Fact or fiction? The 4 myths of dyslexia
By: Elizabeth Barker
It can be tricky to understand what dyslexia is and what it isn’t. In this blog, learn the facts about four myths about dyslexia and about possible indicators for dyslexia from preschool years through high school.
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In this blog, Megan Kuhfeld shares background on what we know about summer learning loss, and the significant gaps that remain in our understanding that drive her work to take a fresh – and deeper – look at the phenomenon.
By: Megan Kuhfeld
This visualization presents findings from our report Evaluating the Relationships Between Poverty and School Performance and gives you the chance to explore how your school site compares to schools from the sample.
By: Andrew Hegedus
For three weeks in the summer, children who are entering kindergarten in Portland, Oregon, get ready and get excited to start school. While it’s no substitute for pre-K, getting a preview helps ease the transition for kids, and offers parents a sense of connection. Special correspondent Lisa Stark of Education Week reports.
PBS News Hour
Mentions: Beth Tarasawa
Strategies from the Multnomah County Partnership for Education Research can help strengthen student-teacher relationships and improve student achievement.
By: Beth Tarasawa
Learn what research shows about how the use of achievement data as the predominant metric for determining school success may perpetuate education inequity.
By: Andrew Hegedus
What role does schooling play in the development of racial and ethnic inequalities in academic skills? An analysis of 2M students provides insights into seasonal learning and achievement gaps.
By: Megan Kuhfeld, Dennis Condron, Douglas Downey
In order to ask students to be vulnerable in talking about how they have been exposed to, and impacted by, society’s messages about race, gender, and sexual identity, we have a responsibility to first demonstrate that vulnerability ourselves. Thus, our work is more about “being” than “doing.” Modeling honest self-assessment allows us to ask students to be reflective about their relationship to power, privilege, and oppression.
By: Angelica Paz Ortiz, Beth Tarasawa, Jack Straton, Noelle Al-Mustaifry, Anmarie Trimble