It is better to light a candle than curse the darkness. This phrase resonates now more than ever. It also describes the way Native communities have been showing up for education during the COVID-19 pandemic—tribal elders, leaders, advocates, and educators have been finding creative ways to engage
The U.S. educational system is now experiencing a test run for the future. COVID-19 has demonstrated that despite the widespread use of online learning in many educational settings, we are still woefully unprepared to meet the needs of all students in such an environment. When students do return to
Mandy Smoker Broaddus writes about Oregon S.B. 13 as a way for tribal peoples to have their presence validated across the state and in classrooms.
With more English learners in American schools, it's important to equip teachers to make learning accessible for all students. A new tool for coaching teachers can help schools meet this challenge.
Hiring more teachers of color benefits all students academically and builds the school community—and it's the right thing to do.
How can teachers reach all their students—including students from cultural backgrounds different from their own?
Sonta Hamilton Roach writes about creating an education system that embraces culture and fits the needs of students, families and community members.
Centering cultural responsiveness on youth, families and elders and making cultural connections across the curriculum are two of the family engagement strategies shared in this blog post.
Teachers can engage in self-education and open up their classrooms to culture in forming strategies to end persistent and damaging stereotypes.
Legislation that establishes tribal K-12 schools is a step toward honoring meaningful self-determination policy for Native people. It's also a way to emphasize Native culture and improve student outcomes.
Angela Sandino writes about strategies that school leaders can follow to create optimal conditions for their teachers with English learners in their classrooms.
Culturally responsive systems are the key to improving outcomes for American Indian and Alaska Native students in school and in life.
What do students and families want to hear from school leaders in their-back-to-school messages? Shadiin Garcia shares a list that she's gathered.
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.
Mandy Smoker Broaddus writes on how Montana is creating language-immersion elementary classrooms as one strategy to restore and revitalize Native languages.
A few weeks ago, just after the tragedies in Baton Rouge and Dallas, I met informally with some colleagues. Each of us felt a confusing array of pain and numbness. I remember feeling especially unmoored by seemingly endless and totally senseless violence. I told my colleagues about a vulnerable...
What educational barriers do youth face when they enter and exit the juvenile justice system, and how can schools and detention facilities help incarcerated youth keep their education on track?
How well do students feel they get along with their teachers? Three students from Portland YouthBuilders share experiences on the role that teacher-student relationships have played in their high school education.
What skills can teachers learn to relate better to their students across cultures? Researcher Vicki Nishioka offers strategies to build teacher-student relationships and close the racial discipline gap.
Based on their experiences working with districts in Washington state, researchers David Stevens and Theresa Deussen offer three recommendations for districts on using data to help ensure equitable educational experiences and outcomes for students.