How can leaders in education better understand and address opportunity gaps in course-taking? District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach.

This article explores the complexities teachers face in determining when English Learner students near the proficiency threshold should be reclassified, and provides important recent research findings to help guide the decision-making process.

In this webinar, learn more about the relationship between self-efficacy and the achievement gap for English Language Learners (ELLs).

An NWEA webinar by Dr. Andy Hegedus on the relationships between poverty and school performance

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.

Megan Kuhfeld draws on data from the 3.4 million students who took the NWEA MAP Growth assessments to find that summer slide is common, but not inevitable. According to the data, the students who experienced the greatest loss were those who made the greatest gains during the previous school year.

This study improves upon previous research by addressing this dimension of heterogeneity and reporting detailed by-subject analyses.