’s extensive set of proposals from early childhood to higher education? What are the potential implications for schools and colleges depending on who wins the White House? Also, what other races this fall should be on the radar of journalists, whether elections for Congress, state legislatures, or governor?
Chalkbeat, the Indianapolis Star and WFYI are teaming up for a joint project to examine why inequality and segregation continue in Indianapolis 60 years after the landmark Brown vs. Board of Education outlawed “separate but equal” schools — and solutions that could lead to change.
If you haven’t yet heard of the U.S. Supreme Court’s decision to uphold the use of race as a factor in college admissions, you may have at least seen the #BeckyWithTheBadGrades buzz on Twitter and wondered what it meant.
Though it is in part a reference to Beyoncé’s “Lemonade” sensation, the hashtag has more to do with higher education than pop culture.
Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance
Teaching Adolescents To Become Learners summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies and social skills, and proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context.
The ascent of Duckworth’s buzzword owes a lot to her prior doubts about her own grittiness. Clearly, she had talent—a characteristic that Duckworth defines as “how quickly your skills improve when you invest effort.” It’s what enabled her, in her 20s, to hopscotch from one station in the meritocracy to another: Marshall Scholar at Oxford (where she picked up a neuroscience degree), speechwriting intern at the White House, management consultant at McKinsey, and finally science teacher at a charter school.
All of which brings me back to the question of how to help children develop those mysterious noncognitive capacities. If we want students to act in ways that will maximize their future opportunities—to persevere through challenges, to delay gratification, to control their impulses—we need to consider what might motivate them to take those difficult steps.
When it comes to the story of Massachusetts’ public schools, the takeaway, according to the state’s former education secretary, Paul Reville, is that “doing well isn’t good enough.”
Like many of their counterparts across the country, 10th graders at the School of Business and Tourism, part of the Miguel Contreras Learning Complex near downtown Los Angeles, read To Kill a Mockingbird. But they also read the works of self-help writer Dale Carnegie. Eleventh graders study The Great Gatsby but earlier in the year they pondered Contagious: Why Things Catch On, by Jonah Berger.
“If you’ve made the commitment to go to school here, then you’ve made the commitment to go to college.”
In the dozen years that Angela Duckworth has researched the concept of grit, she’s found new ways to test its validity, identified examples of it in popular culture, and worked to bust myths about its application in schools. But she hasn’t developed a just-add-water curriculum package that interested schools can use to develop the character trait in their students.
Some students throughout Arizona won’t have to add a $40 ACT fee to the list of bills they’ll encounter on the path to college.
When students feel engaged and connected to their schoolwork, it’s no surprise that they tend to have better academic outcomes. But a new study of career and technical education programs suggests the benefits can extend well beyond high school graduation.
When Yehimi Cambron crossed the U.S. border from Mexico with her parents, they told her she would not have documented legal status in this country. But as a third-grader, she had no concept of how that would affect her.
It wasn’t until she was 15 and denied a $50 prize in an art competition because she didn’t have a Social Security number that she grasped its meaning.
Construction Ahead: Are State Policies Building Bridges, Detours, or Roadblocks to College?
Far far too many students, the path between high school and higher education is littered with detours and roadblocks. … “Mapping College Ready Policies 2015-16,” a data visualization project released earlier today by New America’s Education Policy Program, analyzes individual states’ progress towards addressing these challenges to ensure all students are on a sturdy bridge on their route from high school to higher education.
In the Long Beach Unified School District, Superintendent Chris Steinhauser actively recruits students to take Advanced Placement classes.
“Hey ‘John,’ according to our data, you qualify for these AP,” he says he would write in a letter to students in the district. “You need to talk to your mom and dad.”
According to a leading economist, the public debate over affirmative action’s role in higher education is missing the point, and could actually lead to worse academic outcomes for students who get a boost from a college’s affirmative action policies. That view, however, is hotly contested by a wide range of scholars.
Programs that allow students to take college classes in high school have been gaining popularity in schools across the country.
