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.
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.
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.
"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.
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.
Alaska's Superintendent of the Year breaks down the three principles that have helped shape his district: attention, building, and collaboration.
Jacqueline Raphael and Rhonda Barton look closely at the demands of the Common Core State Standards on student writing and show how a traits-based model for teaching writing can help educators meet the challenge.
"We wrestle with these issues of privilege, dominant culture, and expectations in North Clackamas schools. We’ve found that there is a strong interplay among instructional practices, equity, and leadership. At the intersection of these concepts lie five principles that we can follow to have a...
Steve Fleischman writes in praise of the new federal education law for its expansion of the use of evidence to drive school improvement.
Read about how Corbett School District Superintendent Randy Trani wanted the same opportunities for his district’s students as his own kids, and how the district is getting close to reaching its goals of 100 percent...
Oregon's teacher of the year writes about how he came to place students' cultures front and center in his classroom and in the community and encourages more teachers to promote equity.
Caitlin Scott writes about the difficulties rural schools might face when replacing principals and a concept she finds promising for engaging rural students.
"Our district has taken pains to move beyond a conversation of race and equity to action. Of course, that’s easier said than done. We have gone from the stage where we identified and talked about the problem to the more challenging task of embracing our mission to ensure that every child reads...
Researcher Art Burke writes about a successful collaboration that eased the way for a district to translate research into practice and improve teaching for English learners.
As we approach our 50th anniversary, we are running a series on the work we do with the five states that make up our region. This post looks at how Idaho is changing and what’s needed to meet the demands of an evolving workforce.
"In my classrooms, I have tried multiple approaches, and through much experimentation, I’m convinced that what really matters is giving my students get as many opportunities as possible to practice subject-specific academic language through focused conversations with their peers."