Our librarians recently compiled this list of the latest studies and resources that states, districts and schools can draw from to create and improve CTE programs.
As our 50th anniversary approaches, Board Chair Barbara Adams writes about how Education Northwest's work reflects its core values of equity and support for evidence-based policy and practice.
Researcher Vicki Nishioka frames alarming statistics for out-of-school suspensions and discipline disparities in preschool programs with a set of practices that can help schools end the problem.
Education Northwest salutes Oregon’s Chief Education Officer Dr. Nancy Golden for an inspirational career serving students and the state of Oregon. As Nancy retires from her 42 years of service, she leaves behind an education system that is better because of her contributions. From her role as a
As economic forces shift in rural areas, how can creating expanded educational opportunities in science, technology, engineering, and math make a difference for rural students? Guest Blogger Barbara Peterson answers the question in a post based on an article she coauthored in the May 2015 issue of...
This blog post provides strategies for educators to help promote family involvement in students’ education. Tips include communicating early; establishing a consistent, targeted strategy for...
"The NEP is nonprofit organization based in Oakland, California. They share the values of the OLN and a commitment to achieving educational equity. NEP works to ensure that each child receives what he or she needs to develop to his or her full academic and social potential."
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.
United by a common mission to improve the lives of our children and communities in the Northwest, the Institute for Youth Success (formerly known as Oregon Mentors) will merge with Education Northwest effective August 15, 2015. This merger will create a full-service, innovative regional center to
Kindergarten transitions are important for children to succeed in school and later in life. What do principals need to know to help their youngest students thrive?
Do English learner students miss more class time due to discipline than their non-English learner peers? Art Burke examines this and other questions in his newly published REL Northwest study.
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.
English learners need to develop math and reading skills as well as their knowledge of social studies and science—even while learning English. Find out what the research says on this topic.
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.
Coming into high school a few years ago, I could not have anticipated how valuable skills like marking up important parts of the text or re-reading certain passages could be to my grasping of the material. As a sophomore last year (and a freshman the year before), I shrugged off most of the advice,
Dr. Steve Klein, a nationally recognized leader in career and technical education (CTE) and workforce development will join Education Northwest on September 24. Klein has more than 25 years of experience leading large-scale research, evaluation, policy analysis and technical assistance projects
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
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.