Search Results: (1-15 of 391 records)
|REL 2017209||Stated Briefly Benchmarking education management information systems across the Federated States of Micronesia
The chief state school officers of the Federated States of Micronesia (FSM) have called for the improvement of the education management information system (EMIS) in each of the four FSM states (Chuuk, Kosrae, Pohnpei, and Yap). To assist the FSM, Regional Educational Laboratory Pacific conducted separate assessments of the quality of the current EMIS in Chuuk, Kosrae, Pohnpei, and Yap. This report integrates the findings from all four states, thereby providing an opportunity for comparison on each aspect of quality. As part of a focus group interview, knowledgeable data specialists in each of the four states of the FSM responded to 46 questions covering significant areas of their EMIS. The interview protocol, adapted by Regional Educational Laboratory Pacific from the World Bank's System Assessment and Benchmarking for Education Results assessment tool, provides a means for rating aspects of an EMIS system using four benchmarking levels: latent (the process or action required to improve the aspect of quality is not in place), emerging (the process or action is in progress of implementation), established (the process or action is in place and it meets standards), and mature (the process or action is an example of best practice). Overall, data specialists in all four states rated their systems as either emerging or established.
|REL 2017167||A comparison of two approaches to identifying beating-the-odds high schools in Puerto Rico
The Regional Educational Laboratory Northeast and Islands conducted this study using data on public high schools in Puerto Rico from national and territory databases to compare methods for identifying beating-the-odds schools. Schools were identified by two methods, a status method that ranked high-poverty schools based on their current observed performance and an exceeding-achievement-expectations method that ranked high-poverty schools based on the extent to which their actual performance exceeded (or fell short of) their expected performance. Graduation rates, reading proficiency rates, and mathematics proficiency rates were analyzed to identify schools for each method. The identified schools were then compared by method to determine agreement rates—that is, the amount of overlap in schools identified by each method. The report presents comparisons of the groups of schools—those identified by each method and all public high-poverty high schools in Puerto Rico—on descriptive information. Using the two methods—ranking by status and ranking by exceeding-achievement-expectations—two different lists of beating-the-odds schools were identified. The status method identified 17 schools, and the exceeding-achievement-expectations method identified 15 schools. Six schools were identified by both methods. The agreement rate between the two lists of beating-the-odds schools was 38 percent. The analyses suggest that using both methods to identify beating-the-odds schools is the best strategy because high schools identified by both methods demonstrate high levels of absolute performance and appear to be achieving higher levels of graduation rates and percent proficiency than might be expected given their demographics and prior performance.
|REL 2017197||Strategies for estimating teacher supply and
demand using student and teacher data
The Minnesota Department of Education partnered with Regional Educational Laboratory Midwest to redesign the state's teacher supply and demand study in order to increase its utility for stakeholders. This report summarizes the four-step process that was followed in redesigning the study, focusing on the state data sources and analytic methods that can address stakeholders' research questions. Because many data elements used in the study are common across states, the process described may help stakeholders in other states improve their studies of teacher supply and demand.
|REL 2017205||High school graduation rates across English learner student subgroups in Arizona
This study examined observed and predicted four-year high school graduation rates among native English speakers (students who have never been designated as English learners) and four English learner subgroups in Arizona: long-term English learner students; new English learner students; recently proficient former English learner students; and long-term proficient former English learner students. These student subgroups were determined by the amount of time a student spent as a designated English learner student and when a former English learner student was reclassified as fluent English proficient prior to high school.
The observed four-year high school graduation rate was calculated for each student subgroup as the percentage of students in each student subgroup who graduated within four years of entering grade 9. The predicted four-year high school graduation rate was calculated for each student subgroup using logistic regression, and adjusted for student demographic characteristics and prior achievement.
