Alum spreads joy of math

Sam Woodard
Sep 16 2016

Is there a way that smartphones can decrease achievement gaps in math classes?

Sam Woodard, co-founder and CEO of the app MathChat, believes that they can. After graduating from the University of Washington College of Education with a Masters in Teaching in 2013, Woodard went on to teach in various K-12 settings, including Cleveland High School in Seattle.

Families in the driver's seat

Equitable Family Engagement
Oct 13 2016

The latest edition of Research That Matters, "The Power of Partnership," explores how the UW College of Education is working with schools, educators and communities to make learning come alive for all students. The following story about how the College is forging stronger, more equitable relationships between schools and families also appears in the online version of the magazine.

Revealing the STEM in Them

STUDIO: Build Our World
Sep 15 2016

The latest edition of Research That Matters, "The Power of Partnership," explores how the UW College of Education is working with schools, educators and communities to make learning come alive for all students. The following story about a College partnership with Neighborhouse House to provide hands-on STEM learning opportunities to low-income, immigrant and refugee youth also appears in the online version of the magazine.

Tellers of a new story

Native STEAM Camp
Sep 22 2016

The latest edition of Research That Matters, "The Power of Partnership," explores how the UW College of Education is working with schools, educators and communities to make learning come alive for all students. The following story about a College partnership with Native communities to bring culturally relevant STEAM programming to youth also appears in the online version of the magazine.

Study points to benefits of teacher team building

White Center Heights classroom
Sep 2 2016

Effective teachers don't just impact their own students' achievement, they help improve the performance of their fellow teachers' students. New research by Min Sun of University of Washington College of Education and her collaborators points toward how schools can maximize the talents of their teachers to improve instruction, especially poverty-impacted and minority children who often are taught by less experienced teachers.

What we (don’t) know about independent teacher preparation programs

Sep 8 2016

As some advocacy groups push to deregulate the preparation of teachers and expand independent, alternative routes into teaching, a new policy brief authored by the University of Washington College of Education’s Ken Zeichner reviews what is known about the quality of five of the most prominent independent teacher education programs in the U.S.

Empowering all students to show their strengths

Robinson Center
Sep 1 2016

Students of color in America are 20 times less likely to be identified as gifted and talented than their classmates.

Too many students aren’t getting an opportunity to reveal their strengths says Nancy Hertzog, a University of Washington College of Education professor, and as director of the UW Robinson Center for Young Scholars she’s working to change the status quo.

Giving a boost to struggling readers

Whitman tutoring
Aug 11 2016

Summer is a crucial time for young readers. As much as 85 percent of the reading achievement gap between poverty-impacted students and their peers can be attributed to “summer slide,” the lack of access to reading opportunities these students experience over the summer.

At Seattle’s Whitman Middle School, however, students at risk of falling behind are getting a helping hand from University of Washington College of Education tutors through a summer intensive reading program now in its fifth year.

Upcoming Events!

Events coming this 2017 Autumn Quarter

Kick Off BBQ

Saturday October 7 | 3-6 PM | Gasworks Park

New program aims to foster better education for Native learners

Native education
Jul 18 2016

At meetings with Native American community leaders, educators in the University of Washington’s College of Education repeatedly heard the same question — what can be done to improve educational outcomes among Native learners?