REL Report Examines the Impact of Hybrid Algebra 1 Instruction on Student Achievement
The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program.
The 2006-11 Regional Educational Laboratory Central at McREL conducted a randomized controlled trial to examine the impact on student English language proficiency of the On Our Way to English (OWE) curriculum, offered in combination with the Responsive Instruction for Success in English (RISE) teacher professional development.
Approximately 45 percent of fourth graders and 86 percent of eighth-graders in the nation had teachers who reported putting a heavy emphasis on algebra and functions in 2011, an increase for both grades as compared to 2009. (Read more)
In 2010, fourth graders scored higher than in any previous geography assessment. (Read more)
Data Snapshot
2009 graduates earned an average of 3 credits more over the course of their high school education than 1990 graduates. This translates to about 420 additional hours of instruction during their high school careers.
Fifty-seven percent of eighth-grade AI/AN students in public schools and 55 percent in BIE schools indicated that they planned to go to college full time after high school.
