Attracting and keeping teachers in our hard-to-serve schools can help prepare all our students to be productive members of society in the 21st century.
On the most recent National Assessment of Educational Progress, only 24 percent of students in grades 8 and 12 scored at or above proficient level, lower than our students’ performance in reading and mathematics.
In our region—Alaska, Idaho, Oregon, Montana, and Washington—young people between the ages of 13 and 17 are more than twice as likely to be foreign-born immigrants than children from birth to the age of 12.
Students of color held out of class at a high rate even as overall suspensions are decreasing but also that as schools reduced suspensions, rates of unsafe behavior decreased and students reported feeling safer.
Collective impact has emerged as a popular model in the Northwest, and nationally, for addressing long-standing challenges in reaching community-level educational goals and achieving of success for children and families.
Findings show that completing developmental education courses in reading and writing leads to an increase in earnings, suggesting that developmental education English credits may improve individuals’ employability.
I recently had the privilege of assisting the Center on Education Policy at George Washington University with a study of expanded learning time, which included an exploration of this practice in Oregon.
When you approach a district with a request to conduct research or receive data, you probably won’t be the first.
Doing research in a school district is not primarily about researchers. The best way to start is by thinking about what’s in it for the district, because that’s what they’ll want to hear first.
Improving schools is about more than just improving academic performance. It’s also about creating a level playing field so that students from poor families have the same opportunities to succeed as those from more privileged backgrounds.
Bringing the families of low-income students into discussions of how to pay for college is one of the key messages Sara Goldrick-Rab shared at the Oregon GEAR UP SUCCESS Retreat.
Learn how to support schools and districts on preventing harassment and bullying by emphasizing the victim’s perspective.
Creating and enforcing a clear and equitable discipline policy plays an important role in ensuring that all students are afforded the opportunity to reach their full potential.
It’s easy to understand why teachers are not always thrilled when they learn their district is considering using value-added models to help evaluate their effectiveness.
Our always-on digital world presents both the greatest challenge and the greatest opportunity to reframe what learning can and should look like today.