A few weeks ago Reina Olivas got on the phone with a freshman college student. “She was having a hard time with the cultural experience, the college experience,” said Olivas, a college mentor who’s in her third year at the University of Texas at Austin. “So I asked her this initial question – ‘Have you gone to office hours?’”
Olivas is part of an eight-person crew at the Dell Scholars Program that connects with 1,500 college students across the country who could use a helpful hint from other students who also are wending their way through higher learning.
Do tests or high school grades better determine whether a student is ready for college-level math and reading? For public universities and community colleges, increasingly the answer is both – or no tests at all, reporters learned during a seminar hosted by the Education Writers Association in Los Angeles last month.
The SAT has been called out of touch, instructionally irrelevant, and a contributor to the diversity gaps on college campuses because the test arguably benefits wealthier students who can afford heaps of test preparation.
But now the SAT is fighting back. The College Board, the test’s owner, is hoping that a major makeover of the assessment that’s set to debut this weekend will persuade critics that students, teachers and colleges still need an exam that has been a centerpiece of the admissions landscape for 90 years.
In the Windy City, one out of every 10 high schoolers is enrolled at a campus in the Noble Network of Charter Schools. And while Noble students typically perform well, the network is facing some growing pains in the nation’s third-largest school district. Among the challenges: An increasingly diverse student population, competition for enrollment from traditional Chicago Public Schools campuses seeking to reinvent themselves, and concerns about Noble’s strict discipline policies and emphasis on preparing for the ACT college entrance exam.
Many community college students dream of making the transition to a four-year institution but the application process can be daunting – especially if you don’t have experienced family members to ask for help. Enter the “Pushy Moms” at LaGuardia Community College, a volunteer group of mothers well-versed in the ins and outs of the higher education admissions maze.
A new report from a coalition of educators suggests it’s time to rein in ambitious students (and their families) when it comes applying to the nation’s top colleges and universities.
The many complaints about the large quantity of standardized assessments American students take may make giving another test a hard sell. But some U.S. high schools have recently added a voluntary exam that puts their student achievement in reading, math and science into an international context.
Here’s something to add to your list of New Year’s resolutions, and it might even make it easier to keep that pledge to exercise more often: Subscribe to EWA Radio! Each week, we feature education journalists sharing the backstory to their best work. You’ll hear tips for managing the daily beat, as well as ideas for localizing national issues for your own audience.
Here are a few more opportunities from EWA to help ramp up your reporting in 2016:
With most schools closed until after the New Year, the holidays can be a dry spell on the education beat. But there’s no shortage of ideas for creative reporters who are willing to venture into less-familiar territory.
The U.S. Department of Education is celebrating a new milestone for the nation’s high school graduation rate, with just over 82 percent of seniors earning diplomas in 2014. But these statistics, like so many others in the education realm, should come with a warning label: The numbers don’t tell the full story.
A cup of coffee in a comfortable lounge may be just what students need to keep them relaxed about the college application process. At least, that’s what a new education-focused center in Houston is going for.
Cafécollege Houston opened last week, modeled after San Antonio’s successful center with the same name – a “one stop shop” for teens and adults looking for guidance on college applications, financial aid, the college transfer process and more.
Since 2003, more information is produced every two days than the total sum of information produced between that year and the dawn of time, the CEO of Google said in 2010. Easily web-accessible facts, names and articles have grown exponentially, so much so that some say students can’t be taught like they were in the past, when rote memorization was the gold standard for learning and information wasn’t at almost everyone’s fingertips.
Should race-based college admission policies prioritize minority students from affluent families over those from low-income households?
That’s the question at the heart of a heated debate as the Supreme Court prepares to hear another round of arguments in the high-profile Fisher v. University of Texas affirmative action case next week.
“College and career readiness” has become the rallying cry for what high schools should aim to achieve for their graduates. But large numbers of students still arrive on college campuses needing remedial courses, and many of those who are academically ready still struggle to adapt to college and earn their degrees.
Despite persistent political debates, the Common Core State Standards are now a classroom reality in public schools across the country. Yet much is in flux as educators wrestle with how best to teach the Common Core — or their own state’s version of it — and some states rethink the tests tied to the new K-12 standards.
