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.

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.

Strategies from the Multnomah County Partnership for Education Research can help strengthen student-teacher relationships and improve student achievement.

Learn what research shows about how the use of achievement data as the predominant metric for determining school success may perpetuate education inequity.

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.