Results show that the largest difference in observed graduation rates, 36.1 percentage points, occurred between never English learner students and long-term English learner students. When comparing students with similar demographic characteristics only, the differences in predicted graduation rates across the student subgroups were about the same as those in observed graduation rates; however, when comparing students with both similar demographic characteristics and similar prior academic achievement, the gaps in graduation rates across the subgroups narrowed to a maximum of 5.5 percentage points. These results suggest that prior academic achievement, rather than demographic characteristics, explained most of the differences in graduation rates across the student subgroups and may have been a key factor driving graduation outcomes. To improve high school graduation rate for all the students, policymakers and educators might consider differentiating programs and practices for the needs of these English learner subgroups and developing programs that focus on promoting students’ academic achievement prior to high school. More research is needed about how to help high school English learners (long-term and new English learner students) to learn both academic English and subject matter content knowledge during high school.
|REL 2017192||Measuring Implementation of the Response to Intervention framework in Milwaukee Public Schools
The purpose of this study was to determine the reliability of a newly-developed hybrid system to measure the implementation of Response to Intervention (RTI), to determine schools' progress toward implementing RTI; and to determine whether implementation ratings were related to contextual factors. School improvement coaches were trained and certified to conduct school data reviews. These reviewers visited 70 elementary schools serving grades K-5 in a single urban school district. During each visit, two reviewers made ratings on the 34-indicator rubric and entered their ratings into a dashboard system. Reviewers reconciled discrepant ratings and the reconciled ratings were analyzed. To determine the reliability of the rubric, the study team estimated inter-rater reliability using percent agreement and Cohen's Kappa to account for chance ratings. Coefficient alphas were calculated to estimate inter-item reliability. To determine how well schools were implementing RTI, average ratings were calculated for each school on the total rubric and six components and converted into categories: "little fidelity", "inadequate fidelity", "adequate fidelity", and "full fidelity". The study team also calculated Pearson product-moment correlations to study relationships between implementation ratings and characteristics of teachers and students in the schools. Results indicated that the ratings made by the trained data reviewers were reliable even when accounting for chance. Among the 68 visited schools that had complete data, 53 percent of the schools were implementing RTI with adequate fidelity after two years. However, 68 percent of the priority schools did not reach adequate levels of implementation fidelity. Findings also revealed that most schools have yet to implement instruction for diverse students and Tier III instruction with fidelity. Of the contextual factors studied, correlations were found between implementation scores and teacher and student characteristics. The system can be used to produce reliable evidence about the level of RTI implementation in schools and which components of RTI need to be the focus of professional development and coaching. Also, if RTI is indeed an effective school improvement strategy, then by monitoring implementation fidelity of RTI, school districts can improve the chances that RTI produces the expected impacts in their school settings. Establishing an implementation monitoring system requires district staff time to complete training, conduct the data reviews, resolve rating discrepancies, and enter the data into a dashboard system.
|REL 2017202||The characteristics and education outcomes of American Indian students in grades 6–12 in North Carolina
The purpose of this study was to compare American Indian students in grades 6–12 in North Carolina to all other students in the same grades both within the same schools and statewide on student demographics, school characteristics, and education outcomes. The North Carolina State Advisory Council on Indian Education (SACIE) requested this research based on a prior report identifying achievement gaps between American Indian students and White students. The primary source of quantitative data for this study is longitudinal administrative data provided to the Education Policy Initiative at Carolina by the North Carolina Department of Public Instruction (NCDPI). These data include student-level outcomes for all students in grades 6–12 in North Carolina public schools for the school years 2010/11 through 2013/14. Outcomes considered include state test scores, attendance, retention in grade, advanced course taking, graduation rates, and disciplinary referrals. Quantitative analyses include all American Indian students in grades 6–12 in North Carolina public schools for school years 2010/11 through 2013/14. Students of other ethnicities in the same grades and years both within the same schools and statewide serve as comparison groups. Descriptive analyses compare averages for all student characteristics, school characteristics, and education outcomes for American Indian students compared to their within school and statewide peers. Regression analyses using multilevel modeling were used examine the extent to which controlling for student, school, and teacher characteristics accounts for differences in outcomes between American Indian students and their peers. The analyses found that American Indian students are demographically different from non-American Indian students statewide, but similar to other students attending the same schools. Schools attended by American Indian students are more likely to be rural and in the Coastal plain. American Indians also tend to attend schools that serve more economically disadvantaged students and more disadvantaged minority students. Across all middle school and high school standardized tests, American Indian students have lower average scores than other students statewide and within the same schools. American Indian students are absent more often on average than their peers both statewide and within the same school, are less likely to take advanced courses, and graduate at lower rates, but are equally likely to be retained in grade as their peers. When school and student demographics are held constant, the size of the gaps on most outcomes between American Indian students and their peers both within the same schools and statewide are substantially reduced.