There was plenty of levity on Twitter in the wake of Republican presidential candidate Marco Rubio’s declaration that “we need more welders, less philosophers.”(This English major would have preferred he said “fewer” philosophers, by the way.)
LOCKED OUT: Improving Educational and Vocational Outcomes for Incarcerated Youth
The Council of State Governments Justice Center
There is perhaps no population of young people who have a greater need for access to quality education and who experience more barriers to access than incarcerated youth. How are educational and vocational services being made available to them? How are states collecting and tracking student outcome data? How are juvenile correctional agencies and education agencies working together to ensure that these youth transition to a community-based educational or vocational setting after release from incarceration?
Last week the White House announced a new higher education experiment that will direct federal grants to some high school students who want to enroll in college classes.
The plan is to start small, with the administration offering $20 million to help defray the college costs of up to 10,000 low-income high school students for the 2016-2017 academic year. The money will come from the overall Pell Grant pot, which is currently funded at more than $30 billion annually and used by 8 million students.
Ethnic studies programs have had their fair share of controversy in this nation, but researchers maintain they can be a way to improve engagement and student outcomes.
Students who transfer between colleges and universities on their path to achieve a college degree often encounter obstacles — barriers, like lost credits, that could keep them from finishing their degree altogether. At EWA’s recent seminar in Orlando focused on higher education, reporters got a lesson in the data on transfer students and heard from experts who are making the process of transferring and going on to earn degrees easier for students at their community colleges.
Each year, hundreds of thousands of new college students arrive on campus unable to handle freshman level work and wind up in remedial classes. That’s a major frustration not only to the students but also to lawmakers who believe public dollars are being used twice for the same instruction – once at the K-12 level, then again in postsecondary financial aid.
In a speech honoring Hispanic Heritage Month and the 25th anniversary of the White House Initiative on Educational Excellence for Hispanics Thursday, President Obama praised Hispanic students for helping drive the U.S. high school graduation rate to an all-time high and also announced the commitments of hundreds of millions of dollars in aid to boost student academic success.
Why do so few students from low-income families earn college degrees, even when they were academic standouts as high schoolers? And what can be done to help these students make a smoother transition to higher education?
Kavitha Cardoza tackles these questions in “Lower Income, Higher Ed”, a new documentary for WAMU Radio in Washington, D.C.
The United States government needs a Department of Talent to coordinate its education, labor and immigration agencies, the head of one of the nation’s largest education foundations said last week.
California supporters of the Common Core had hoped the new standards emphasizing college readiness would help narrow the achievement gap for black and Latino students in the state, but the latest test results show that gap might be even bigger than it was previously thought to be.
U.S. Secretary of Education Arne Duncan launches his sixth annual back-to-school bus tour this week, and the chosen locations offer some insights into the department’s priorities in the waning days of the Obama administration.
Latino and black students who took and passed Advanced Placement exams in California outscored their peers in other parts of the country.
Many states are rolling out the first round of test scores this fall from brand new assessments pegged to the Common Core standards. Join EWA for a Sept. 10 webinar designed to help reporters better understand what’s coming and how they can report on the data in meaningful ways.
It’s easy to get cynical about back-to-school stories – especially when you’ve been an education reporter for many years. But it’s important to remember that for many children and their families – one of the prime audiences for such reporting – this might be the first time they’ve gone through the experience.
The Education Writers Association, the national professional organization for journalists who cover education, is thrilled to announce that its annual conference will take place from Sunday, May 1, through Tuesday, May 3, 2016, in the historic city of Boston.
Co-hosted by Boston University’s College of Communication and School of Education, EWA’s 69th National Seminar will examine a wide array of timely topics in education — from early childhood through career — while expanding and sharpening participants’ skills in reporting and storytelling.
Fewer Hispanic 18- and 19-year-olds are disconnected from school and jobs than before the Great Recession, a new Pew Research Center analysis of federal data shows.
The percentage of Hispanic youth who are unemployed and not enrolled in school is the lowest it has been in 10 years, with a dramatic drop from 21 percent in 2009 to 16 percent in 2014.
