Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on “fixing” and “filling” academic gaps, we must envision and rebuild the system from the student up—with classrooms, schools and systems built around students’ brilliance, cultural wealth, and intellectual potential. Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing.

Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation.

In this follow-up to Cultivating Genius, Dr. Gholdy Muhammad adds a fifth pursuit—joy—to her groundbreaking instructional model. She defines joy as more than celebration and happiness, but also as wellness, beauty, healing, and justice for oneself and across humanity. She shows how teaching from cultural and historical realities can enhance our efforts to cultivate identity, skills, intellect, criticality, and—indeed—joy for all students, giving them a powerful purpose to learn and contribute to the world.

One Good Story, That One is a collection steeped in native oral tradition and shot through with Thomas King's special brand of wit and comic imagination. These highly acclaimed stories conjure up Native and Judeo-Christian myths, present-day pop culture, and literature while mixing in just the right amount of perception and experience.

One Drum draws from the foundational teachings of Ojibway tradition, the Grandfather Teachings. Focusing specifically on the lessons of humility, respect, and courage, the volume contains simple ceremonies that anyone anywhere can do, alone or in a group, to foster harmony and connection. Wagamese believed that there is a shaman in each of us, that we are all teachers, and in the world of the spirit, there is no right way or wrong way.