Good Jobs for All: How Federal Laws Can Create Pathways From Education and Training to Good Jobs
Federal legislation must focus on job quality to reduce gaps in education and lead to good jobs.
Education, K-12
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.
A Quality Education for Every Child
The time is now for policymakers to take a bold and comprehensive approach to K-12 education.
The Opportunity and Counseling Corps: Helping K-12 Students and Young Adults Recover From the Coronavirus Crisis
In the Wake of the Coronavirus, We Must Design and Build the Schools We Need—Not Simply Reopen Schools As They Were
Public Education Opportunity Grants
A First 100 Days Agenda for K-12 Education
An Overview of the Teacher Alternative Certification Sector Outside of Higher Education
A growing number of students are enrolling in alternative certification programs for teachers run by operators outside colleges.
Fact Sheet: Public Education Opportunity Grants
This fact sheet outlines the main goals and provisions of the proposed Public Education Opportunity Grants program.
Early High School STEM Perceptions Associated With Postsecondary Outcomes
A new CAP study finds that the future success of ninth graders—from high school graduation to college enrollment—is correlated with how they rate the usefulness and engagement of their math and science classes.
Vouchers Over Virus: How the Department of Education Prioritized Private School Vouchers Over Responding to COVID-19
Rather than leveraging the coronavirus to advance private school vouchers, schools need immediate fiscal stabilization and long-term efforts to improve public school choice.
CAP and EduColor Launch #WeBuildEDU Storytelling Campaign
#WeBuildEDU lifts up the voices of educators who are Black, Indigenous, and other non-Black people of color about how we create schools that work for all children.
Preparing American Students for the Workforce of the Future
CAP is embarking on a research effort that focuses on preparing students for civic life and the workforce of the future.
Student Assessment During COVID-19
A comprehensive approach to testing and gathering critical student data next year can support all students.
How To Center Equity in Advanced Coursework Testing During COVID-19
Preparation needs to begin now to ensure that equitable access for all high school students and transparency are at the forefront of plans for advanced coursework in 2021.
Better Learning Outcomes Can Help Kick-Start the Economy
A new study finds that investing in education can increase worker salaries and gross domestic product.
The Black-White Wealth Gap Will Widen Educational Disparities During the Coronavirus Pandemic
Less wealth makes it more difficult for African American parents to get reliable access to the internet and devices for remote learning.
Creating Strong Building Blocks for Every Student
This report details the components needed to effectively prepare middle school students for rigorous high school pathways that will lead to success in college and careers.
Mental Health Support for Students of Color During and After the Coronavirus Pandemic
Amid the coronavirus pandemic, schools need additional mental health funding and support that is implemented with a racial equity lens.
Why K-12 Education Needs More Federal Stimulus Funding
In the wake of the coronavirus crisis, a major federal investment in K-12 public education is urgently needed.
3 Principles for Reopening Schools Safely During the COVID-19 Pandemic
Science, not politics, should drive the decision to physically reopen schools.