Connecting Education, Workforce Data Key to Strong State Labor Markets
National Governors Association
As the individual with the platform and budget authority to guide public education and economic development at the state level, the governor plays a central role in ensuring that public educational institutions provide students with the knowledge and abilities required for a successful life and career. The systemic use of data from education and labor markets informs governors and other policymakers of the effectiveness and efficiency of their existing postsecondary systems and students and employers of labor market conditions.
Latino professors from universities across the country give incoming college freshmen advice in a recent post on NBC News Latino, sharing both practical reminders — like “use the class syllabus” and “get to know your teachers” — and heartfelt sentiments about what it means to be Latino on a college campus.
The 53.5 million K-12 students heading to the classrooms in America’s public, charter and private schools this fall are more racially diverse than ever before, according to a recent analysis by the Pew Research Center.
While it may seem that every back-to-school story has been written, the well is far from dry. Are you following the blogs teachers in your district write? Have you amassed the data sets you’ll need to write that deep dive explaining why so many local high school graduates land in remedial classes when they first enter college?
No? It’s OK. You’re not alone.
In a new study evaluating the college application habits of recent high school graduates in Texas, researchers found that academically talented Hispanic and black students were likely to pass up a chance at an Ivy League education and apply to colleges closer to home.
With its new report, “Motivation Matters: How New Research Can Help Teachers Boost Student Engagement,” Carnegie Foundation writers Susan Headden and Sarah McKay bring needed clarity to this growing field. They define key terms, discuss research findings, and explain promising approaches to boosting motivation. The report is organized according to three major factors that contribute to student motivation: rewards and value, mindsets, and relationships. It also explores the system-level supports that are necessary for the scaling and long-term success of this work.
Schools that that teach low-income students a notoriously demanding curriculum are almost twice as likely to see those students enroll in college, a new report shows.
This news comes on the heels of growing research suggesting that challenging assessments, which are a staple of the International Baccalaureate program featured in the report, help students develop a deeper understanding of key subjects like math and history. That “deeper learning,” in turn, may lead to more college opportunities.
The explosion of free online education, known mainly for targeting adults, is reaching ever further into high schools.
On Wednesday, a new sequence of lessons for high school Advanced Placement courses in calculus, physics and macroeconomics went live on a free Web site founded by the Massachusetts Institute of Technology and Harvard University. The lessons, developed by Davidson College for the site called edX, represent a new step in the evolution of ties between the popular AP college-level program and the “massive open online courses” known as MOOCs.
Latino students might shun Advanced Placement courses if the only students they see in them are mostly affluent whites.
That’s essentially what Jeremy Goldman, head of counseling at a Baltimore high school told NBC last week in an article about the College Board’s new campaign to boost the number of minority high school students enrolled in AP classes.
With the Supreme Court set to take another look at a controversial affirmative action case in Texas college admissions, some worry what a second decision from the nation’s highest court will have on college-bound minorities.
Amid worries of a “skills gap” for U.S. youths and young adults, some experts call for rethinking and ramping up career and technical education. Panelists explore the skills and achievement of American young people in an international context, and highlight ways to improve CTE with an eye toward promising practices in other countries.
When Carolyn Alessio assigned her students to prepare to act out a trial to probe the themes of “Frankenstein,” she was surprised at what she found at the top of a few of their supporting documents — perfectly formatted docket numbers.
The Noble Network of Charter Schools is arguably Chicago’s most famous charter chain. Despite having schools only in one city and operating exclusively at the high school level, charter advocates now consider Noble to be in the same tier as KIPP and Achievement First — national brands in the no-excuses charter arena.
More Latinos are earning degrees in science, technology, engineering and math fields; yet more are needed, a new report by Excelencia in Education claims.
According to the study, “Finding Your Workforce: Latinos in Science, Technology, Engineering, and Math,” Latinos earning credentials in STEM increased to 9 percent in 2013 from 8 percent in 2010.
Four East Coast cities and one in California made the list of the top five metropolitan areas with the most educated Latino population in a recent National Journal analysis.
