No one disputes the critical need for action to improve low-performing schools. There is no question that thousands of schools across the country can and should do better—that both internal and external obstacles get in the way of delivering what we have always promised to all our nation’s young people: a free and excellent public education.
For many years, parent and community-based organizations have led the way in calling for dramatic action to improve low-performing public schools. The Department of Education, through its “Blueprint” for reauthorization of the Elementary and Secondary Education Act (ESEA), and the already-implemented Race to the Top and School Improvement Grants (SIG) programs, has also called for substantive intervention, and has offered significant federal resources to improve low-performing schools.
Yes We Can highlights that the overwhelming majority of U.S. school districts and states are failing to make targeted investments to provide the core resources necessary to extend what works for Black male students. Thus, in the majority of U.S. states, districts, communities, and schools, the conditions necessary for Black males to systemically succeed in education do not exist.
Yes We Can: The 2010 Schott 50 State Report on Black Males in Public Education, reveals that there are indeed communities, school districts and even states doing relatively well in their efforts to systemically enhance the opportunity to learn and raise the achievement levels for Black male students. However, Yes We Can also highlights that the overwhelming majority of U.S. school districts and states are failing to make targeted investments to provide the core resources necessary to extend what works for Black male students. Thus, in the majority of U.S.
Tools you can use: These Talking Points can help you frame the education debates/discussions in your community—to focus on systemic solutions that ensure all children have a fair and substantive opportunity to learn, rather than the lottery-driven options that haven’t been proven and aren’t scalable.
Embargoed for release until
Monday, July 26, 2010, 10 AM
For more information contact:
Kari Hudnell (202) 955-9450 x 318
Stephanie Dukes (202) 955-9450 x 314
Prominent Civil Rights Leaders Unite to Push for a Federal Education Agenda That Gives All Students an “Opportunity To Learn”
WASHINGTON – July 26, 2010 –Prominent civil-rights leaders today joined force to call for the adoption of federal education policies that create the framework and conditions necessary to achieve equitable opportunities for all.
The leaders called on the Obama Administration and Congress to revamp the federal Elementary and Secondary Education Act (ESEA) by leveraging federal resources available to all states. As a part of extending an opportunity to learn as a right, the leaders asked the President to demand and support universal access to early education for students in all states. They also seek to ensure that all students have access to highly effective teachers. Their plan calls for providing incentives to recruit and retain highly effective educators and improve the teaching and learning conditions in high–need, low-income, and rural areas. Their plan also urges the federal government to institutionalize a national resource accountability system so that all students and parents will live within communities with the type of educational systems where students can achieve high outcomes.
Addressing Resource Inequities
The National Council of the Churches of Christ in the USA is a community of 36 Christian communions with a combined membership of 45 million persons in more than 100,000 congregations across this country. Our member churches – from a wide spectrum of Protestant, Anglican, Orthodox, Evangelical, historic African American and Living Peace churches – do not agree on all things! We stand united, however, in our conviction that the church is called to speak for justice in public education.
A Pastoral Letter on Federal Policy in Public Education: An Ecumenical Call for Justice
Dear President Obama and Members of Congress,
To help keep girls in school and on track for success, the National Women’s Law Center and the Mexican American Legal Defense and Education Fund went straight to the source: Latina students and the adults who work with them every day. Listening to Latinas: Barriers to High School Graduation, explores the causes of the dropout crisis for Latinas and identifies the actions needed to improve their graduation rates and get them ready for college.
Latinas are dropping out of school in alarming numbers. Forty-one percent of Latina students do not graduate with their class in four years—if they graduate at all. Many Latina students face challenges related to poverty, immigration status, limited English proficiency, and damaging gender and ethnic stereotypes. And the high teen pregnancy rate for Latinas — the highest of any ethnic group — reflects and reinforces the barriers they face.
John H. Jackson is President and CEO of The Schott Foundation for Public Education. In this interview he responds to questions about Lost Opportunity: a 50 state Report on the Opportunity to Learn in America.
This interview with Dr. John H. Jackson, Ed.D. J.D. was written By: Michael F. Shaughnessy, Senior Columnist with EducationNews.org on May 28, 2009. In the interview Dr. Jackson discusses how the Schott Foundation first became involved with the report Lost Opportunity: a 50 state Report on the Opportunity to Learn in America. He discusses this as much more than a report; it is a platform for change.
Learn about the Opportunity to Learn Campaign’s proposal for a federal resource standards and accountability system and how this system would supplement state education funding and accountability, improve resource distribution efficiencies and yield grater return on investment.
In far too many states, students are denied access to the resources that provide a meaningful opportunity to learn. There is no substitute for opportunity, not in our schools, our workplaces, or our society. Opportunity is at the heart of our American dream. Yet many students who need a high-quality preschool go without. Many children are taught by ineffective teachers lacking in baseline qualifications and experience. Too many attend under-performing schools that lack the resources necessary to effectively raise achievement.