Discover what's new in a statewide curriculum on the Native American experience in Oregon.
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.
Teachers can engage in self-education and open up their classrooms to culture in forming strategies to end persistent and damaging stereotypes.
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.
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.
Raise your awareness on trauma in postsecondary education institutions and how trauma affects learning and development and learn strategies to work effectively with college students who have been exposed to trauma.
"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."
Find out about the progress community colleges in Oregon are making to support students who are traditionally required to take developmental education courses and face a high risk for not graduating from college.
"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...
OLN Guest Blogger Carlos Sequeira outlines a new project designed to increase interest among talented and diverse Oregon high school students in becoming teachers.
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.
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
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.
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. In 2013, the Oregon Legislature made
My sister is about to become the first college graduate in our family, and we were chatting recently about the things that our future holds as well as our childhood. We were looking through some old baby pictures—cringe-worthy ones, may I add—and we started talking a lot about our upbringing. Both
I’m a researcher at Education Northwest. I’ve worked in district offices and parented six children who are now adults, so for both personal and professional reasons, I have a long interest in helping young people succeed in school. The part of my job that I enjoy the most is producing results that
Leading For Equity (LFE) is an intensive two-day institute for teams working on educational equity efforts. The National Equity Project provides teams with expert, caring guidance and facilitation to collaboratively address the personal and technical challenges they face in their schools,