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Search Results: (16-30 of 389 records)

 Pub Number  Title  Date
REL 2017203 Investigating Developmental and college-level course enrollment and passing before and after Florida's developmental education reform
Beginning with 2014 fall semester, developmental education in Florida was made optional for most students. This report compares enrollment and passing rates in developmental reading, writing, and mathematics courses as well as gateway English and mathematics courses for a cohort of first-time-in-college students in fall 2014 to three cohorts of students in the fall semesters prior to 2014. Compared to prior semesters, once developmental education became optional fewer students enrolled in developmental education courses. Passing rates for developmental education courses in reading, writing, and math increased an average of 2.0 percentage points over fall 2013. More students enrolled in gateway (entry-level, college-credit bearing) courses. Gateway course passing rates declined compared to previous years, with the largest declines occurring in intermediate algebra. The proportion of the first-time-in-college fall cohort students passing a gateway course increased compared to previous years.
10/26/2016
REL 2017177 Academic outcomes for North Carolina Virtual Public School credit recovery students
This report describes the results of a REL Southeast study comparing short- and longer-term student successes after completion of online credit recovery courses compared to student successes after completion of other credit recovery options, such as traditional face-to-face courses and summer school courses. Credit recovery refers to when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the growing importance of online learning in traditional public school settings and a desire on the part of many stakeholders to understand better how students are adjusting to that transition. The data for this study covered eleven core high school courses (courses required for graduation) taken between 2008/09 and 2011/12 in North Carolina. The study compares the likelihood of a student: (a) succeeding on the state end-of-course test for the recovered course; (b) succeeding in the next course in a recovered course sequence (for instance, in English II after English I); (c) remaining in school after credit recovery; and (d) graduating and graduating on time. Results suggest that there was little difference between the short-term success rates of students who completed state-supported online credit recovery and students who completed other credit recovery options. However, on measures of longer-term success, students who completed state-provided online credit recovery courses and did not subsequently drop out were more likely than other credit recovery students to graduate on time. Among credit recovery participants in state-provided online courses, Black students were less likely to reach proficiency in their recovered courses but more likely than their peers to succeed in later coursework after their online experience. Because of limitations in the analyses possible with available data, it is not possible to directly attribute these outcomes to participation in online credit recovery, but the results do point toward intriguing and potentially beneficial areas for future, more rigorous study.
10/25/2016
REL 2017181 Projections of California teacher retirements: A county and regional perspective
This report updates a previously published report by projecting California teacher retirements, at the state and county level and by specific teaching fields, during the period from 2014/15 through 2023/24. Teacher retirement projections are based on the current ages of teachers and historical age- and county-specific retirement rates. The study finds that 25 percent of all of California's 2013/14 teachers are projected to retire by 2024. Great variation exists across counties in the proportion of the 2013/14 teacher workforce projected to retire by 2024, with a low of 19 percent projected to retire in Sutter County to a high of 61 percent in Sierra County. This suggests that counties across the state will confront very different staffing situations over the 10-year period due to projected retirements. In terms of the geographic distribution, the more rural counties that are projected to have higher retirement rates tend to lie along the state's northern coast and along the state's northern and eastern borders; lower proportions of retirements are projected in and around the metropolitan areas of San Francisco, Sacramento, Orange County/Los Angeles, and Fresno. This report also projects teacher retirements within specific teaching fields, including math, science, English language arts, and special education. Results from these field-specific projections show that, at the state level, from 22 to 26 percent of teachers in these various fields are projected to retire over the 10-year period. However, within these particular fields there is wide variation across counties in projected retirements. With research showing that graduates of teacher preparation programs tend to prefer living close to their hometowns, coupled with a projected statewide shortage of college-educated adults through at least 2025, careful local workforce planning will be essential, particularly in counties projected to experience high proportions of teacher retirements.
