The common core state standards and assessments have the potential to replace the existing haphazard patchwork of state standards and assessments and to help states raise the bar for students across the country. Although the common core effort is state-led and non-federal, Congress can help support states through the transition to these stronger standards and linked assessments.
- February 9, 2015: Comments on the Every Child Ready for College or Career Act discussion draft submitted by The Education Trust to the U.S. Senate HELP Committee.
- February 2, 2015: Coalition of Business, Civil Rights, Disabilities and Education Groups releases Joint Principles for Elementary and Secondary Education Act Reauthorization.
- January 27, 2015: Blog Post – Too Much Testing? Or Not Enough Quality Testing?
- January 22, 2015: Blog Post – What Would Happen Without Annual Testing?
- January 21, 2015: The Education Trust issued a statement on the Support Making Assessments Reliable and Timely (SMART) Act, introduced yesterday by Sen. Tammy Baldwin (D-Wis.) and Sen. Sherrod Brown (D-Ohio).
- January 17, 2015: The Education Trust releases 5 Problems with Grade Span Testing.
- January 15, 2015: The Education Trust releases Testing 101 resources for Policymakers and Parents.
- January 11, 2015: Blog Post – Civil Rights Organizations Agree: Students Who Aren’t Tested Won’t Count.
- December 9, 2014: The Education Trust issued a statement on the Support Making Assessments Reliable and Timely (SMART) Act, bipartisan legislation introduced yesterday by Reps. Suzanne Bonamici (D-Ore.) and Jim Gerlach (R-Penn).
- October 15, 2014: The Education Trust is pleased to voice its support for a joint statement released by the Council of Chief State School Officers and Council of the Great City Schools that reaffirms their commitment to high-quality annual assessments aligned to college- and career-ready standards.
- October 7, 2013: The Education Trust sent a letter to Assistant Secretary for Elementary and Secondary Education Deborah Delisle asking that the ESEA waiver renewal process be aimed at advancing strong academic outcomes and opportunies for our nation’s low-income students and students of color. We identified areas, such as subgroup accountability and equitable access to effective teaching, and offered specific recommendations where the department could further promote equity in the renewal process.