Oregon’s Education Innovation Officer writes about the necessity to improve the state’s graduation rate and a few of the promising practices that could help Oregon reach its goal.
How do you measure social and emotional learning, and how do you know your supports are working? Tune in to this February 22 webinar featuring a Q & A with national expert Hunter Gehlbach.
How does an eastern Washington high school build and retain an exceptional and diverse teaching staff despite challenges? Pasco High School Principal Raúl Sital shares his approach.
With experience working to improve data use in two southern Oregon school districts, Guest Blogger Todd Bloomquist shares the questions that informed the process and takeaways for districts looking to improve the ways they use data to support student success.
Here is a sampling of the research-based resources and conversations we shared: Stopping the Spread of Math Anxiety Math anxiety goes a lot deeper than simply disliking math. Students who experience this form of anxiety have an acutely negative emotional response to situations that involve math.
Social and emotional learning is critical for students, but the concepts can be confusing. In this article, Education Northwest's experts weigh in on the best places for educators to start.
Jason Neiffer of the Montana Digital Academy writes about new research from REL Northwest that confirms what he's long believed to be a key element for student success in online credit recovery programs.
The following resources, developed by our National Mentoring Center project (1998-2012) can help school administrators and staff, as well as their community partners, design and implement effective mentoring services in K-12 school settings. The ABCs of School-Based Mentoring This revised version
Caitlin Scott writes on a new REL Northwest study that uncovers challenges faced by rural schools with School Improvement Grants and shows the promise of technical assistance when it comes to implementing evidence-based strategies.
What difference does a teacher-mentoring program make on early career teachers in Alaska in terms of teacher retention, instructional practice and the academic performance of their students?
The February convening will provide an opportunity for ISN members to share the progress they have made in establishing collaborative leadership within their districts and/or processes they’ve used from either In Praise of American Educators or Leaders Make it Happen. It will also be an
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.
This report is the first external evaluation of Future Connect. It examines the program’s impact on college performance, progression, persistence, transfer, and completion.
"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."
Researchers Jason Greenberg Motamedi and Malkeet Singh write about how they used a methodology developed by medical researchers to create a useful tool for determining how long it will take students to pass a language proficiency test and exit English learner services.
Belonging is a fundamental human need. What strategies that educators can use to help students feel more secure in their school experiences?
Networks are a promising strategy for rural teachers to overcome the challenges of isolation. Danette Parsley provides three takeaways from our role in establishing a rural network in the Northwest.
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
Steve Fleischman responds to a critic's assertion on the status of education research and points to several examples of research consistently and effectively building local capacity of educators in the field.
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.