We quickly discovered two good reasons schools weren’t implementing mindset interventions: Schools didn’t know how to implement mindset interventions, and Schools didn’t know whether mindset interventions would work for their students. We had something important in common with them: We didn’t know either! To turn mindset interventions into something that schools could (and should) practically use, we first needed to develop a mindset intervention that schools could easily implement. We also needed to test whether this easy-to-use intervention was effective for various kinds of students.
An elective course designed to motivate Hispanic students to finish high school and go to college will be piloted in six Broward County, Florida high schools this fall.
Scott Travis of the Sun Sentinel reports the class, Latinos in Action, will focus on four major areas:
It may be nestled near the middle in a list of the Top 100 Colleges for Hispanics, but Montclair State University in New Jersey received front cover-worthy recognition in the latest edition of the Hispanic Outlook in Higher Education Magazine.
The shift from high school to college or the workforce is harrowing enough, but for the 6 million students diagnosed with a disability, the stakes are higher and the transition all the more challenging.
The United States should look to countries like Switzerland and Singapore – both seen as having strong, successful vocational education systems – if it wants to address the widening skills gap among young people.
That was the consensus of two of the three panelists during a discussion on rethinking career and technical education during the Education Writers Association’s 68th national seminar in Chicago.
Fewer Latinos are dropping out of high school, and more are heading for college.
With graduation season well underway, these are a few educational highlights mentioned in a Pew Research Center Hispanic Trends article Tuesday. The Pew article used data from 2000 and 2013 to examine national trends.
Latinos older than age 5 are speaking English better now than the same demographic group did in 2000, a new Pew Research Center study shows. Among those driving the statistics are the U.S.-born and those who have completed a high-school education.
According to the study — an analysis of 2013 U.S. Census Bureau data — 33.2 million Hispanics in the United States speak English proficiently, a record high.
The nation’s students are graduating from high school at record rates and the reasons can be attributed to school reform efforts, not improving economic trends, argues a new report released by several organizations, including an advocacy group backed by former U.S. Secretary of State Colin Powell.
Most students don’t study using methods backed by scientific research, panelists at the Education Writers Association’s deep dive on the science of learning told reporters in Chicago at the association’s 68th National Seminar.
“Why do people find learning so hard?” asked Henry Roediger, a psychology professor at Washington University in St. Louis, who participated in the April event.
A few months ago I spent time with students at Pittsfield Middle High School in rural New Hampshire. They’re participating in a program known as “Extended Learning Opportunities”, which lets them step out of the traditional classroom setting and explore their personal interests. A central goal is to help them find the connective tissue between their academic studies and potential career goals.
Howard University Teams Up With D.C. High Schools
University is one of thousands to offer college courses to high school students
Another university in Washington, D.C., has partnered with high schools to offer their students college-level courses for free, allowing them to earn high school and college credit at the same time.
Rolling Stone retracted its story that supposedly detailed a University of Virginia student’s brutal rape by several members of a campus fraternity, and a report by the Columbia University Journalism School called the debacle “a journalistic failure.”
For interactive map, scroll down.
More students in the United States are graduating from high school, according to newly released data from the U.S. Department of Education.
“America’s students have achieved another record-setting milestone,” U.S. Secretary of Education Arne Duncan said in a prepared statement. “This is a vital step toward readiness for success in college and careers for every student in this country, and these improvements are thanks to the hard work of teachers, principals, students and families.”
When it comes to giving high-school diplomas to Latino males, Alaska does it best. Nevada has some work to do.
According to a report released today by the Schott Foundation for Public Education – which focuses on the graduation rates of black and Latino males — graduation rates among Latino males have risen from 59 to 65 percent since 2009-10. The gap between whites and Latinos has also decreased 5 percentage points since that time.
On Monday, the College of Southern Nevada became the state’s first Hispanic-serving institution — a designation that two more Nevada colleges also might earn in the near future as the Las Vegas Valley’s Latino population continues to grow.
A non-profit Hispanic group in Palm Beach County, Fla. has asked the school district for a role in helping select the next superintendent — a person they say should have a proven track record of improving graduation rates among minority students.
