Feb 20, 2015 | PERMALINK »
African American Schools Need Access to Qualified Teachers, School Counselors, Rigorous Coursework
Today more than ever, we know the value of a college education. By the year 2020, it is estimated that two-thirds of American jobs will require college experience. Thirty percent will require at least a bachelor’s degree and 36 percent will require at least some college or an associate degree.
Unfortunately, not every student can access a quality high school experience that prepares them for postsecondary success. This is especially true for African Americans, who attend the least resourced schools and suffer the worst academic outcomes. CLASP’s new report, College Preparation for African American Students: Gaps in the High School Educational Experience, explores how these students suffer without access to quality teachers, college readiness courses, and school counselors, as well as what must be done to improve the system.
Experienced, well-educated teachers are critical to student development. According to research, teachers’ combination of educational attainment, credential status, and years of experience significantly affect the remediation rates of students enrolling in college. Unfortunately, highly qualified teachers are in short supply in predominantly African American schools. According to the report:
- African American students are four times more likely than White students to attend a school where one in five teachers are not certified.
- African American students are four times more likely than White students to attend a school where over 20 percent of teachers are in their first year.
- African American students need teachers equipped with a cultural pedagogy that positively engages them.
Feb 11, 2015 | PERMALINK »
ESEA Reauthorization Provides Opportunity to Bolster Support for Vulnerable Young Children and Disadvantaged Youth
Congress is currently considering the reauthorization of the Elementary and Secondary Education Act (ESEA), a law established in 1965 to provide funding to primary and secondary education. To inform their crucial debate, CLASP has released recommendations focused on young children and early childhood education, as well as academic success and college readiness for disadvantaged youth.
ESEA emphasizes equal access to high-quality programs to give every child a fair chance at success in school and life. Secretary of Education Arne Duncan recently appealed for the reauthorization of ESEA, which has not been updated since No Child Left Behind in 2001. And last Monday, President Obama released his FY 2016 budget proposal, which included bold initiatives to support our nation’s most vulnerable families, including an increased investment in ESEA.
Young children experience the highest incidence of poverty, with young adults close behind. Black and Hispanic children are disproportionately affected. Children and youth who are poor or from low income communities have far worse education and employment outcomes in adulthood. High-quality early care and education programs play a critical role in the healthy development of young children, particularly those in low-income households. But despite growing consensus on the importance of the early years, lack of public investment leaves many young children without access to high-quality early education programs, including Head Start, public and community-based preschool programs, and child care programs.
Youth and young adults are suffering, too. Many school districts are failing to provide high-quality education that keeps students engaged. For every 10 students that begin ninth grade, 2 fail to graduate from high school four years later. It’s critical that we strengthen the education system to ensure all students graduate and are prepared for postsecondary opportunities and careers.
ESEA has the potential to improve access to high-quality early learning opportunities for young children and ensure youth succeed academically and are ready for college and careers. CLASP recommends the following priorities be included in an ESEA reauthorization:
- Provide a dedicated federal funding stream for early childhood education.
- Improve early childhood services for children birth through school entry.
- Ensure college and career readiness for all students by addressing disparities in school systems, particularly those with high-minority populations.
- Fund dropout prevention and recovery strategies and interventions, including multiple education pathways and options for struggling and out-of-school youth.
- Promote collaboration with other systems and sectors, such as human services and workforce systems, and community based organizations, in order to better serve poor and low-income students.
- Encourage states to invest in accountability and data systems that inform planning and programming around dropout prevention and recovery.
A reauthorization of this important law must protect and enhance robust opportunities for all students, particularly those most at risk. Young children and disadvantaged youth are two key populations that deserve more attention in ESEA.
Feb 4, 2015 | PERMALINK »
The President’s Budget: Select Investments In Education and Employment Pathways for Vulnerable Youth
President Obama’s Fiscal Year (FY) 2016 budget reflects the Administration’s continued commitment to investments that help low-income individuals, children, youth, and vulnerable families access pathways to economic mobility.
Of significant importance is the Administration’s continued focus on improving education and workforce outcomes for disconnected youth and its recognition of persistent employment challenges among youth and young adults, especially those from low-income households. There are also key investments proposed through the Department of Education to help low-income youth and struggling students stay connected to school and earn secondary and postsecondary credentials, recognizing that currently large disparities exist in the quality of education they receive.