The WIDA International School Consortium, unofficially launched in 2008, has helped pioneer the improvement of teaching and learning for multilingualism around the world, from New Jersey to New Delhi. Using its signature "can-do" approach to learning, it has grown into a worldwide ELL network of more than 400 accredited preK-12 international schools in more than 100 countries.
Helping sixth graders see their concerns about measuring up in middle school as normal and temporary can boost grades and attendance, while reducing behavioral problems, a new study by WCER researcher Geoffrey D. Borman shows. The brief, low-cost intervention, done early in the school year, also scales up easily for use by an entire school district.
Depending on how they are designed and supported, a college internship can be a "positive, transformative" student experience or a "vehicle for reproducing inequality," according to new findings by the Center for Research on College to Workforce Transitions (CCWT).
A UW–Madison program that helps low-income adults become college learners is yielding more than just academic benefits. As important, many students find the Odyssey Project builds their sense of self, allowing them to envision a future in higher education.
Researchers at WIDA, a world leader in multilingual learning, say a better question is not "when" but "how" this change happens. This finding comes from the broadest study of long-term English language learners ever conducted, made possible by WIDA's exclusive access to data across 15 states.
WCER and its projects host dozens of lectures, panel discussions and other events throughout the academic year.
You can view video recordings of these lecture series on our website:
Or, you can browse all our videos here!
BioSpace, Aug 22
Business Insider, Aug 22
Milton Courier, Aug 20
Aug 15
Education Dive, Aug 12
Guam Daily Post, Aug 11
WCER Working Paper: Inequality and Opportunity in a Perfect Storm of Graduate Student Debt, Jaymes Pyne and Eric Grodsky, August 2018, updated August 2019
Steven Kimball, Jessica Arrigoni, Herb Heneman, Elisabeth Geraghty, Daniel Marlin, Bradley Carl, Curtis Jones, Elizabeth Cain, Anthony Milanowski, and Katharine Rainey, August 2019
"Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being," Geoffrey D. Borman, Christopher S. Rozek, Jaymes Pyne, and Paul Hanselman, Proceedings of the National Academy of Sciences, July 2019
Matthew T. Hora, Emily Parrott, and Pa Her, July 2019
Stephen Kilgus, Andy Garbacz and Katie Eklund received a grant of $361,992 from the Department of Education for “Building an Efficient Targeted Intervention for Students At Risk for Internalizing Problems: The Resilience Education Program (REP), through May 30, 2023.
Jeremy Stoddard and David Shaffer were awarded a grant of $392,161 from the Department of Education for “PurpleState 2.0: Investigating the Impact of a Virtual Internship on Argumentative Reading and Writing in Civic Education,” through June 30, 2022.
Matthew Wolfgram, Matthew Hora, Mindi Thompson and Zi Chen received a grant of $970,129 from the National Science Foundation for “The College Internship Study: A Longitudinal Mixed Methods Study Exploring the Impacts of College Internships on Student Outcomes at HBCUs,” through June 30, 2022.
Wisconsin Center for Education Research
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University of Wisconsin–Madison
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