Search Results: (1-15 of 743 records)
|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.
|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:
|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.
|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.
|REL 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.
|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.’
|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.
|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.
|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.
|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.
|NCEE 20144015||Case Studies of Schools Receiving School Improvement Grants: Findings After the First Year of Implementation
The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal School Improvement Grants (SIG) over a three-year period (2010-11 to 2012-13 school years). Using site visit, teacher survey, and fiscal data, the case studies describe the school contexts, the principals’ leadership styles, the schools’ improvement strategies and actions, the supports states and districts provide to the schools, school stakeholders’ perceptions of improvement, and how SIG fits into the schools’ change process. Findings after the first year of implementation in the 25 “core” sample schools reveal that while all were low-performing, the schools differed in their community and fiscal contexts, performance and reform histories, interpretations of the causes of—and potential solutions for—their performance problems, and perceptions of improvement after the first year of SIG. However, most schools did report that their improvement strategies and actions during the first year of SIG were a continuation of activities or plans that predated SIG, and few schools appeared to have experienced a disruption from past practice as of spring 2011.
|REL 2014034||Program Monitoring: The Role of Leadership in Planning, Assessment, and Communication
This guide examines three components of program monitoring—planning, assessment, and communication—and identifies key measures of successful leadership for each component. This guide is one piece of a four-part series on program planning and monitoring released by REL Pacific at McREL.
|NCEE 20144017||Understanding Variation in Treatment Effects in Education Impact Evaluations: An Overview of Quantitative Methods
This report summarizes the complex research literature on quantitative methods for assessing how impacts of educational interventions on instructional practices and student learning differ across students, educators, and schools. It also provides technical guidance about the use and interpretation of these methods. The research topics addressed include: subgroup (moderator) analyses based on study participants’ characteristics measured before the intervention is implemented; subgroup analyses based on study participants’ experiences, mediators, and outcomes measured after program implementation; and impact estimation when treatment effects vary. The focus is on randomized controlled trials, but the methods are also applicable to quasi-experimental designs.
|REL 2014032||Beating the Odds: Finding Schools Exceeding Achievement Expectations with High-Risk Students
State education leaders are often interested in identifying schools that have demonstrated success with improving the literacy of students who are at the highest level of risk for reading difficulties. The identification of these schools that are “beating the odds” is typically accomplished by comparing a school’s observed performance on a particular exam, such as a state achievement exam, with how the school would be expected to perform when taking into account its demographic characteristics including the percentage of students classified as economically disadvantaged, minority, or as an English language learner. This study used longitudinal data from the Florida Department of Education on grade 3 public school students for the academic years 2010/11-2012/13 to determine which schools are exceeding student achievement expectations, and what demographic similarities exist between schools that are exceeding expectations and other schools.
|REL 2014028||Suspension and Expulsion Patterns in Six Oregon School Districts
This Regional Educational Laboratory (REL) Northwest study identifies how frequently students in six selected urban districts received exclusionary discipline during the 2011/12 school year, the most common reasons for such discipline, the percentage of students receiving multiple suspensions, and how many school days students lost to suspensions. The study also examined the application of exclusionary discipline at different grade spans and by student gender, race/ethnicity, and special education status.
Key findings include: