California

It's Time For a Reality Check on Teacher Quality

The current "Highly Qualified Teacher" (HQT) amendment to the federal Appropriations Bill allows teachers-in-training to be designated as "highly qualified." Problem is, as soon as you start calling everybody highly qualified, you lose the ability to tell which students are actually being served by quality, experienced teachers and which students are being systematically denied access to the most important, in-classroom resources they need. In a column for the Huffington Post, John Affeldt, Managing Attorney at Public Advocates, deftly explains what the HQT amendment does, what faulty logic and research support it and why we need a reality check on how this misleading label has allowed teachers-in-training to be concentrated in struggling schools to the detriment of our nation's low-income students and students of color.

The current "Highly Qualified Teacher" (HQT) amendment to the federal Appropriations Bill allows teachers-in-training to be designated as "highly qualified." Problem is, as soon as you start calling everybody highly qualified, you lose the ability to tell which students are actually being served by quality, experienced teachers and which students are being systematically denied access to the most important, in-classroom resources they need.

How to Measure the Well-Being of Our Children

The 2012 version of the Annie E. Casey Foundation's annual "KIDS COUNT Data Book" provides a wealth of information about the well-being of our nation's children, including state-by-state data on educational opportunities, economic security, access to healthcare and family and community environments. The report illustrates the deep disparities between children of color and their White peers and between children from wealthy and low-income families in access to the opportunities and supports necessary to succeed in school and in life. Overall, the report finds that a higher percentage of students of color are living in poverty, not attending preschool, not graduating on time and don't have health insurance compared to non-Hispanic White children.

Do Failures in Justice or Education System Increase Incarceration Rates?

Michael Holzman, Senior Research Consultant, Schott Foundation for Public Education

Higher graduation rates typically correlate to lower incarceration rates. Why then do states with higher graduation rates for students of color also witness higher rates of incarceration for the same population? Because our criminal justice system, and the school-to-prison pipeline, disproportionately affects students of color. 

Much of the literature on education and prison -- and "the school to prison pipeline" -- assumes a negative correlation between educational achievement and incarceration: the more highly educated a person, the less chance that he (it is usually he) will be incarcerated.

This belief is supported by data for male White, non-Latinos:

National Report Card: Is School Funding Fair?

Far too many states continue to deny public schools the essential resources they need to provide every child with a fair and substantive opportunity to learn. The Second Edition of Education Law Center's Is School Funding Fair? A National Report Card rates the 50 states on the basis of four "fairness indicators" - funding level, funding distribution, state fiscal effort, and public school coverage - and provides the most in-depth analysis to date of state education finance systems.

Far too many states continue to deny public schools the essential resources they need to provide every child with a fair and substantive opportunity to learn. The Second Edition of Education Law Center's Is School Funding Fair?

Is School Funding Fair? A National Report Card (Second Edition)

Publication Date: 
Fri, 2012-06-22
Author: 
Education Law Center
Type: 
reports
Category: 
equitable-instructional-materials

The Second Edition of the National Report Card on public school funding, Is School Funding Fair?, shows that far too many states continue to deny public schools the essential resources they need to meet the needs of the nation's 53 million students and to boost academic achievement. The National Report Card rates the 50 states on the basis of four "fairness indicators" - funding level, funding distribution, state fiscal effort, and public school coverage. The Report provides the most in-depth analysis to date of state education finance systems and school funding fairness across the nation. How does your state measure up? 

Let's Commit to Equalizing Educational Opportunity!

Severing the link between school finance and local property taxes would help to eliminate the funding inequities that plague our schools and that deprive low-income students of the resources and opportunities they need to succeed. In the Sunday Dialogue section in the New York Times, Dr. John H. Jackson, President and CEO of the Schott Foundation for Public Education, argues for a more just method for funding our nation's schools.

In the Sunday Dialogue section in the New York Times, Dr. John H. Jackson, President and CEO of the Schott Foundation for Public Education, argues for a more just method for funding our nation's schools.

Youth Addresses Unequal Opportunities in Her School

17-year-old Andrea Lopez knows about the academic disadvantages poor students and students of color face because she has experienced them first hand. In a poignant essay, she describes her experience as a confident, studious high school student sitting down in an SAT prep class only to realize how underprepared she felt with the material compared to the wealthier, White students in the class. Her story is a vivid reminder of the necessity of ensuring that all students have access to a fair and substantive opportunity to learn.

We hear a lot about about the difficulties and disadvantages poor students and students of color face with regard to gaining access to the opportunities and resources they need to succeed. But rarely do we hear such poignant stories about facing these difficulties from students themselves. Andrea Lopez, a confident, studious 17-year-old high school student in California, sat down in an SAT prep class only to realize how underprepared she felt with the material compared to the wealthier, White students in the class.

200 Students & Parents Rally in Sacramento

For almost 10 years, members of the CA-based Campaign for Quality Education (CQE) have held an annual rally in Sacramento to on behalf of high-quality education for all students regardless of family income or ethnicity. Over 200 students, parents and community organizers attended CQE's Education "Day of Action" this year in early May. 

For almost 10 years, members of the CA-based Campaign for Quality Education (CQE) have held an annual rally in Sacramento to on behalf of high-quality education for all students regardless of family income or ethnicity. Over 200 students, parents and community organizers attended CQE's Education "Day of Action" this year in early May.

State: 

Record Number of CA Schools Face Bankruptcy

School districts across the country are struggling to make ends meet as a result of massive education budget cuts and tax caps. In California, a record number of school districts won't be able to pay their bills this school year. 

School districts across the country are struggling to make ends meet as a result of massive education budget cuts and tax caps. In California, a record number of school districts won't be able to pay their bills this school year. A biannual report on the financial health of CA schools from the state's Department of Education, 2.6 million children are enrolled in financially troubled districts.

State: 

Why Education Inequality Persists - And How To Fix It

By John Jackson, President and CEO of the Schott Foundation for Public Education, and Pedro Noguera, the Peter L. Agnew professor of education at New York University

If it takes a village to raise a child, the same village must share accountability when many children are educationally abandoned. In New York City, the nation’s largest school system, on average student outcomes and their opportunity to learn are more determined by the neighborhood where a child lives, than his or her abilities.

The following column was originally posted on The Answer Sheet blog. 

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