10/19/2016
REL 2017189 Teacher demographics and evaluation: A descriptive study in a large urban district
This descriptive study analyzed teacher characteristics, such as age, race, and gender and teachers' evaluation outcomes in a large, urban district in the Northeast. Descriptive analyses of frequencies were conducted to examine the characteristics, summative performance ratings, and improvement on ratings over time for approximately 3,000 teachers in each year (2012/13, 2013/14, and 2014/15). Results indicate that a disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers. Examining the data over three years revealed that while the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted. Moreover, these analyses revealed that the percentage of teachers who improved their ratings during all three year-to-year comparisons did not vary by teacher characteristics, that is, by race, age, or gender. These results suggest that there are meaningful differences in teachers' evaluation outcomes by age, race, and gender, and that these differences have persisted over time. Therefore, the district may want to consider what programs or policies aimed specifically at these teachers and their evaluators may increase their chances for improvement and reduce the gaps. In addition, longitudinal research is needed to examine whether these patterns continue to persist over time or whether district-level interventions and supports might reduce the gaps or otherwise address the disproportionate below proficient ratings among teachers in certain groups.
10/18/2016
REL 2017174 Benchmarking the state of Kosrae's education management information system
The purpose of this study was to provide information on the current quality of the education management information system (EMIS) in Kosrae, Federated States of Micronesia, so that data specialists, administrators, and policy makers might identify areas for improvement. As part of a focus group interview, knowledgeable data specialists in Kosrae 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 scored their EMIS as established, or meeting standards. They reported that the prerequisites of quality, that is, both the institutional frameworks that govern the information system and data reporting, and the supporting resources, are established. They rated integrity of education statistics, referring to the professionalism, objectivity, transparency, and ethical standards by which staff operate and statistics are reported, as established. Data specialists reported the accuracy and reliability of education statistics within their system as mature. They reported that the serviceability (the relevance, timeliness, and consistency of data) and accessibility of education data within their system are established. Results show that data specialists know and can apply sound techniques and validate data and generate statistical reports, and that the institutional frameworks and resources meet standards. Data specialists believe that the system could provide better opportunities for user input and that users should be able to request the level of detail they need from data catalogues. The results of this study provide the Kosrae State Department of Education and the National Department of Education with information regarding the strengths and areas of the EMIS that may benefit from improvement efforts through the development of action plans focused on priority areas.
10/18/2016
REL 2017200 Patterns of English learner student reclassification in New York City public schools
This study was designed to describe patterns in reclassification from English learner to English proficient, how the patterns changed over time as students spent more time in New York City (NYC) schools, and how reclassification patterns differed by specific student characteristics. The study utilized existing administrative data for seven cohorts of students who entered New York City public schools as English learner students between the 2003/04 and 2010/11 school years. The seven cohorts were followed for periods ranging from two to nine years, through the 2011/12 school year. The analytic sample included 229,249 students who were initially classified as English learner students. The first research question used the subset of data for students who entered NYC schools as English learner students in kindergarten, with the goal of comparing the probability of reclassification as it changed over grade levels, through the end of grade 7. The second research question used these data combined with the data on students who entered after kindergarten to facilitate comparisons in time to reclassification between students who entered at different grade levels. To address the three student characteristics of interest (grade of entry, initial English proficiency, and disability status), three separate, parallel models were used to investigate the relationship between time to reclassification and each characteristic individually. In the analyses for both research questions, discrete-time survival analyses were used to estimate the probability of reclassification as it changed over time. Approximately half of the students who entered kindergarten in New York City public schools as English learner students were reclassified within four years (that is, by the end of their expected grade 3 year). English learner students who entered New York City public schools in grade 6 or 7 took a year longer to become reclassified than English learner students who entered in kindergarten.
