In the News

Professors Maggie Beneke and Manka Varghese and alum Caryn Park (PhD '10) share how white parents can begin engaging young children in conversations about whiteness, racism and fairness.

Marguerite Roza testified before the U.S. House of Representatives Committee on Education and Labor at the hearing entitled Teacher Equity: Effective Teachers for All Children.

Professor James Mazza, who is holding interactive online sessions for families on how to deal with the emotional upheavals, is featured.

Two-time Olympic champion Felix Sanchez was in Seattle today to announce his support for an innovative program that trains coaches to work in sports-based youth projects in disadvantaged areas of the city. The Center for Leadership in Athletics are a part of this growing effort to place more trained coaches into sports-based youth development programs. They have been working with Up2Us and Coach Across America since their inception and are a strong supporter of their growth in this area.

Key concepts of the bestselling book "White Fragility" by Robin DiAngelo (PhD '04), affiliate associate professor of education, are explored in depth.

Gender and culture affect science research on a fundamental level, Professor Megan Bang argues in an article about the importance of learning science from multiple perspectives.

Professor David Knight comments on his research showing that high-poverty districts experienced an inequitable share of funding and staffing cuts following the Great Recession and how that pattern could reemerge in the coronavirus era.

Professor Jennifer Hoffman comments on the lack of female coaches in high school sports.

Ann Ishimaru co-authored a new report, "Summer Learning and Beyond: Opportunities for Creating Equity," jointly published by the Learning Policy Institute and the Spencer Foundation. While many education stakeholders have called for intensive remediation for students to address this year of disrupted schooling and potential learning loss, this report argues that intensive remediation alone will not meet students' needs and ― if conducted in a way that is segregating, stigmatizing, and separated from children's real-life concerns ― could even deepen inequalities and exacerbate trauma. As schools and districts plan for summer learning experiences and beyond, Ishimaru and her co-authors argue that it is more important now than ever that they do so in ways that center the range of experiences, needs, and dreams that young people will be bringing with them to learning environments.

The UW Institute for Science + Math Education's work with Seattle and Renton schools to implement Next Generation Science Standards is featured in a video as part of the NSF Teaching & Learning Showcase.