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Search Results: (1-15 of 748 records)

 Pub Number  Title  Date
REL 2014021 Stated Briefly: The correlates of academic performance for English language learner students in a New England district
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. Study authors found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores.
8/26/2014
WWC SSR232 WWC Review of the Report "The Short-Term Effects of the Kalamazoo Promise Scholarship on Student Outcomes"
Researchers examined the impacts of the Kalamazoo Promise Scholarship program on academic and behavioral outcomes of students in grades 9–12 in Kalamazoo Public Schools (KPS). The Kalamazoo Promise Scholarship program offers college scholarships to graduating high school students in the KPS district. The percentage of tuition and fees covered is dependent on how long a student has attended school in the district. Students attending since kindergarten receive the full 100% of tuition and fees. Students attending since ninth grade receive a scholarship covering 65%. Students who enter KPS in tenth grade or later are not eligible to receive the scholarship. To assess the program’s impacts, researchers compared the academic and behavioral outcomes of students in high school, before and after the Kalamazoo Promise Scholarship program was introduced. Student outcomes that were included in the study were: student grade point averages, whether students earned course credits, the number of course credits earned, incidence of and number of days spent in suspension, and incidence of and number of days spent in in-school detention. This study uses a quasi-experimental design in which baseline equivalence of the groups cannot be demonstrated. Therefore, the research does not meet WWC group design standards.
8/26/2014
REL 2014020 The Correlates of Academic Performance for English Language Learner Students in a New England District
This study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner (ELL) students in one urban district in Connecticut. The study found that ELL students in special education had English proficiency scores significantly lower than the mean for all ELL students in all grades, and that students’ English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of ELL program attended and students' English proficiency, math, or reading scores.
8/26/2014
WWC QR20121 Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland
This study measured the impact of using hybrid forms of interactive online learning in seven undergraduate courses across universities in the University System of Maryland. In college courses, interactive online learning typically involves video lectures, extensive opportunities for discussion and interaction with instructors and peers, and online assignments and exams. Hybrid forms of such courses combine online learning components with traditional face-to-face instruction. In this study, college students enrolled in hybrid sections of biology, statistics, pre-calculus, computer science, or communications or in sections that used the traditional face-to-face format. The authors measured the impact of these hybrid courses on course pass rates, student grades, and on exam questions that were common across the hybrid and face-to-face courses. Due to the significant cost savings possible with interactive online learning platforms, the study authors examined whether students participating in online learning courses performed as well as or better than students in traditional courses.
8/11/2014
REL 2014035 Speak Out, Listen Up! Tools for Using Student Perspectives and Local Data for School Improvement
Listening closely to what students say about their school experiences can be beneficial to educators for understanding and addressing school-related topics and problems and rethinking policies and practices. The purpose of this toolkit is to provide educators with a purposeful and systematic way to elicit and listen to student voice to inform school improvement efforts. School improvement is complex work that relies on multiple sources of information to frame challenges and address and monitor change efforts. Student voice brings an additional, important source of information to these efforts. The toolkit offers three tools. ASK (Analyzing Surveys with Kids) involves students in analyzing and interpreting survey results associated with a school-related topic or problem and then producing suggestions for school improvement. Inside-Outside Fishbowl organizes a special kind of focus group in which students and educators trade roles as speakers and listeners during a facilitated discussion of a school-related topic or problem, and jointly develop an action plan. S4 (Students Studying Students’ Stories) guides a digital storytelling process in which students produce and analyze videotaped interviews of other students about a school-related topic or problem and then host forums with educators to suggest improvements. The toolkit includes detailed information about how the tools work, the questions they address, the number and types of participants needed, the amount of time required, space and materials considerations, and directions for using the tools. It also includes a tool template so schools and districts can create new student voice tools for their particular needs and interests.
7/29/2014
REL 2014014 Developing a Coherent Research Agenda: Lessons from the REL Northeast & Islands Research Agenda Workshops
This report describes the approach that REL Northeast and Islands (REL-NEI) used to guide its eight research alliances toward collaboratively identifying a shared research agenda. A key feature of their approach was a two-workshop series, during which alliance members created a set of research questions on a shared topic of education policy and/or practice. This report explains how REL-NEI conceptualized and organized the workshops, planned the logistics, overcame geographic distance among alliance members, developed and used materials (including modifications for different audiences and for a virtual platform), and created a formal research agenda after the workshops. The report includes links to access the materials used for the workshops, including facilitator and participant guides and slide decks.
7/10/2014
REL 2014015 The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings from a Meta-Analytic Review
REL Appalachia conducted a systematic review of the research evidence on the effects of increased learning time. After screening more than 7,000 studies, REL Appalachia identified 30 that met the most rigorous standards for research. A review of those 30 studies found that increased learning time does not always produce positive results. However, some forms of instruction tailored to the needs of specific types of students were found to improve their circumstances. Specific findings include:
  • Increased learning time promoted student achievement in mathematics and literacy when instruction was led by a certified teacher and when teachers used a traditional instructional style (i.e., the teacher is responsible for the progression of activities and students follow directions to complete tasks).
  • Increased learning time improved literacy outcomes for students performing below standards.
  • Increased learning time improved social-emotional skills of students with attention deficit/hyperactivity disorder.
