The Center for American Progress’ K-12 Education team is committed to developing policies for a new education agenda that is rooted in the idea of opportunity for all, with equity in access at the center. This agenda focuses on five key components: (1) applying an explicit race equity lens to policy development; (2) preparing all students for college, civic engagement, and the future workforce; (3) modernizing and elevating the teaching profession; (4) dramatically increasing investments in public schools and improving the equity of existing investments; and (5) bringing a balanced approach to charter school policy.
Ensuring a quality education for America’s students during the COVID-19 pandemic will require a range of federal and state supports, as well as efforts to build a robust economy that works for everyone.
There are valid criticisms about the current structure of state standardized testing in schools; the solution is not to get rid of these assessments but rather to design them differently.
This analysis of testing in schools shows what the current debate gets wrong, and how educators and policymakers can create a future where assessments are a more effective part of the teaching and learning system.
Technology and artificial intelligence can vastly improve the types of assessments teachers use to guide students in their learning.
This fact sheet outlines the details of a proposed grant program that would increase recruitment and retention of highly qualified educators in schools with the highest teacher turnover.
The Center for American Progress proposes a new grant program to address the working conditions that contribute to job dissatisfaction and high turnover among the nation’s K-12 teachers in order to increase equal access to highly qualified teachers.
The Education Department has an opportunity to reimagine the policymaking process by committing to incorporating student voice.
As K-12 districts and schools plan for recovery from the COVID-19 pandemic, it is essential that providing social and emotional supports for educators is a key part of the conversation.
As the United States recovers from the COVID-19 pandemic and schools return to in-person learning in the fall, it is key that educators learn from the successes of the past year and avoid making the same mistakes.
Even in high schools with similar levels of access to advanced coursework, Black, Latinx, and Indigenous students are less likely to be enrolled in advanced courses—and even when they are enrolled, they experience less success in these courses than their peers.
This interactive uses data from the U.S. Department of Education to estimate how many students, overall and disaggregated, enroll in AP courses, take AP tests, and pass AP tests.
With long-term federal infrastructure investment, schools can deliver critical health and learning benefits to students while supporting the transition to a 100 percent clean energy future.
The current K-12 accountability system provides important information for education leaders, but local school communities need access to other timely and useful data to help improve the quality of education each child receives.
Community members in Indiana and New Mexico provide context on how Black, Latinx, and Indigenous students should be fully prepared for the future workforce.
A Public Education Opportunity Grants program will make K-12 education more equitable at the local, state, and federal levels.
