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If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover

September 2, 2019

This report was written to examine the problems teachers of color face as they navigate the profession and to explore the experiences of staff in schools that intentionally attempt to retain faculty of color. There were two modes of inquiry utilized to collect data. First, teachers of color participated in focus groups and answered questions about their experiences in the workforce and what schools, districts, and states could do to keep them in the field. Second, researchers conducted case studies in schools and districts that were selected for their intentionality around retaining teachers of color.In this report, the voices of teachers and school leaders highlight the problems teachers of color face in the workplace, affirming previous Ed Trust research.10 These voices, however, also highlight district- and school-level practices that have proven effective in addressing those problems and helping to retain teachers of color.

A Glimpse Inside the Coffers: Endowment Spending at Wealthy Colleges and Universities

August 7, 2016

Even as ongoing national conversations about income inequality intensify, wealth stratification is occurring not only among individuals but also among institutions of higher education, a study from theEducation Trust finds.The report, "A Glimpse Inside the Coffers", found that roughly 3.6 percent of the nation's colleges and universities held 75 percent of all postsecondary endowment wealth. Despite that wealth, however, few of the hundred and thirty-eight colleges and universities with at least $500 million in their endowments were found to be investing significantly in students from low-income families, with nearly half those institutions ranking in the bottom 5 percent nationally in terms of the enrollment of first-time, full-time Pell Grant recipients.The assets of these institutions totaled $149.5 billion at the beginning of 2010 and had grown to $202.3 billion just four years later. According to the report, if the thirty-five institutions that currently spend less than 5 percent of their endowments annually were to increase their spend-out rate to the 5 percent required of private foundations, an additional $418 million would become available for other things. And if those funds were allocated solely to financial aid, they could be used to enroll an additional 2,376 low-income students at the current net price for four years -- a nearly 67 percent increase from the enrollment numbers for first-time, full-time low-income students in 2012-13. Alternatively, the same $418 million also could be used to reduce the net price for low-income students at these institutions by an average of $8,000 per year for four years."It's common for institutional leaders to say that endowment spending is all about preserving the excellence of their institutions for years to come. But our data show that most could easily afford to do more to educate more low-income students now without compromising their futures," said Andrew Nichols, director of higher education research and data analytics and co-author of the report. "By choosing to serve more low-income students, these wealthy institutions could be leaders -- not just in riches, but in extending opportunity."

Falling Out of the Lead: Following High Achievers Through High School and Beyond

April 15, 2014

A previous Education Trust report, "Breaking the Glass Ceiling of Achievement for Low-Income Students and Students of Color", described inequities at the high end of the achievement spectrum and found that gaps at the advanced level on the 12th-grade National Assessment of Educational Progress (NAEP) have generally stagnated or grown over the past decade. In this report, we want to explore the experiences of these high-achieving students. We examine the trajectories of students who are high-achieving when they enter high school and document their success on key indicators of postsecondary readiness, including high school course-taking, performance on AP exams and college admissions tests (SAT/ACT), academic GPAs, and college enrollment patterns. Our intention is to drill down further and understand if and on what indicators initially high-achieving students of color and low-socioeconomic status (SES) students are getting off track in high school. By better understanding such patterns, we hope educators can look at their practices with a fresh eye and think anew about how to provide truly rigorous opportunities that will best support students of color and low-SES students who are already high-achieving. This responsibility, of course, also lies with elementary and middle schools, but there are actions that high school educators can take now to improve experiences for these students. Schools like CAHS provide some insight into how this work is being done.

Priced Out: How the Wrong Financial-Aid Policies Hurt Low-Income Students

June 1, 2011

Outlines how national, state, and college financial aid policies do not primarily benefit low-income students. Suggests low-income students paying no more as a percentage of family income than their middle-income peers and removing barriers to assistance.

Funding Gaps 2006

December 1, 2006

School finance policy choices at the federal, state, and district levels systematically stack the deck against students who need the most support from their schools, according to a report by the Education Trust. The report, Funding Gaps 2006, builds on the Education Trust's annual studies of funding gaps among school districts within states. For the first time the report includes data and analysis on: How federal Title I funds widen rather than narrow the education funding gaps that separate wealthy states from poor states; and How funding choices at the school district level provide enhanced funding to schools serving higher concentrations of affluent students and white students at the expense of schools that serve low-income students and students of color.

Engines of Inequality: Diminishing Equity in the Nation's Premier Public Universities

November 1, 2006

The nation's 50 flagship universities serve disproportionately fewer low-income and minority students than in the past, according to this report by the Education Trust. Students in the entering and graduating classes at these schools look less and less like the state populations those universities were created to serve. The study shows how financial aid choices made by these prestigious public universities result in higher barriers to college enrollment and success among low-income students and students of color.

Missing the Mark: An Education Trust Analysis of Teacher-Equity Plans

August 1, 2006

This report contains an analysis of teacher-equity plans submitted by all 50 states to the Department of Education in July 2006 to ensure that low-income and minority students do not get more than their fair share of unqualified, inexperienced, and out-of-field teachers. The Education Trust reviewed each of the plans to determine whether they fulfilled the teacher quality requirements of No Child Left Behind. The report also includes recommendations on how states can improve their teacher-equtiy plans, and how the Department of Education can assist them.

Promise Abandoned: How Policy Choices and Institutional Practices Restrict College Opportunities

August 1, 2006

Promise Abandoned sharply criticizes trends in federal, state, and college practices that discourage low-income and minority students from enrolling and graduating from college. In fact, despite the perception of progress, gaps in college-going and college completion for poor and minority students are actually wider than they were thirty years ago.

Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality

June 1, 2006

This report from the Education Trust provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most. The report also offers some key findings of soon-to-be released research in three states -- Ohio, Illinois and Wisconsin -- and major school systems within them. Funded by The Joyce Foundation and conducted with policymakers and researchers on the ground, the research project reveals that schools in these states and districts with high percentages of low-income and minority students are more likely to have teachers who are inexperienced, have lower basic academic skills or are not highly qualified -- reflecting troublesome national teacher distribution patterns.

Primary Progress, Secondary Challenge: A State-by-State Look at Student Achievement Patterns

March 1, 2006

The report, "Primary Progress, Secondary Challenge: A State-by-State Look at Student Achievement Patterns" examines state assessment results in reading and math between 2003 and 2005 and finds that progress in raising achievement and closing gaps continues to be strongest in the elementary grades. Overall achievement in middle and high school has improved somewhat. But, four years after enactment of the No Child Left Behind law, there is still too little progress in narrowing gaps between groups in the secondary grades. The Latino-White gap in math achievement at the high school level, for instance, widened or stayed the same in as many states as it narrowed.

Funding Gap 2005: Most States Shortchange Poor and Minority Students

December 1, 2005

The Education Trust analyzed school funding data by applying a widely used 40-percent adjustment to account for the additional costs of educating low-income students. When this adjustment is applied, the funding gap between high- and low-poverty districts grows to more than $1,400 per student, and the number of states with funding inequities increases to 38 states. Nationally, we spend about $900 less per pupil on students educated in our nation's poorest school districts than those educated in the wealthiest. Worst yet, in some states, this funding gap exceeds $1,000 per pupil.

Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students

November 1, 2005

"Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students," is the result of a careful, on-the-ground study into the practices of public high schools that serve high concentrations of either low-income or minority children and have a strong track record accelerating learning for students who enter high school below grade level. This study compares and contrasts the practices of these high-impact schools with similar high schools that have only an average impact on student performance.