Editor’s note: Earlier today, the Center for American Progress, the Jack Kent Cooke Foundation, and the Fordham Institute released the following letter to states outlining the opportunities in the Every Student Succeeds Act to support high-achieving students.
Collectively, the three organizations, which span the ideological spectrum, make the case for how and why the outcomes of high-achieving students deserve attention, and we also briefly describe the research base supporting our position.
We know governors and state superintendents are committed to supporting high-achieving, low-income students, and we hope this letter can help inform the development of their state accountability systems to meaningfully include the performance of all students.
As leaders of three organizations that span the ideological spectrum—and that all care deeply about boosting educational opportunities for all students—we write to urge you to keep high-achieving low-income students in mind when designing your state’s new school accountability system under the Every Student Succeeds Act (ESSA). While we believe that students struggling to meet grade-level targets should be a major focus for school reform, we also believe that high-achieving at-risk students should not be overlooked.
For much of its history, our country has ignored the talents...