The report, released last week, is comprised of more than 20 fact sheets profiling the state of Latinos in education across the pipeline.
The United States has a gifted and talented student problem: Mainly, too few of the nation’s students score high on domestic and international assessments, and those that do are disproportionately well-off, Asian-American or white.
The District of Columbia Public Schools could soon be making a large investment in the education of Latino and black males, who comprise 43 percent of the district’s student population and who historically tend to fall behind in reading and math, and have lower attendance and graduation rates.
The chair of the Alliance for Hispanic Education dedicated more than 1,000 words to an op-ed Monday explaining why he, as an educator and Christian, supports the Common Core State Standards.
Student participation in Mexican-American studies can be linked to better outcomes on state standardized tests and increased chances of earning a high school diploma, according to a recent report by the University of Arizona.
The university researchers’ findings, published in the December 2014 edition of the American Educational Research Journal, reveal students’ chances of completing high school increased nearly 10 percent.
Latino students who attend Western Nevada College are visiting schools to promote the benefits of higher education, presenting themselves as role models for students they hope to see follow in their footsteps.
The statistics are eye-catching. Only 41 percent of Latino college students finish their college degree in six years. When compared with the national average of 50 percent who earn a degree in the same time frame, the disparity seems to be clear.
A $50-million incentive may help Marian University in Indianapolis boost its Latino student population.
At least, that’s what school officials are hoping.
As millions of immigrants waited for President Barack Obama to shed light on their future Thursday, educators, too, had a stake in the conversation.
Here’s a counter-intuitive argument: The United States should spend more money on standardized tests.
With opposition to the new Common Core State Standards and the assessments linked to them reaching a fever pitch, advocating for better tests seems like an unpopular proposition. But what if U.S. students took fewer tests that measured their ability to understand academic concepts far more deeply than current tests permit?
Fewer than half of Hispanic students who took the ACT this year met the college readiness benchmarks in math or science, but those who actually expressed interest in STEM fared better on the college admissions exam.
Last fall at EWA’s Higher Education Seminar, we examined the challenges of military personnel making the transition from soldiers to students. Given today’s holiday, it seemed like a good time to re-share this post about the panel discussion, held at Northeastern University in Boston.
Far more students seeking higher education degrees are part-time, older than the traditional 18-22 set and well into their careers. And colleges have been flagged for their lagging efforts to address the unique needs of these mature students.
“For decades, whenever you mention the word ‘education’ next to the word ‘Latino,’ the news that follows or the information that follows is not the most encouraging.”
Tennessee Gov. Bill Haslam, who has been a staunch defender of the Common Core, this week announced that the Volunteer State will launch a review of the standards, including inviting public input on what specifically should be changed. This decision appears to represent a big shift for the Republican governor, who last spring spoke before a packed ballroom at the Education Writers Association’s National Seminar with a message of staying the course on the standards for English/language arts and mathematics in the face of political resistance.
A record-low high school dropout rate among American teens in 2013 was driven, partly, by improvements among Hispanic and black students, according to the Pew Research Center.
International Benchmarking: State and National Education Performance Standards
American Institutes for Research
American Institutes for Research
State performance standards represent how much the state expects the student to learn in order to be considered proficient in reading, mathematics, and science. This AIR report uses international benchmarking as a common metric to examine and compare what students are expected to learn in some states with what students are expected to learn in other states. The study finds that there is considerable variance in state performance standards, exposing a large gap in expectations between the states with the highest standards and the states with the lowest standards.
“How will I pay for college?”
Sound familiar? I’m still asking myself this question three years after I graduated.
Though not unique to college-bound Latino students, this question is one many of them face – perhaps even more dauntingly than their peers.
Deborah Santiago of Excelencia in Education discussed the process of college finance as it particularly relates to Latinos at the Education Writers Association’s Spanish-Language Media Convening in Dallas Sept. 4.
In a new report, researchers say they found a link between higher rates of student absenteeism and lower scores in reading and mathematics on a nationwide exam. It’s a finding that isn’t likely to surprise many people, least of all educators in America’s public schools.