10/13/2016
REL 2017172 English learner students' readiness for academic success: The predictive potential of English language proficiency assessment scores in Arizona and Nevada
The purpose of this study was to examine the relationship between the English language proficiency (ELP) assessment scores of English learner students in Arizona and Nevada and the students' subsequent performance on academic content tests in two key subject areas: English language arts (ELA) and mathematics. This study provided analyses focused on two samples of students: a cohort of students who were in grade 3 (elementary) in 2009/10 and a cohort of students who were in grade 6 (middle school) in 2009/10. In general, the study found that the higher the English learner students' English language proficiency level, the higher were their passing rates on the academic content assessments. In order to have at least a 50-percent probability of passing the academic content assessments in the two years following the ELP assessment, grade 6 English learner students in both Arizona and Nevada needed an ELP scale score that exceeded the threshold for English language proficiency, the minimum level for reclassification as fluent English proficient students and placement full time in mainstream, English-only classes. To have a 50-percent probability of passing the academic content assessments, grade 6 English learner students had to score between 1 and 46 scale score points above the reclassification minimum, depending on the state and academic content test. On the other hand, grade 3 English learner students in Arizona and Nevada did not have to reach the proficiency threshold on the initial ELP assessment in order to have a 50-percent or higher probability of passing the ELA and mathematics content tests in the two years following the assessment. To have a 50-percent probability of passing the academic content assessments, grade 3 English learner students could score between 15 and 46 scale score points below the reclassification minimum, depending on the state and academic content test. The probability of passing the ELA and math content tests when scoring at the minimum level for reclassification for grade 3 English learner students was always higher than for those in grade 6: at least 39 percentage points higher in math and at least 55 percentage points in ELA.
10/13/2016
REL 2017183 Stated Briefly: How kindergarten entry assessments are used in public schools and how they correlate with spring assessments
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study examined how many public schools nationwide used kindergarten entry assessments (KEAs), and for what purposes; the characteristics of public schools that used KEAs; and whether the use of KEAs was correlated with student assessment scores in reading and mathematics in spring of the kindergarten year. Drawing on a nationally representative sample from the Early Childhood Longitudinal Study—Kindergarten Class of 2010—11 (ECLS—K:2011), the study examined responses to an ECLS—K:2011 administrator questionnaire that included a set of questions about schools' uses of KEAs. The sample consisted of 9,370 kindergarten students attending 640 public schools. Schools that used KEAs were compared to schools that did not in terms of enrollment, student body demographics, and other characteristics. In addition, multilevel regression models were used to compare students' kindergarten spring assessment scores in early reading and mathematics at schools that did and did not report KEA use, after controlling for fall assessment scores, student demographics, and school characteristics. Overall, 73 percent of public schools offering kindergarten classes reported that they used KEAs. Among schools using KEAs, 93 percent stated that individualizing instruction was one purpose, and 80 percent cited multiple purposes. Schools' reported use of KEAs did not have a statistically significant relationship with students' early reading or mathematics achievement in spring of the kindergarten year after controlling for student and school characteristics. Results from this study offer contextual information to state-level administrators as they select, develop, and implement KEAs. Future research could examine relationships between the nature and quality of KEA implementation and student outcomes.
10/12/2016
REL 2017182 How kindergarten entry assessments are used in public schools and how they correlate with spring assessments
This study examined how many public schools nationwide used kindergarten entry assessments (KEAs), and for what purposes; the characteristics of public schools that used KEAs; and whether the use of KEAs was correlated with student assessment scores in reading and mathematics in spring of the kindergarten year. Drawing on a nationally representative sample from the Early Childhood Longitudinal Study—Kindergarten Class of 2010—11 (ECLS—K:2011), the study examined responses to an ECLS—K:2011 administrator questionnaire that included a set of questions about schools' uses of KEAs. The sample consisted of 9,370 kindergarten students attending 640 public schools. Schools that used KEAs were compared to schools that did not in terms of enrollment, student body demographics, and other characteristics. In addition, multilevel regression models were used to compare students' kindergarten spring assessment scores in early reading and mathematics at schools that did and did not report KEA use, after controlling for fall assessment scores, student demographics, and school characteristics. Overall, 73 percent of public schools offering kindergarten classes reported that they used KEAs. Among schools using KEAs, 93 percent stated that individualizing instruction was one purpose, and 80 percent cited multiple purposes. Schools' reported use of KEAs did not have a statistically significant relationship with students' early reading or mathematics achievement in spring of the kindergarten year after controlling for student and school characteristics. Results from this study offer contextual information to state—level administrators as they select, develop, and implement KEAs. Future research could examine relationships between the nature and quality of KEA implementation and student outcomes.