|REL 2017196||Stated Briefly: An examination of the movement of educators within Minnesota
The Regional Educational Laboratory (REL) Midwest conducted a study on the mobility of public school teachers and principals (including assistant principals) within Minnesota and presents average one-year and five-year mobility rates between 2006/07 and 2010/11. The study used the staffing data for the 2006/07 through 2011/12 school years and data on school-level performance and demographics for the same school years. REL Midwest analyzed these data to identify mobility rates and mobility patterns over time. The study also examined whether different educator characteristics and the characteristics of the exited schools (that is, the schools educators moved from) were related to the odds that Minnesota educators continuing their employment would change schools rather than stay employed in the same school. The study found that an average of 9.5 percent of teachers changed schools between consecutive years, and 20.8 percent changed schools within a five-year span. Teachers’ years of experience, licensure area, schools’ academic performance, percentage of students in the schools who were economically disadvantaged, school setting, size, and region in the state were related to the one-year and five-year mobility rates for teachers. One- and five-year mobility rates for principals averaged 10.5 and 29.3 percent, respectively. Principal one- and five-year mobility rates were related to principals’ years of experience, percentage of students in the school who were academically proficient, and percentage of students who were economically disadvantaged.
|REL 2017195||Stated Briefly: An examination of the movement of educators within Wisconsin
The Regional Educational Laboratory (REL) Midwest conducted a study on the mobility of public school teachers and principals (including assistant principals) within Wisconsin and presents average one-year and five-year mobility rates between 2006/07 and 2010/11. The study used the staffing data for the 2006/07 through 2011/12 school years and data on school-level performance and demographics for the same school years. REL Midwest analyzed these data to identify mobility rates and mobility patterns over time. The study also examined whether different educator characteristics and the characteristics of the exited schools (that is, the schools educators moved from) were related to the odds that Wisconsin educators continuing their employment would change schools rather than stay employed in the same school. The study found that an average of 8 percent of teachers changed schools between consecutive years, and 19.4 percent changed schools within a five-year span. Teachers’ years of experience, licensure area, schools’ academic performance, percentage of students in the schools who were economically disadvantaged, school setting, size, and region in the state were related to the one-year and five-year mobility rates for teachers. One- and five-year mobility rates for principals averaged 11.9 and 30 percent, respectively. Principal one- and five-year mobility rates were related to principals’ years of experience, percentage of students in the school who were academically proficient, and whether the school was located in an urban setting.
|REL 2017194||Stated Briefly: An examination of the movement of educators within Iowa
The Regional Educational Laboratory (REL) Midwest conducted a study on the mobility of public school teachers and principals (including assistant principals) within Iowa and presents average one-year and five-year mobility rates between 2006/07 and 2010/11. The study used the staffing data for the 2006/07 through 2011/12 school years and data on school-level performance and demographics for the same school years. REL Midwest analyzed these data to identify mobility rates and mobility patterns over time. The study also examined whether different educator characteristics and the characteristics of the exited schools (that is, the schools educators moved from) were related to the odds that Iowa educators continuing their employment would change schools rather than stay employed in the same school. The study found that an average of 6.7 percent of teachers changed schools between consecutive years, and 18.9 percent changed schools within a five-year span. Teachers’ years of experience, teacher gender, licensure area, percentage of students in the schools who are economically disadvantaged, schools’ academic performance, and region in the state all predict the five-year mobility rates for teachers. One- and five-year mobility rates for principals averaged 9.2 and 27.5 percent, respectively. Principal one- and five-year mobility rates were related to principals’ years of experience, school size, and region within the state.
