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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.
What role can researchers play in closing achievement gaps and expanding equitable outcomes for students?
Education Northwest congratulates North Clackamas School District Superintendent Matt Utterback on being named National Superintendent of the Year. The award was presented by AASA, The School Superintendents Association, on March 2 in New Orleans at the 2017 National Conference on Education.
      Committing to Student Safety: A Call to Action in Uncertain Times The Oregon Leadership Network (OLN) offers institutes twice a year to participants from its member organizations. The program includes plenary and breakout sessions designed to build the capacity of education leaders to sustain
What is social and emotional learning (SEL)? What about nonacademic skills; workplace-essential skills; 21st-century skills; and mindsets, essential skills and habits (MESH)?
      Education Northwest’s work across several research areas, including support for English language learners, college and career readiness, school improvement and equity in public education, will be highlighted at the annual conference of the American Educational Research Association (AERA),
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
      Culturally Responsive Mathematics Instruction (Webinar 1) April 28, 2016 Presenter: Patrice Woods This webinar will provide action research-based models of culturally responsive mathematics instruction proven to be effective in improving student learning and achievement. Practitioners will
      New math pathways to address barriers students face in successfully completing college math requirements At community colleges, the majority of new students are considered underprepared for math and must take remedial math classes. Few students who take these courses progress into college
      Good Instruction for All (Webinar 1) April 19, 2016 Presenter: Jacob Williams In this webinar we’ll look at teaching practices that promote high-quality and equitable instruction for all students, regardless of their backgrounds. Participants in this webinar will be introduced to these three
When schools get an influx of English learners, what can principals do to help ensure their academic success?
The Elementary and Secondary Education Act (ESEA) turned 50 on April 11, 2015. The law is our nation’s primary mechanism for distributing federal funds to schools and for guiding improvement efforts, especially in schools with high percentages of low-income students. I, too, turn 50 in 2015. As I
This blog post describes how a one-size-fits-all approach to school turnaround may be inappropriate — or even detrimental — to rural schools.
Four years ago, when I taught first-year composition at Portland Community College, I remember working hard to focus my class on topics I felt would interest my students: how experts achieve excellence in their chosen fields, for example, and how to balance work, school, and personal life. My
Welcome to the Oregon Leadership Network's monthly blog series. Topics relate to building the capacity of education leaders to sustain research-based equitable practices across Oregon’s P–20 education system. Learn more about the Oregon Leadership Network. In 2013, the Oregon Legislature made
My sister is about to become the first college graduate in our family, and we were chatting recently about the things that our future holds as well as our childhood. We were looking through some old baby pictures—cringe-worthy ones, may I add—and we started talking a lot about our upbringing. Both
"Changing the Conversation,” a new case study brief from Education Northwest, looks at Highline Public Schools’ participation in the Road Map Project.
Located on the Spokane Indian Reservation, the Wellpinit middle and high schools serve roughly 150 students in grades 6 through 12. When I started in September as a first-year principal, I was looking for a method to maximize results. I’d taught at Wellpinit for six years and saw that our teachers

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