In a month dominated by news reports of racial tension, a significant milepost in American race relations garnered less attention: For the first time in this country’s history, white students will this year no longer comprise a majority of the nation’s schoolchildren.
In Texas, a state known for its zero-tolerance approach to school discipline, 80 percent of its prisoners are high school dropouts. And as more research finds a link between suspensions and quitting school early, the evidence is mounting that keeping kids from learning for behavioral reasons hurts their academic outcomes. Against this backdrop is White Middle School in central Texas.
Researchers have long been searching for better ways to learn. In recent decades, experts working in cognitive science, psychology, and neuroscience have opened new windows into how the brain works, and how we can learn to learn better.
In this program, we look at some of the big ideas coming out of brain science. We meet the researchers who are unlocking the secrets of how the brain acquires and holds on to knowledge. And we introduce listeners to the teachers and students who are trying to apply that knowledge in the real world.
David Coleman accepted the challenge to rethink our children’s core curriculum across the nation. Now the architect of the Common Core is tackling the SAT and the testing that measures our youth for higher education. What’s up?
Speakers: Jane Stoddard Williams, David Coleman
Competitive colleges in the U.S. have an image problem: By many accounts, their student bodies are much whiter and richer than the general population. Over at The Hechinger Report, Jamaal Abdul-Alim reports on a program aimed at steering academically high-flying low-income and minority students to the nation’s top-ranked universities.
Tennessee joins a phalanx of other states in ending its relationship with one of the two Common Core-aligned assessment groups.
The state’s top three education leaders sent a letter to Partnership for the Assessment of Readiness for College and Careers (PARCC) announcing that Tennessee will be seeking a new set of tests and leaving the consortium. Education Week has more.
Last month, Google made the shocking admission that just 3 percent of its employees are Latinos. The news was particularly disheartening given that the tech company is headquartered in California, the state with the nation’s largest Latino population.
Today’s post features guest blogger Mandy Zatynski of The Education Trust, who attended EWA’s National Seminar at Vanderbilt University in Nashville earlier this month.
Thanks to the prevalence of blogs and other communication platforms, education writing now reaches beyond daily journalism and includes advocates, researchers, and almost anyone who has an interest in education and the desire to opine.
But that doesn’t mean all of it is good.
I’ve often made the case that there’s no reporting beat where the reporters are more collegial – or more committed to their work – than education. EWA’s 67th National Seminar, hosted by Vanderbilt University, helped to prove that point.
Since 2005, U.S. high school seniors have made slight gains in both their reading and math skills, according to new data released by the U.S. Department of Education. But progress has flatlined since 2009, reading scores are lower than they were in 1992, and significant achievement gaps also remain.
Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates
School Years 2010–11 and 2011–12
This report includes four-year on-time graduation rates and dropout rates for school years 2010-11 and 2011-12. A four-year on-time graduation rate provides measure of the percent of students that successfully complete high school in four years with a regular high school diploma.
For the first time in U.S. history the nation’s high school graduation rate rose above 80 percent, according to the 2014 Building a GradNation: Progress and Challenge in Ending the High School Dropout Epidemic report released April 28 by Civic Enterprises, the Everyone Graduates Center, America’s Promise Alliance and the Alliance for Excellent Education.
The Common Core State Standards have been reshaping the American education landscape for four years, leaving their mark on curriculum and instruction, professional development, teacher evaluation, the business of publishing, and the way tests are designed.
“Our study takes advantage of the unexpected announcement of the Kalamazoo Promise to study its effects on student achievement and behavior in high school. Specifically, we examine how the achievement and behavior of individual students eligible for a tuition subsidy changed after the program was launched. We find clear evidence that the Promise reduced student behavior problems. Our results on academic performance for all students are unfortunately not precise enough to draw strong conclusions.
The percentage of Latinos graduating in the high school class of 2013 matched the percentage of Latino test-takers that year, according to the 10th Annual AP Report to the Nation.
The percentage of Latino graduates and test-takers was about 18.8 percent. Latinos made up about 16.9 percent of students scoring a 3 or higher (generally seen as “passing”) on the exam.