|REL 2017185||An examination of the movement of educators within and across three Midwest Region states
The Regional Educational Laboratory (REL) Midwest conducted a study on the mobility of teachers and administrators in public schools within and between Iowa, Minnesota, and Wisconsin. This study was the first to examine educator mobility within and among these three states using the same methodology across the states. The study used the staffing data for the 2005/06 through 2012/13 school years and data on school-level performance and demographics for the same school years from the three states. REL Midwest analyzed these data to identify mobility rates and mobility patterns over time, both within and across states. The study also examined whether different educator characteristics and the characteristics of the exited schools (that is, the schools educators moved from) were related to the odds that educators continuing their employment would change schools rather than stay employed in the same school. The study found that on average 6.8 percent of educators in Iowa, 9.3 percent in Minnesota, and 8.2 percent in Wisconsin moved to another school within state annually between 2006/07 and 2010/11. Teacher mobility rates were found to vary by subject areas and across regions within states. Less than 0.1 percent of educators in these three states moved to another of the three participating states between 2005/06 and 2011/12. Teachers were more likely to be mobile if they had less teaching experience, were in urban schools, or taught in schools with lower academic performance, fewer students, or more economically disadvantaged students. The relationships between these factors and principal mobility were less consistent.
|REL 2017206||Characteristics and education outcomes of Utah high school dropouts who re-enrolled
While numerous studies have examined the national dropout crisis, comparatively little is known about students who drop out but later return to high school. Following a cohort of students expected to graduate from Utah public schools in 2011 after four years of high school, this report describes the extent of dropout and reenrollment statewide; how dropout and reenrollment rates differed by demographic characteristics; how academic progress differed for re-enrollees prior to leaving school compared to students who graduated without an interruption in enrollment and dropouts who did not return; and the final high school outcomes of dropouts who came back to school. Findings indicate that while three-fourths of the students in the 2011 graduating cohort earned a diploma in four years, about a fifth of the students dropped out and, among them, about a fifth returned to school by 2011. Students with certain demographic characteristics were more likely to drop out and less likely to reenroll, such as Black students and English learner students, putting them at particular risk for not graduating. The percentage of dropouts who reenrolled decreased with each year of school, but some re-enrollees still earned a diploma. Among those who had dropped out and reenrolled by 2011, 26 percent graduated on time with the cohort. Among those who dropped out and reenrolled by 2013—extending the analysis two years beyond the conventional four years of high school—the graduation rate for re-enrollees increased to 30 percent. Results show that while dropping out is not necessarily a permanent outcome, re-enrollees as a group are at risk for poor graduation outcomes. Identifying and supporting dropouts who return for another chance to graduate can boost their chances to earn a diploma.
|REL 2017204||Scaling academic planning in community college: A randomized controlled trial
Community college students often lack an academic plan to guide their choices of coursework to achieve their educational goals, in part because counseling departments typically lack the capacity to advise students at scale. This randomized controlled trial tests the impact of guaranteed access to one of two alternative counseling sessions (group workshops or one-on-one counseling), each of which was combined with targeted “nudging." Outcome measures included scheduling and attending the counseling session, completing an academic plan, and re-enrolling in the following semester. Evidence suggests that both variations on the intervention increase academic plan completion rates by over 20 percentage points compared to a control group that did not receive guaranteed access to a counseling session or the automated nudges. Exploratory evidence suggests that when combined with nudging, the guarantee of workshop counseling is as effective as the guarantee of one-on-one counseling in causing students to schedule and attend academic planning appointments.
