A previous Education Trust report, "Breaking the Glass Ceiling of Achievement for Low-Income Students and Students of Color", described inequities at the high end of the achievement spectrum and found that gaps at the advanced level on the 12th-grade National Assessment of Educational Progress (NAEP) have generally stagnated or grown over the past decade.
In this report, we want to explore the experiences of these high-achieving students. We examine the trajectories of students who are high-achieving when they enter high school and document their success on key indicators of postsecondary readiness, including high school course-taking, performance on AP exams and college admissions tests (SAT/ACT), academic GPAs, and college enrollment patterns.
Our intention is to drill down further and understand if and on what indicators initially high-achieving students of color and low-socioeconomic status (SES) students are getting off track in high school. By better understanding such patterns, we hope educators can look at their practices with a fresh eye and think anew about how to provide truly rigorous opportunities that will best support students of color and low-SES students who are already high-achieving.
This responsibility, of course, also lies with elementary and middle schools, but there are actions that high school educators can take now to improve experiences for these students. Schools like CAHS provide some insight into how this work is being done.
August 1970
Geographic Focus: North America / United States
The U.S. system of urban public schooling is undergoing the most significant and exciting structural transformation of the last 100 years. New models and a laser focus on results and human capital have created proof points around the country, showing us that closing the urban student achievement gap is not just a dream, but a reality. These exciting breakthroughs are being fueled by some of America's most talented, innovative, and civically minded men and women. This report finds that as demand for new, autonomous and innovative schools begins to snowball, there is a real threat of a leadership talent gap -- and talent is the scarce resource that could define the success or failure of this hope-inspiring movement.
August 1970
Geographic Focus: North America-United States
Education and Literacy;Women
The 2011 report Crossing the Line: Sexual Harassment at School presents the most comprehensive research to date on sexual harassment in grades 7-12. Based on a nationally representative survey commissioned by AAUW, Crossing the Line reveals sobering statistics about the prevalence of sexual harassment in schools and online. The report includes student perceptions of and reactions to harassment among those instigating and witnessing harassment as well as those being harassed. The conclusion of the report gives recommendations to administrators, educators, parents, students, and community groups on how to address sexual harassment in schools.
August 1970
Geographic Focus: North America / United States
Education and Literacy;Women
The 2011 report Crossing the Line: Sexual Harassment at School presents the most comprehensive research to date on sexual harassment in grades 7-12. Based on a nationally representative survey commissioned by AAUW, Crossing the Line reveals sobering statistics about the prevalence of sexual harassment in schools and online. The report includes student perceptions of and reactions to harassment among those instigating and witnessing harassment as well as those being harassed. The conclusion of the report gives recommendations to administrators, educators, parents, students, and community groups on how to address sexual harassment in schools.
August 1970
Geographic Focus: North America / United States
Education and Literacy;Women
The 2011 report Crossing the Line: Sexual Harassment at School presents the most comprehensive research to date on sexual harassment in grades 7-12. Based on a nationally representative survey commissioned by AAUW, Crossing the Line reveals sobering statistics about the prevalence of sexual harassment in schools and online. The report includes student perceptions of and reactions to harassment among those instigating and witnessing harassment as well as those being harassed. The conclusion of the report gives recommendations to administrators, educators, parents, students, and community groups on how to address sexual harassment in schools.
August 1970
Geographic Focus: North America / United States
Education and Literacy;Race and Ethnicity
By 2020, more than six out of 10 U.S. jobs will require postsecondary training. Despite a slight increase in college attainment nationally in recent years, the fastest-growing minority groups are being left behind. Only 25 and 18 percent of Blacks and Hispanics, respectively, hold at least an associate's degree, compared with 39 percent of Whites. Without substantial increases in educational attainment, particularly for our nation's already underserved groups, the United States will have a difficult time developing a robust economy.
Home to 65 percent of Americans, and a majority of all African Americans and Hispanics (74 and 79 percent, respectively), the 100 largest metropolitan statistical areas (MSAs) can play a strong role in developing this nation's workforce. In fact, to reach a national attainment target that meets our workforce needs, more than half of college degrees could be generated from the these cities. The majority of degrees needed among African-American and Hispanic adults could also be produced in MSAs.
Clearly, investing in and organizing around the potential of metropolitan areas is critical, and the stakes have never been higher. Yet the current funding climate requires strategic public and private partnerships to invest in education innovation and human capital development in order to have the most robust impact on sustainable national growth. For this study, the Institute for Higher Education (IHEP) sought to follow up on its previous work examining MSA educational attainment rates by further exploring policies that either inhibit or facilitate degree production, and identifying metropolitan-level, cross-section collaborations that help local leaders contribute to national completion goals.
August 1970
Geographic Focus: North America / United States (Southern) / District of Columbia / Washington;North America / United States (Southern) / Maryland / Baltimore;North America / United States (Southern) / Tennessee / Shelby County / Memphis;North America / United States (Western) / Nebraska / Douglas County / Omaha
Children and Youth, Education and Literacy, Journalism and Media
- Do the skills, attitudes, and behaviors imparted in youth programs "stick" into adulthood?
- If they do, how do they manifest in career, education, and life decisions?
- How do the skills, attitudes, and behaviors that youth programs try to impart differ based on program intensity or levels of engagement?
- Do these elements look different for people who went through youth media programs versus people who went through other types of youth programs?
These are common questions that youth program providers, funders, public officials, and other leading thinkers regularly wrestle with. This report, funded by The Robert. R. McCormick Foundation, tells the story of a group in Chicago committed to providing quality youth media programming in the city and how, through a collective evaluation, they were able to begin to answer these critical questions.
August 1970
Geographic Focus: North America-United States (Midwestern)-Illinois-Chicago Metropolitan Area
Education and Literacy;Men;Race and Ethnicity
This report documents specific policy interventions that can be implemented in California to improve outcomes for men of color in community colleges. These recommendations were presented to the Assembly Select Committee on the Status of Boys and Men of Color in October 2013.
August 1970
Geographic Focus: North America / United States (Western) / California