Are you an education journalist? Do you want to know more about how schools are preparing students for future workforce, and what changes are coming to your local classrooms when it comes to computer science and math instruction? Are you familiar with the latest research on how students learn, and whether current instructional methods are aligned with those findings? Would you like to be a more confident writer when it comes to reporting on student demographics?
The annual State of the Union address to Congress – and the nation – is President Obama’s opportunity to outline his administration’s goals for the coming months, but it’s also an opportunity to look back at the education priorities outlined in last year’s address – and what progress, if any, has been made on them.
Among the big buzzwords in the 2013 State of the Union: college affordability, universal access to early childhood education, and workforce development.
A new interactive tool created by the Chronicle of Higher Education offers some insights into the rapidly changing face of college students in America.
The publication took a look at the demographic profile of four-year-olds versus 18-year-olds in an effort to project what college-aged students will be like 14 years from now.
The takeaway: there will be far fewer young people of college-going age, more of that smaller pool of students will be Hispanic or Asian, and fewer will be black or white.
Early College high school students are significantly more likely to enroll in college and earn a degree than their peers, according to the results of an updated study by the American Institutes for Research (AIR). Some 23 percent of students received an associate’s degree within two years compared with 2 percent for those attending other high schools.
For millions of adults who never completed high school, the GED has been the gateway to careers and college degrees. In January, the process adults undergo to earn a GED will change radically.
How will the U.S. fare against other countries when the results from the Program for International Student Assessment (PISA) 2012 are released on Dec. 3?
At EWA’s Higher Education Seminar, held earlier this fall at Northeastern University, we examined the challenges of military personnel making the transition from soldiers to students. Given today’s holiday, it seemed like a good time to share a post from my EWA colleague Mikhail Zinshteyn.
Far more students seeking higher education degrees are part-time, older than the traditional 18-22 set and well into their careers. And colleges have been flagged for their lagging efforts to address the unique needs of these mature students.
How equitable is education in your school districts? Do low-income and minority students have the same access to advanced math and science classes, or Advanced Placement courses? Are teachers in low-income schools veterans or new teachers?
While students are celebrating the start of the long summer break, there’s a significant tradeoff for the three months of leisure – on average, students will return to school in the fall a month behind where they performed in the spring. And the learning loss is even greater for low-income students who were already behind their more affluent peers. In this EWA Webinar, we examine how districts are successfully combating summer learning loss with high-quality programs and leveraging community partnerships to help pay for them.
How much of the U.S. gross domestic product is spent on education? How does that education spending break down for early childhood education, K-12 education and higher education? How much private spending is dedicated to education, compared to public spending? What is the link between higher education degrees and unemployment rates in the U.S. and other countries?
David Jackson and Gary Marx of the Chicago Tribune talk about the 10-year reporting project that became EWA’s Grand Prize-winning project, “An Empty-Desk Epidemic.” The expansive story demonstrated how students in Chicago’s public schools racked up missed days of school even as early as kindergarten.
Recorded at EWA’s 66th National Seminar, May 4, 2013 at Stanford University
Head to The Educated Reporter to read a guest blog by Jackson and Marks.
A Conversation with Thomas Friedman, Part 4: Information Overload, College Costs and Education as a Civil Right
From the Education Writers Association 2013 National Seminar, a discussion between Pulitzer Prize-winning author Tom Friedman (New York Times) and Stephanie Banchero (Wall Street Journal). Filmed at Stanford University.
During the Q & A portion of his talk, Friedman fields questions on the pitfalls of online education, being overwhelmed by information, and how technology might offset rising tuition costs.
A Conversation with Thomas Friedman, Part 3: Modern Career Opportunities, Fear of Technology and Reasons to Be Optimistic
From the Education Writers Association 2013 National Seminar, a discussion between Pulitzer Prize-winning author Tom Friedman (New York Times) and Stephanie Banchero (Wall Street Journal). Filmed at Stanford University.
In part 3, Friedman discusses how young people are faring in the job market and how U.S. schools compare with their international counterparts.