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Monday, 20 October 2014

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See IDRA’s latest annual report, The Power of Possibility: How IDRA and its partners are changing public education.



IDRA’s book, Courage to Connect: A Quality Schools Action Framework™. See how communities and schools can work together to strengthen their capacity to be successful with all of their students. Visit the book’s web page to get a table of contents, excerpt, related podcasts and other resources related to this book.


We’ve launched the IDRA Newsletter in a mobile-ready e-Letter format! Now you can choose how you want to receive the newsletter, which is also published in print and on the IDRA website. Sign up to get the IDRA Newsletter by email today!





Updated Infographic: Texas School Funding Equity Gap
See IDRA’s new graphic showing how some children are considered more valuable than others in Texas. It doesn’t have to be this way. (shareable web graphic, png)



“Building Parent Voice for Action” IDRA Classnotes Podcast Episode 146
Families need to know how schools are doing, and they can use available data to give them a big picture view of their neighborhood public school. But parents can also dig deeper by surveying each other. In this episode, Aurelio M. Montemayor, M.Ed., IDRA senior education associate, describes how some family groups have conducted parent-to-parent surveys, finding common goals and concerns. The process is helping their schools listen to families and more importantly is helping families and schools partner together to meet the challenge.


Dual Language Means Two, Reflections and Guidance for Teaching in Two Languages
In schools that work for English language learners, where transitional bilingual education or dual language maintenance programs are in operation, the students’ primary language is central to the goal of teaching English and to meeting the primary language goal specific to the program. If these goals are to be met, teachers need to pay attention to how much time they devote to each language. Research has shown that when bilingual teachers don’t consciously monitor their language use, they tend to use much more English than they intend or thought they were using. Adela Solís, Ph.D., points to resources for teaching Spanish in bilingual and dual language classrooms.



Continuities: Lessons for the Future of Education from the IDRA Coca-Cola Valued Youth Program
Get seven key lessons for improving the quality of education for all students. This publication presents the voices of youth, teachers, family members and program leaders and the reasons valuing youth is at the heart of school transformation. Free online.


An Elementary School’s STEM Success Story – IDRA Technical Assistance Empowers Teachers with Strategies to Impact Student Learning
IDRA’s South Central Collaborative for Equity has partnered with Gus Guerra Elementary to engage in changing the campus culture to one that is child-centered, college going and highly engaged with parents and community. Every child, regardless of characteristics and identified needs, is challenged to reach high standards and is given requisite pedagogical, social, emotional and psychological supports. The major goals are to increase the school’s effectiveness in science, technology, engineering and math (STEM) and to increase academic language by particularly integrating the linguistic demands of the STEM areas into the curriculum. Nilka Avilés, Ed.D., and Juanita C. García, Ph.D., describe how the campus is succeeding in preparing primary grade students for upper elementary grades, middle school, high school and college.


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