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Centering Student Perspectives in School Improvement Efforts: Highlander Institute’s Student Experience Survey

Over the last twenty years teachers have been tasked with collecting, analyzing, and using endless amounts of testing data in their classrooms. While this data can help us understand patterns of progress and identify where students are struggling, it has not translated into more equitable outcomes for students (Barshay, 2022).  How can we expand our…

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Greystone, Centredale recognized for improving test scores

Greystone and Centredale Elementary Schools have been recognized with governor’s citations for improving student achievement despite the challenges brought on by the pandemic.

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Two Highlander Institute partner schools recognized with governor’s citations for improving outcomes despite pandemic challenges

“We are incredibly proud of these two school communities and all of the hard work, dedication, and resilience they have demonstrated over the past couple of challenging years. It is a true example of how combining the expertise of our leadership and educators with a talented Highlander Institute facilitator and effective school change model created…

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Connecting Data and Equity: Exploring Human-Centered Data Practices

Over the past twenty years, the role of data in the classroom has increased in intensity and complexity. Teachers now have access to a wide variety of data from learning platforms, interim assessments, state tests, and formative measures — to name a few — that aim to support student learning. But accessing this barrage of…

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How a Rhode Island district adapted learning pods to improve student equity

Occupying just one square mile, Rhode Island’s Central Falls School District is located in the smallest town in the nation’s smallest state. But despite its small size, its equity concerns loom large. The six-school district, which has been under state takeover since 1992 because of financial hardship, enrolls 2,878 students, 68% of whom are eligible for…

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