OM Chile's skateboard ministry in Santiago is bearing fruit. Skater Diego gave his life to Jesus, after becoming friends with OM'er Yerko Clavero.

OM Chile training programme participants see people come to faith during a weekend outreach.

Chileans and foreigners perform a flash mob in the largest plaza in Santiago.

The participants of OM Chile’s nine-month Intensive Training were different people when they left than when they had arrived.

Supporters of an OM worker raise money for her ministry by hosting a rubber duck race.

An OM Chile team member visits two children's homes each week to invest in the kids' lives. She asks people to join her in prayer.

God supplies OM Chile with a new ministry base big enough for the team to live and work together in the same location.

An OMer shows loves to a young boy at a children's home who finds it easier to connect with animals than with other people.

OM Chile's Intensive Training participants travel around the south of Chile for two weeks sharing the gospel, encouraging local churches and doing adventure activities.

God uses an OM Chile team member to encourage churches in the north of the country.

Coordinator Whitney Guthrie is grateful for five months of mixed languages, cultures and experiences during OM Chile’s first missions training for both foreigners and Chileans.

The third Saturday of every month OM Chile organises a free breakfast, during which team members present missions initiatives in Chile and worldwide.

Jennifer Lam from Hong Kong experiences the love of God transforming the lives of children during OM Chile's Intensive Mission Training.

A man renews his decision to follow Christ after chatting with a volunteer during an OM flash mob in a busy area of Santiago.

OM Chile’s Children’s Ministry knows the power of God’s Word and the support of encouraging adults can change children’s lives.

Teaching English by acting out Christian songs. Great fun, and surprisingly meaningful for Gabiel, a homeless man in Chile.

Street evangelism - that’s how Nicolas ended up carrying a 2 meter high cardboard coffin on a bus across Santiago, Chile.

OM Chile worker shares her experience of the AIDSLink International training in South Africa.

OM Chile team member Marloes Achterveld witnesses God change the life of a homeless man.

A volunteer from Switzerland serving with OM Chile shares about a special experience she had when doing ministry in the streets of Santiago, Chile.

Jessie Stein tells the story of God's faithfulness in the midst of learning a foreign language and the struggles of a broken family.

When asked to share his testimony, a participant of OM Chile's Adventure Team realises just how much God has worked in his life.

Antofagasta, Chile :: Logos Hope crewmembers tell men who've battled with addiction and crime about Jesus' love for them.

Achievement gaps in math between Latino students and their white counterparts set in before kindergarten, says a new report by Child Trends' Hispanic Institute.

White teachers are generally less optimistic about their black students' chances of obtaining a four-year degree than black teachers—and those lowered expectations could become "self-fulfilling prophecies" when students internalize them or when teachers change their approach to students as a result,

A recent blog post by Walt Gardner ("The Hard Truth About the Achievement Gap," placed the blame for the achievement gap on one group above others: parents.

The non-marital birth rate to women age 24 and under was 71 percent in 2017. Here's what that means for educational outcomes and schools, according to guest blogger Ian Rowe.

Researcher Robin Anderson shares what happened when one online community of teachers tried to unlearn their deficit mindsets together.

Students of color don't need to get "grittier," writes New America's Jenny Muñiz. They need us to fix institutional racism.

Many of education's most common questions skip a logical step or two, warns Alfie Kohn.

In a national survey, we dug into how teachers use language to make sense of disparities in student outcomes by race and income level.

Flipped classrooms have been getting attention as a way for teachers to find more time for activities and individual support during the regular school day, but a new study cautions that the model could trade short-term gains for wider achievement gaps.

Does a student have a fixed or a growth mindset? That's the wrong question for us to measure, argues researcher Dave Paunesku.

As some districts try to dismantle racist and biased policies and practices, they are creating high-profile positions to lead that public, sometimes hostile, reckoning.

As superintendents, we must make the system work for all students—however socially, politically, and professionally dangerous it may be, writes Demond A. Means.

In 50 years, the achievement gap has been unchanged, with the poorest 10 percent of students performing three to four years behind the wealthiest 10 percent of peers, finds a new study in the journal Education Next.

As black-white achievement gaps widen in schools, so, too, do disparities in discipline rates between black and white students, according to a study published Wednesday of 2,000 schools.

What we call education inequality defines how—and even if—we solve it, write three researchers.

A new analysis finds that high-poverty schools are the least effective. But why those schools stifle achievement is harder to figure out.

Black students are not to blame for their lack of educational opportunities, argues assistant principal Eric Higgins.

Why don’t black students perform as well as white students on tests? One reporter considers her personal history to understand this disparity.

Teachers and parents need to work on communication with one another, two recent studies suggest, and that may be especially true when immigrant students or students of color are involved.

A new study found that students who received teacher home visits did better on state tests and had better attendance records than students whose homes were not visited.

A new study shows that teachers with negative parental interactions are more likely to have such experiences. How can teachers deal with parental harassment?

By building relationships and keeping the communication lines open and honest, parents feel included and involved in their child's education, teacher Beth Adreon says.

Learning how to listen and act with empathy is radically different from assuming traditional roles of teachers as experts, John M. Holland writes.

Teacher Adrianne G. Williams cultivates an environment where she focuses on students' interpersonal qualities as well as their academic ones. The students see her effort, she says, and the parents follow.

When teachers open up their classrooms and their teaching to parents, they build mutual trust and respect and avoid the nasty business of conflict, Eoin Lenihan writes.

A study by RTI International and Johns Hopkins University found evidence that teachers' assumptions and biases about their students' families can change after visiting their homes.