|REL 2017188||Leadership characteristics and practices in South Carolina charter schools
The purpose of this descriptive study was to identify characteristics of charter school leaders in South Carolina, determine how they spend their work hours, understand the time they spend on challenges to their work, and learn who influences their schools' policies. REL Southeast researchers collaborated with the South Carolina Department of Education (SCDE) and other charter school policymakers and practitioners to develop a survey based on items from the school and principal questionnaires of the U.S. Department of Education, National Center for Education Statistics Schools and Staffing Survey. SCDE administered the survey to the 66 leaders in charter schools across the state operating during the 2014/15 school year. Forty leaders provided responses. Results indicate that the leaders have many similar demographic, educational, and employment characteristics and reasons for becoming charter school leaders. They worked an average almost 60 hours per week, spending more hours on activities related to communication with families and on school regulations and policies than on other tasks. Many of them spent time daily on school safety. A majority of the leaders were frequently challenged by state education agency requirements and services and sponsor intervention, but leaders were rarely or never challenged by staffing issues or board intervention. In addition, the leaders reported having more influence than any other entity over most of their schools' policies, except policies related to classroom instruction, academic guidance, athletics, and student assessment, which their staff influenced more and board membership policies that their board influenced more. This study was a first step toward understanding what characteristics and activities of charter school leaders in South Carolina may lead to improved school performance. Further research is needed to link school leadership characteristics and time management practices to school and student performance and other outcomes.
|REL 2017190||Teachers' responses to feedback from evaluators: What feedback characteristics matter?
This study describes teacher's experiences with feedback and identifies factors that may influence teachers' use of feedback by examining teachers' perceptions of feedback provided as part of the district's teacher evaluation system. Using data from Regional Educational Laboratory Central's Examining Evaluator Feedback survey, researchers sought to understand how teachers' responses to feedback are influenced by their perceptions of the characteristics of the feedback. The study also examined teachers' ratings of the importance of various characteristics of feedback in responding to feedback. Findings suggest that a teacher's response to feedback is related to four factors: their perceptions of the usefulness of the feedback, whether the feedback is an accurate portrayal of their performance, the extent to which their evaluator is credible, and the resources to which they have access. Additionally, teacher perceptions of evaluator credibility and feedback usefulness could be more important than perceptions of accuracy and access to resources when teachers determine how to respond to their feedback.
|REL 2017187||Advanced course enrollment and performance among English learner students in Washington state
Taking advanced high school courses (for example, honors, Advanced Placement, and dual-credit courses that offer college credits in high school) can help prepare students for postsecondary education and careers. English learner students, however, face unique obstacles to taking advanced courses because they must divide their time between acquiring English proficiency and learning academic content. This descriptive study examines patterns in advanced coursetaking among current and former English learner students and never-English learner students in Washington state. Using state data about students enrolled in Washington public schools between 2009/10 and 2012/13, this study analyzed advanced course enrollment patterns and performance among the groups of students. It finds that where students attend school and their academic preparation account for much of the difference in advanced coursetaking. Specifically, current and former English learner students take 0.5 to 1 fewer advanced courses per school year than their never-English learner peers but enroll in advanced classes at similar rates when they are similarly prepared. The study also found that, compared to never-English learner students, current and former English learner students are 40 to 50 percent less likely to complete algebra I in middle school and students who pass this course in middle school take more than twice as many upper-level math courses as students who pass algebra I in grade 9. Current, former, and never-English learner students earn similar grades in those upper-level math courses. In addition, schools with the lowest percentages of current and former English learner students offer more advanced courses than other schools, even after accounting for school characteristics such as average standardized math and reading test scores. To improve access to advanced courses, schools, districts, and state agencies could consider investigating why current and former English learner students with high grade point averages or state math test scores are not enrolling in advanced courses as often as never-English learner students. They also might address language barriers and restrictive policies that could deter otherwise qualified students from taking advanced courses and expand advanced coursetaking opportunities at schools with high percentages of English learner students.