Whether driven by inherent challenges affecting student performance or simply an aspiration to excel, schools want to do better. The challenge is finding a way to get there.
Education leaders from the Knowledge Alliance welcomed the appointment of Ruth Curran Neild to lead the Institute of Education Sciences (IES).
Our always-on digital world presents “both the greatest challenge and the greatest opportunity to reframe what learning can and should look like today,” according to the authors of this Lessons Learned brief on e-learning. Based on best practices and experience from the field, the article offers
Education Northwest’s work in equity, English learner instruction, postsecondary and career readiness, and school improvement were highlighted at the annual conference of the American Educational Research Association (AERA), April 16–20 in Chicago.
Many researchers and research funders want their work to be influential in educational policy and practice, but there is little systematic understanding of how policymakers and practitioners use research evidence, much less how they acquire or interpret it. By understanding what does shape
This September 2008 issue of the NASSP Principal's Research Review discusses how and why schools that build a coherent instructional program through common frameworks for curriculum, instruction, assessment, and learning climate achieve measurable improvements in student achievement. It also
When collaboration is embedded in teachers’ work and supported by leadership, meaningful professional learning and improved teaching follow. School redesign demands that practitioners make fundamental shifts in their beliefs about reaching all students. This Principal Leadership article, written by
Small learning community and small school reform efforts have begun to falter in light of evaluations showing stalled implementation and limited impacts. However, this Lessons Learned brief gives reasons why these reforms are useful when coupled with further instructional improvements. These
The process of selecting a school turnaround provider can seem overwhelming, with so many choices and so little time and information. External and internal pressure to make the selection as quickly as possible can lead to hurried decisions with long-term, costly consequences for both districts
In the Northwest region, 39 percent of schools are rural, compared to 31 percent nationally. While rural schools face many of the same challenges as those in urban settings, they also have unique characteristics that should be taken into consideration when carrying out school improvement efforts.
Data-driven decision making has become a national education priority. But do educators have the capacity to understand the data and use them appropriately to make instructional improvements? What can schools and colleges of education do to better prepare future teachers and administrators to use
“How Small Schools Grew Up and Got Serious (But Didn’t Lose Their Spunk)” is in the December 2010/January 2011 issue of Kappan Magazine. Written by Education Northwest’s high school redesign experts Diana Oxley and Katie Whitney Luers, the article draws on the duo’s field experience from the past
State education agencies (SEAs) are required by federal policy to provide a statewide system of intensive and sustained support to Title I schools and districts identified as in need of improvement due to persistently low student performance. One component of a statewide system of support is the
This March 2012 NASSP Principal’s Research Review, written by Education Northwest’s Rhonda Barton and Rob Larson, looks at strategies for improving educational equity. With racial and economic disparities still an everyday reality throughout our education system, this brief suggests steps
In the May 2012 issue of NASSP's Principal's Research Review, the longtime topic of grade configuration is explored. The writers, Rhonda Barton and Jennifer Klump of Education Northwest, zero in on what the research says about organizing students in various elementary, middle level and
What truly characterizes a professional learning community? And, more important, How can PLCs improve teacher practice and student learning?
There’s growing recognition that communities of practice—peer-to-peer learning groups—offer an effective way to work together on a common problem, share strategies, and deepen members’ knowledge. Originally envisioned as groups that worked together in the same location, technology can now overcome
School leadership is complex and requires wisdom, informed judgment, and choosing among multiple options. Should leaders push for fast results or incremental improvements over time? Do they focus on closing the achievement gap or raising the rigor of teaching and learning? There is no single right
The use of research and data in decision making has become a popular mantra in education circles, but putting it into practice presents some real challenges. Often, educators and policymakers may not have the time or skills to identify, access, analyze, and apply data, or the capacity to use
Welcome to the Oregon Leadership Network's monthly blog series. Topics relate to building the capacity of education leaders to sustain research-based equitable practices across Oregon’s P–20 education system. Learn more about the Oregon Leadership Network. Many of us are working to reduce and