Consensus Reached, Questions Remain: The Workforce Pell Rulemaking Recap
US Department of Education has concluded the first week of negotiated rulemaking to implement the new Workforce Pell Grant program
How the Elimination of Grad PLUS Loans and Classification of Professional Degrees Harm Women and Students of Color
OBBBA’s new regulations impose a lifetime limit on all federal student loans, including undergraduate. This means many students may reach their borrowing limit before completing their degree
The State of Math Instruction: Equity, Access, and Outcomes
This research brief illuminates two foundational pillars of effective math education in Massachusetts: the adoption and implementation of high-quality math curricula, and the availability of educators capable of delivering rigorous and engaging math instruction
Mapping Postsecondary Pathways: Understanding State Student College Enrollment Trends
More students are attending college, and some are seeking more affordable routes to good jobs through community colleges, short-term credentials, and apprenticeships
Making the New Higher Education Accountability Framework Pay Off
Without stronger accountability, students from low- and middle-income backgrounds risk being burdened by debt with little chance of advancing up the economic ladder
Supporting Student-Parents at Two-Year Colleges: Addressing the Affordability Gap
Student-parents at community colleges pay at least $13,000 more per year, on average, than their peers without children once the full cost of attendance is factored in, an EdTrust brief finds
5 Ways to Create Fair School Funding Formulas
EdTrust believes that state school funding systems should provide adequate and equitable funding levels to address students’ individual needs
Why Environmental Justice Is Educational Justice
Without education and action on climate change, students of color and students from low-income backgrounds will bear the brunt of its effects
How District Leaders and Advocates Can Build Parent Support for Statewide Assessments
Addressing inequities in educational outcomes cannot happen without data from statewide summative assessments