New Issue Brief Spotlights De Facto Segregation in Virginia’s Higher Ed System

New Issue Brief Spotlights De Facto Segregation in Virginia’s Higher Ed System High Averages Mask Deep Economic & Racial Inequities  WASHINGTON, D.C. (April 12, 2021) — A new issue brief by Education Reform Now highlights the extent to which Virginia’s leading public and private colleges are choosing to grossly under enroll students from working class,

Education Organizations Release Policy Considerations to Inform Equitable Change for Assessment and Accountability Systems

Education Organizations Release Policy Considerations to Inform Equitable Change for Assessment and Accountability Systems Report from convenings of 100+ experts proposes federal, state actions to address immediate needs and long-term improvements Portland, Ore. and Washington, D.C. (April 6, 2021) – NWEA and Education Reform Now (ERN), in conjunction with multiple organizations representing state departments of

Recommended Uses for K-12 Learning Loss Funds

By Nicholas Munyan Penney, Policy Analyst; Charles Barone, Vice President of K-12 Policy; and Michael Dannenberg, Vice President for Strategic Initiatives and Higher Education Policy The recent passage of the American Rescue Plan Act (ARPA) is infusing America’s K12 public schools with unprecedented, desperately needed relief funds to aid in the academic recovery of students

The ASPIRE ACT: What You Need to Know

ASPIRE ACT SUMMARY SPONSORED BY SENATORS COONS (D-DE) & ROSEN (D-NV) National Need There are about 80 four-year colleges that have first-time, full-time student dropout rates in excess of 80% –measured six years from initial enrollment. These schools serve approximately 400,000 students. At the same time, schools that do graduate most of their students within

100-Day Policy Recommendations for Biden-Harris Administration

The Biden-Harris Administration will enter office with an unprecedented and unique array of challenges to ensuring equity, fairness, and excellence in our education system. Some of these challenges are not new. Decades-old policies of inequity and systemic racism continue to limit opportunities for students from low-income families, students of color, and others from historically disadvantaged

COVID-19 Response: High Dosage Tutoring to Accelerate Student Learning

Nicholas Munyan-Penney and Charles Barone Read more about HDT in our latest policy brief.   As COVID-19 continues to disrupt schooling for millions of children across our country, affluent families are hiring private teachers and tutors to offer one-on-one or small group instruction this fall. Our public education system should provide similar modes of personalized instruction

States Need to Step Up on Equity and COVID

By Nicholas Munyan-Penney and Charles Barone  The complications of restarting instruction for the 2020-21 school year in the context of the ongoing COVID-19 pandemic will require comprehensive and clear planning, especially as it relates to ensuring equitable access to a high-quality public education. This past spring, districts had to put together plans for remote instruction

New ERN Report Uncovers Yawning Racial Disparities in MI Higher Ed 

CARES Act Funding Could Remedy Opportunity Gaps, Reduce Burden of Debt Read the full report here. WASHINGTON, D.C. (July 20, 2020) –– A new report, released today, details how Michigan state officials can use the COVID-19 pandemic as an opportunity to address troubling racial and socioeconomic disparities in the number of students earning a degree at

Education, Civil Rights Groups Release Bold Education Agenda for Next Administration

NEW YORK, NY (July 14, 2020) — More than a dozen education and civil rights organizations today released an ambitious education agenda for the 117th Congress and next Administration that prioritizes policies to change the educational trajectory for our nation’s historically underserved students—particularly students of color and students living in high-poverty communities. The groups emphasize

Breaking the Cycle of Mediocrity

See the full report here Compared to other university departments and to teacher preparation programs in higher-achieving countries, U.S. teacher-training programs are generally found to have lower admission standards; easier grading of teacher candidates’ work; and a lower bar for graduation and licensure. Other shortcomings include: Curricula that emphasize theory over practice, Weak coursework building