In the News

25 percent of the proceeds from the Matthews Estate's Blackboard Syrah go to the Ackerly Foundation, which partners through the University of Washington College of Education to support teacher training at 24 schools.

Professor Kristen Missall comments on how parents can approach academics at home as children go online to learn during the coronavirus outbreak.

From the 3-year-old who reads at a higher level than his school-age siblings and knows all the state capitols to the introverted, late-blooming artist who struggles in school, being “gifted” may not always look like the stereotype of the precocious geek. What does giftedness really look like and how can parents and teachers of highly capable children best nurture their gifts and  social-emotional health? Dr. Nancy Hertzog responds to ParentMap.

Ji-young Lee, a PhD student in multicultural education, comments on the pressure South Korean students face to win admission to top schools through the country's university entrance exam.

Research by Kenneth Zeichner on venture philanthropy and teacher education, including legislation under consideration by the U.S. Congress, is discussed in a Washington Post article.

Professor David Knight writes that most K-12 federal funding supports the nation's most vulnerable students, making potential cuts for school districts that don't resume daily in-person instruction especially harmful.

Early education and K-12 leaders from across the country participated in a conference hosted by UW's National P-3 Institute to brainstorm ideas for better linking early childhood learning with the K-12 education system.

Men of color have been the focus of a growing number of research studies, as educators and policy makers attempt to address educational equity gaps. Compared with other educational settings, less attention has focused on how to increase persistence and graduation rates of men of color pursuing baccalaureate degrees. Yet, national statistics over the past two decades show that men of color in colleges and universities graduate at lower rates than all other populations, including their same-race women peers. Associate Professor, Joe Lott, II, along with co-authors Dalva Perez and Theresa Ling Yeh, conducted research to examine a collaborative, equity-based inquiry approach to respond to equity gaps for men of color in college. Their study used a social design experiment (SDE) approach to examine what happens when staff of color on a predominantly White campus come together to address educational inequities for men of color. The researchers’ findings suggest that developing communities of practice through this SDE approach could lead to more enriched and comprehensive responses and to systemic organizational change.

Professor Virginia Berninger comments on the cognitive benefits of learning cursive in story about the Ohio General Assembly considering a bill that would require schools teach cursive.

Jennifer Lee Hoffman, associate professor in Educational Foundations, Leadership & Policy and faculty member at the Center for Leadership in Athletics, is quoted in an article published in Diverse Issues in Higher Education that focuses on how collegiate athletes are already beginning to profit off their name, image and likeness since the court's ruling in June. While some scholars have speculated that profiting off name, image and likeness will make sports more equitable for all genders and races, Lee Hoffman cautions that institutions must take into consideration the ways in which equity comes into play and what young athletes need to learn to take advantage of the entrepreneurial options now available to them.