In Reopening Debate, We Must Not Forget Black and Brown Students

By Nicholas Munyan-Penney As conversations about reopening schools continue, we must not forget to prioritize the needs of those who most heavily bear the burden of the myriad issues exacerbated by COVID: our historically underserved Black and Brown students. Calls for reopening schools have focused on reengaging students who have been absent during remote learning—disproportionately

Rich Schools, Poor Recruiters

By James Murphy The National Association of College and University Business Officers (NACUBO) has released its 2020 report on university endowments, identifying the wealthiest universities and colleges in the nation. If only that list intersected more with the universities that enroll large numbers and proportions of low-income students.  In 2019-20, approximately 31% of all undergraduates

Size Matters in More Ways Than One

By James Murphy For all their problems, college rankings have the power to shine a light on institutions that are doing good for students and the nation as a whole and to expose those that help drive income inequality and social division. In 2005, Washington Monthly magazine began ranking colleges “based on what they do

Questions for Dr. Cardona

By Michael Dannenberg & Charlie Barone We have some suggested questions for Dr. Miguel Cardona’s confirmation hearing to be U.S. Secretary of Education. But to be clear: his nomination should be confirmed by the U.S. Senate. Students, families, and communities need someone who will fight for high-quality, equitable public education for all students. Dr. Cardona

ERN Highlights: 2020 in Review

This year has been trying for so many of us. The onset of the coronavirus pandemic has made what we do more necessary than ever before. To illustrate the need for this continued work, we are rounding up some of our top highlights from 2020—helping to increase COVID-19 relief funding in the Coronavirus Aid, Relief,

Trends in Innovative Assessment Pilots Reveal Opportunities for Actionable Data as well as Equity Concerns

By Nicholas Munyan-Penney Overview The Innovative Assessment Demonstration Authority (IADA) is one of the many provisions in the Every Student Succeeds Act (ESSA) designed to give states more flexibility around K-12 accountability as compared to ESSA’s predecessor, the No Child Left Behind Act (NCLB). Thus far, four states—Georgia, Louisiana, New Hampshire, and North Carolina—have been

Innovative Assessment Pilot: Georgia’s Georgia MAP and Navvy Assessments

By Nicholas Munyan-Penney and Charles Barone Georgia is one of the first four states to be approved to participate in the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA). Districts participating in the state’s pilot are free of federal requirements that the same summative assessments be administered in math and English

Social Mobility Elevators

By James Murphy Higher education remains an important driver of social mobility in America. Everyone benefits when low-income and working-class students enroll in and complete postsecondary training. Those with postsecondary degrees earn more, are more likely to be employed, and pay more in taxes. Racial inequities in employment and income increasingly even out where there

“Pandemic Pods” For All: The Promise of High Dosage Tutoring

By Nicholas Munyan-Penney and Charles Barone With more than half of U.S. K-12 students enrolled in districts providing no in-person instruction, and many more districts considering moving to all-remote learning due to spiking COVID-19 infection rates—including recent closures in NY, CO, and CA—pressures are mounting on parents to find ways to guide, support, and supplement

Innovative Assessment Pilot: Louisiana’s LEAP 2025 Humanities Assessment

By Nicholas Munyan-Penney and Charles Barone Read the full report here. ———————————– Louisiana is one of the first four states to be approved to participate in the Innovative Assessment Demonstration Authority (IADA) under the Every Student Succeeds Act (ESSA). Districts participating in the state’s pilot are free of federal requirements that the same summative assessments