7/9/2014
REL 2014024 Professional Practice, Student Surveys, and Value-Added: Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools
Responding to federal and state prompting, school districts across the country are implementing new teacher evaluation systems that aim to increase the rigor of evaluation ratings, better differentiate effective teaching, and support personnel and staff development initiatives that promote teacher effectiveness and ultimately improve student achievement. Pittsburgh Public Schools (PPS) has been working for the last several years to develop richer and more-comprehensive measures of teacher effectiveness in support of a larger effort to promote effective teaching. In partnership with PPS, REL Mid-Atlantic collected data from Pittsburgh on three different types of teacher performance measures: professional practice measures derived from the Danielson Framework for Teaching; Tripod student survey measures; and value-added measures designed to assess each teacher’s contribution to student achievement growth. The study found that each of the three types of measures has the potential to differentiate the performance levels of different teachers. Moreover, the three types of measures are positively but modestly correlated with each other, suggesting that they are valid and complementary measures of teacher effectiveness and that they can be combined to produce a measure that is more comprehensive than any single measure. School-level variation in the ratings on the professional practice measure, however, suggests that different principals may have different standards in assigning ratings, which in turn suggests that the measure might be improved by using more than one rater of professional practice for each teacher.
7/8/2014
WWC SSR10057 WWC Review of the Report “Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies”
The 2012 study, Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies, examined the effects of Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD), a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. TRIAD is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure the impacts of the program, researchers randomized 42 schools to implement TRIAD or to not implement TRIAD. The researchers then assessed the math achievement of 963 children from 42 schools at the start of preschool (prior to intervention), at the end of preschool (after 1 year of study participation), and at the end of kindergarten (after 2 years of study participation). The study found that the TRIAD intervention had positive effects on student math performance. The study meets WWC group design standards with reservations because it is a randomized controlled trial that demonstrates baseline equivalence but has unknown levels of study attrition.
7/1/2014
WWC SSR227 WWC Review of the Report “Incentives, Selection, and Teacher Performance: Evidence from IMPACT”
The study examined the effects of IMPACT, the teacher evaluation system used in the District of Columbia Public Schools (DCPS), on teacher retention and performance. IMPACT assigns each teacher a single performance score based on classroom observations, student achievement, core professionalism, and their contributions to the school. Based on these scores, teachers are assigned one of four ratings: Highly Effective, Effective, Minimally Effective, or Ineffective. Highly Effective teachers receive sizeable increases in compensation, Minimally Effective teachers are scheduled for dismissal if improvement does not occur in 1 year, and Ineffective teachers are immediately dismissed.
7/1/2014
REL 2014051 Going public: Writing About Research in Everyday Language
This brief describes approaches that writers can use to make impact research more accessible to policy audiences. It emphasizes three techniques: making concepts as simple as possible, focusing on what readers need to know, and reducing possible misinterpretations. A glossary of common concepts is included showing the approaches applied to a range of concepts common to impact research, such as ‘regression models’ and ‘effect sizes.’
6/24/2014
REL 2014033 Disproportionality in school discipline: An assessment of trends in Maryland, 2009–12
This study examines whether disproportionate rates of suspensions and expulsions exist for racial/ethnic minority students and special education students in Maryland during the period 2009/10 to 2011/12. The study found that disproportionalities between Black and White students increased in 2011/12 despite an overall decrease in the number of out-of-school suspensions and expulsions. Moreover, black students receive out-of-school suspensions or expulsions at more than twice the rate of White students. In addition, special education students are removed from school at more than twice the rate of students who are not in special education. This “Stated Briefly” report is a companion piece that summarizes the results of another report of the same name, released on March 5, 2014.
6/17/2014
REL 2014027 The English Language Learner Program Survey for Principals
The English Language Learner (ELL) Program Survey for Principals includes survey questions for state education agencies to use to collect data about: 1) school-level policies and practices for educating ELL students; 2) the types of professional development related to ELL education that principals have received and would like to receive; 3) principals’ familiarity with state guidelines and standards for ELL student education; and 4) principals’ beliefs about the education of ELL students.

The survey tool was developed by the Regional Educational Laboratory Northeast and Islands in support of the research agenda of the English Language Learners Research Alliance, which is dedicated to improving state, district, and school collection and use of data about ELLs and to exploring programs and services that best fit the needs of students who are English Learners.
6/17/2014
REL 2014036 Using evidence-based decision trees instead of formulas to identify at-risk readers
The purpose of this study was to examine whether the early identification of students who are at-risk for reading comprehension difficulties is improved using logistic regression or classification and regression tree (CART). This research question was motivated by state education leaders’ interest in maintaining high classification accuracy while simultaneously improving practitioner understanding of the rules by which students are identified as at-risk or not at-risk readers. Logistic regression and CART were compared using data on a sample of grades 1 and 2 Florida public school students who participated in both interim assessments and an end-of-the year summative assessment during the 2012/13 academic year. Grade-level analyses were conducted and comparisons between methods were based on traditional measures of diagnostic accuracy, including sensitivity (i.e., proportion of true positives), specificity (proportion of true negatives), positive and negative predictive power, overall correct classification, and the receiver operating characteristic area under the curve. Results indicate that CART is comparable to logistic regression, with the results of both methods yielding negative predictive power greater than the recommended standard of .90. The comparability of results suggests that CART should be used due to its ease in interpretation by practitioners. In addition, CART holds several technical advantages over logistic regression.
6/17/2014
REL 2014048 Making the Most of Opportunities to Learn What Works: A School District's Guide
This guide for district and school leaders shows how to recognize opportunities to embed randomized controlled trials (RCTs) into planned policies or programs. Opportunistic RCTs can generate strong evidence for informing education decisions—with minimal added cost and disruption. The guide also outlines the key steps to conduct RCTs and responds to common questions and concerns about RCTs. Readers will find a real life example of how one district took advantage of an opportunity to learn whether a summer reading program worked.
6/2/2014
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education