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  Most schools offer parents specific ways to help out: Join the PTA, chaperone a field trip, grade papers for a teacher or assist on a classroom art project. Those volunteer opportunities, however, not only reinforce the top-down power structure of schools, but also cater to mostly white, privileged families, maintaining the institutionalized racism that marginalizes low-income families and families of color, said Ann Ishimaru, assistant professor of education at the University of Washington. What schools and districts can do…

Kim Boudreau enrolled at the University of Washington planning to major in business administration and human resources management, but it didn’t feel like quite the right fit. Boudreau realized she was interested in workforce training, so she added a minor in education. But she still wasn’t convinced her studies would take her where she wanted to go. So when the 20-year-old learned about the UW’s new undergraduate degree in Education, Communities and Organizations — or ECO — she didn’t hesitate…

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? Those discussions led to the creation of the UW’s new two-year Native Education Certificate program, which launches in August. The 10-unit curriculum mixes online learning with hands-on projects in participants’ communities, with the goal of providing more meaningful and culturally relevant education for Native students. “There is…

For some young men of color, college might seem a world away. To an African-American boy growing up in poverty, a Latino son of migrant farmworkers or a young Native American man living on a remote reservation, the path to post-secondary education can be hard to visualize. And once on campus, the reality can be daunting. Role models might be lacking, the sense of isolation overwhelming. A new University of Washington pilot program aims to address those obstacles and boost…

University of Washington research shows that using a single category of learning disability to qualify students with written language challenges for special education services is not scientifically supported. Some students only have writing disabilities, but some have both reading and writing disabilities. The study, published online in NeuroImage: Clinical, is among the first to identify structural white matter and functional gray matter differences in the brain between children with dyslexia and dysgraphia, and between those children and typical language learners….