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OLN Guest Blogger Carlos Sequeira outlines a new project designed to increase interest among talented and diverse Oregon high school students in becoming teachers.
Community college students who transfer to four-year universities have low rates of bachelor’s degree completion. What policy changes does research suggest?
Starting college can be stressful for all students but in particular for those who have experienced trauma. How can educators help?
This report is the first external evaluation of Future Connect. It examines the program’s impact on college performance, progression, persistence, transfer, and completion.
Join REL Northwest for a free Oct. 4 webinar exploring two programs that have helped underrepresented students earn a degree.
What does Education Northwest do? Our newly refreshed website makes it easier to find out.
To help achieve Oregon’s high school and postsecondary education completion goals, the state has been expanding its investment in accelerated learning options that give high school students the opportunity to earn college credit. A growing body of literature has found that accelerated learning
Earning college credit while still in high school can benefit students in many ways. What can states, districts and schools do to help their dual-credit programs become successful?
Our conversation with Dana Kelly and Carson Howell from the Idaho State Board of Education on Idaho’s approach and success in creating dual-credit programs.
When schools build an understanding of the unique challenges facing different language-minority student groups, they are better equipped to serve them. How can schools get started?
Raise your awareness on trauma in postsecondary education institutions and how trauma affects learning and development and learn strategies to work effectively with college students who have been exposed to trauma.
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.
Spearheaded by GEAR UP Hawai'i, the Step Up Scholars program was a statewide campaign and program that encouraged Hawai'i public school students in the graduating Classes of 2013, 2014, and 2015 to earn a more-rigorous high school diploma—the Board of Education Recognition Diploma (BOERD)
This REL Northwest report provides a portrait of dual-credit participation rates and trends in Idaho between the 2011–12 and 2014–15 school years.
Find out about the progress community colleges in Oregon are making to support students who are traditionally required to take developmental education courses and face a high risk for not graduating from college.
This brief shares key findings from a case study of how Highline Public Schools and its community partners have contributed to the Road Map Project.
Oregon Promise, a program that covers most tuition at Oregon community colleges, appears to be having an impact on the college-going decisions of students—particularly first-generation students.
Spanish-speaking students—the largest group of language minority students in Washington state—take fewer advanced courses and earn lower grades in those courses than other language minority students and English-only speakers, regardless of whether they are classified as English learners.
A new report from Education Northwest offers an early look at the implementation of developmental education reforms in Oregon.
A new study by REL Northwest has found that high school GPA was better than college entrance exam scores at predicting college course grades for recent Alaska high school graduates.

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