Equity

An article written by a University of Washington College of Education professor that offers guidance to school leaders on how to close opportunity and achievement gaps among students has been honored as the most read article of 2014 in the journal Leadership & Policy in Schools.

Professor Walter Parker of the University of Washington's College of Education, a leading scholar in the field of civic education, has been named an American Educational Research Association Fellow.

Born in Houston to parents from El Salvador and Haiti, Elba Camila Moise has observed the power of inclusive learning environments throughout her life. Now, the doctoral student in multicultural education at the University of Washington’s College of Education has her eye on nudging learning in that direction.

Putting high school English language learners in separate content-area classrooms designed to target their linguistic needs can backfire, a new publication by a University of Washington College of Education professor reports, by stigmatizing those same students.

Growing up, Onnie Rogers experienced first-hand how powerful stereotypes could be in shaping how children perceived their own abilities. That experience inspired Rogers, who recently joined the University of Washington College of Education as a research assistant professor, to pursue research on identity development among urban youth. Her work examines how cultural norms, expectations and stereotypes influence how youth see themselves, particularly in the context of schooling and education.

Megan Bang, an assistant professor at the University of Washington College of Education, has been recognized for making significant contributions to the field of indigenous education by the American Educational Research Association.

Eliminating persistent achievement gaps in America's schools requires educational leaders who can plan for the inevitable pushback that equity-focused policies engender, two University of Washington College of Education professors argue in a new paper published in the journal Leadership and Policy in Schools.