With ESSA placing states and districts in the driver’s seat when it comes to school improvement, what lessons can be learned from the School Improvement Grant (SIG) program?
This classic research synthesis by Researcher Kathleen Cotton cites classroom, school, and district practices that research has shown to foster positive student achievement, attitudes and social behavior.
Placing students into small groups can be a powerful approach to stimulate learning. This resource serves educators looking to improve classroom instruction through small-group student learning.
This resource examines the issue of trust within the context of school improvement, looking specifically at teacher-teacher and teacher-principal relationships.
With raising Oregon high school graduation rate a top priority, we asked Deputy Superintendent of Public Instruction Salam Noor a few questions on the direction that the state is taking to make progress in this area.
After fly fishing on Oregon's McKenzie River, Steve Fleischman connects his experience to the Every Student Succeeds Act and the practical choices educators make when determining how rigorous evidence should be when planning their school improvement efforts.
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.
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.
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.
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.
Alaska's Superintendent of the Year breaks down the three principles that have helped shape his district: attention, building, and collaboration.
Steve Fleischman writes in praise of the new federal education law for its expansion of the use of evidence to drive school improvement.
Caitlin Scott writes about the difficulties rural schools might face when replacing principals and a concept she finds promising for engaging rural students.
Steve Fleischman reflects on how using research and evidence to provide an excellent education for every student was as important 50 years ago as it is today.
Danette Parsley writes about two exceptional schools in rural Oregon that are beating the odds through data use, high-quality instruction, community building, and strong leadership.
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
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
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. Oregon and Washington have the greatest concentration of immigrant adolescents, where there
Recognition is growing that school factors play a role in student success. One of the key school factors is the principal, and many believe that the success of principals is related, in part, to their educational background and professional experience. However, district leaders don’t have all the