Shadiin Garcia compiles a list of back-to-school messages from folks on what they want to hear from school leaders.
Guest Blogger Jason Younker writes on the challenges colleges face in identifying their American Indian and Alaska Native students and the solution that U of O developed to better serve the community.
Guest Blogger Mandy Smoker Broaddus writes on how Montana is creating language-immersion elementary classrooms as one strategy to restore and revitalize Native languages.
OLN Guest Blogger Carlos Sequeira outlines a new project designed to increase interest among talented and diverse Oregon high school students in becoming teachers.
A few weeks ago, just after the tragedies in Baton Rouge and Dallas, I met informally with some colleagues. Each of us felt a confusing array of pain and numbness. I remember feeling especially unmoored by seemingly endless and totally senseless violence. I told my colleagues about a vulnerable...
What educational barriers do youth face when they enter and exit the juvenile justice system, and how can schools and detention facilities help incarcerated youth keep their education on track?
How well do students feel they get along with their teachers? Three students from Portland YouthBuilders share experiences on the role that teacher-student relationships have played in their high school education.
What skills can teachers learn to relate better to their students across cultures? Researcher Vicki Nishioka offers strategies to build teacher-student relationships and close the racial discipline gap.
Based on their experiences working with districts in Washington state, researchers David Stevens and Theresa Deussen offer three recommendations for districts on using data to help ensure equitable educational experiences and outcomes for students.
Laura John writes about how Montana's graduation rates for American Indian students are rising and the state's various programs and initiatives that are helping close the achievement gap in Indian Country.
"To paraphrase Author Robert Fulghum, school is where we learn to share, play fair, not hit others, and say you’re sorry when you hurt someone. It is also the place where we learn to clean up our own messes."
Jacob Williams looks at the role educators can play in supporting youth to help keep them out of trouble and discusses several risk domains associated with young people based on a new, comprehensive literature review.
"We wrestle with these issues of privilege, dominant culture, and expectations in North Clackamas schools. We’ve found that there is a strong interplay among instructional practices, equity, and leadership. At the intersection of these concepts lie five principles that we can follow to have a...
Oregon's teacher of the year writes about how he came to place students' cultures front and center in his classroom and in the community and encourages more teachers to promote equity.
Researcher Vicki Nishioka frames alarming statistics for out-of-school suspensions and discipline disparities in preschool programs with a set of practices that can help schools end the problem.
Education Northwest salutes Oregon’s Chief Education Officer Dr. Nancy Golden for an inspirational career serving students and the state of Oregon. As Nancy retires from her 42 years of service, she leaves behind an education system that is better because of her contributions. From her role as a
As economic forces shift in rural areas, how can creating expanded educational opportunities in science, technology, engineering, and math make a difference for rural students? Guest Blogger Barbara Peterson answers the question in a post based on an article she coauthored in the May 2015 issue of...
Do English learner students miss more class time due to discipline than their non-English learner peers? Art Burke examines this and other questions in his newly published REL Northwest study.
Malkeet Singh writes about the potential of the Common Core State Standards to improve outcomes for disadvantaged students and his own work in providing professional development to math teachers.
Rural schools around the country are challenged in hiring and keeping high-quality teachers. Many things contribute to this reality: Teaching in a rural and/or remote community can mean being geographically isolated, having fewer resources and colleagues, dealing with the sense of being an