Prioritizing Racial Equity in Student Mental Health Spending
States and school districts have rightly prioritized student mental health as they start to spend pandemic recovery dollars, but they must do more to ensure that funding also promotes racial equity.
How Colleges and Universities Can Bring Pell Grant-Funded Programs Back to Prisons
A new process from the U.S. Department of Education outlines how higher education institutions can receive approval to offer Pell Grant-funded programs to incarcerated students.
Expanding Education Access for Black Girls With Disabilities
To create more equitable education systems, policymakers must understand how racism, ableism, and sexism intersect and negatively affect Black disabled girls’ ability to attain an education.
Holding Higher Education Accountable in Federal-State Partnerships
Colorado’s experiment with performance contracts in the College Opportunity Fund offers insights into how performance contracts could be used for accountability in federal-state partnership proposals for higher education.
Education Policies Need To Address the Unique Needs of Asian American and Pacific Islander Communities
The Center for American Progress is conducting new research that uplifts the lived experiences in public education of Asian American and Pacific Islander communities. This research will advance CAP’s ongoing work to apply an explicit racial equity lens to K-12 education policymaking.
Understanding the Opportunities and Challenges of Charter Management Contracts for Public Schools
A review of the common failures of contracts between management companies and the charter schools they oversee suggests some changes could help protect both students and taxpayer money.
Future of Testing in Education: The Way Forward for State Standardized Tests
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.
Future of Testing in Education: Effective and Equitable Assessment Systems
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.
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.