10/12/2016
REL 2017199 Patterns of classroom quality in Head Start and center-based early childhood education programs
REL researchers analyzed data from the 2002/03 Head Start Impact Study (U.S. Department of Health and Human Services) using latent class analysis to determine whether multiple measures, each designed to address one aspect of classroom quality, could collectively differentiate classrooms in a consistent and substantively meaningful way. Using data on measures such as structural quality, process quality, teacher-child interactions, and instructional activities, they found that Head Start (n = 1,061) and center-based (n = 421) classrooms may be grouped according to three classroom quality patterns: good, fair, and poor. The researchers also found that classroom quality measures determined by independent observers distinguish classroom quality groups better than self-reported measures.

There are three main implications of this study: (1) it is possible to use multiple dimensions of the classroom experience to identify classroom quality patterns; (2) identifying classroom quality patterns will likely require independent observers; and (3) an individual classroom may not be perfectly characterized by its classroom quality group. This exploratory study, which was supported by the Early Childhood Education Research Alliance, shows an alternative way to measure classroom quality and provides an example of what patterns of classroom quality exist in programs serving Head Start-eligible children across the country—thus informing practitioners about what quality looks like in these settings and adding to the literature regarding measuring quality in early childhood education. Practitioners and policymakers can use the results of this study to inform the way that they measure the quality of their classrooms and to examine further the characteristics and practices of the different groups of classrooms.
10/11/2016
REL 2017175 Benchmarking the state of Pohnpei's education management information system
The purpose of this study was to provide information on the current quality of the education management information system (EMIS) in Pohnpei, Federated States of Micronesia, so that data specialists, administrators, and policy makers might identify areas for improvement. As part of a focus group interview, knowledgeable data specialists in Pohnpei 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 process 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 scored their EMIS as established. They reported that the prerequisites of quality, that is, both the institutional frameworks that govern the information system and data reporting, and the supporting resources, are established. They also rated integrity of education statistics, referring to the professionalism, objectivity, transparency, and ethical standards by which staff operate and statistics are reported, as established. Data specialists reported the accuracy and reliability of education statistics within their system to be established. They reported that the serviceability (the relevance, timeliness, and consistency of data) and accessibility of education data within their system are established. Results show that data specialists know and can apply sound techniques and validate data and generate statistical reports; however the system does not ensure that their roles and responsibilities are defined, nor does it provide any assurance, in the form of a legal mandate, that they receive the data they require. Data specialists provide timely services, but the system cannot assure the public that such services are provided independently, or that public has information regarding internal governmental access to statistics prior to their release. The results of this study provide the Pohnpei State Department of Education and the National Department of Education with information regarding the strengths and areas of the EMIS that may benefit from improvement efforts through the development of action plans focused on priority areas.
10/6/2016
REL 2017176 Benchmarking the state of Chuuk's education management information system
The purpose of this study was to provide information on the current quality of the education management information system (EMIS) in Chuuk, Federated States of Micronesia, so that data specialists, administrators, and policy makers might identify areas for improvement. As part of a focus group interview, knowledgeable data specialists in Chuuk 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 scored their EMIS as emerging. They reported that the prerequisites of quality, that is, both the institutional frameworks that govern the information system and data reporting, and the supporting resources, are established. They rated integrity of education statistics, referring to the professionalism, objectivity, transparency, and ethical standards by which staff operate and statistics are reported, as emerging. Data specialists reported the accuracy and reliability of education statistics within their system as established. They reported that the serviceability (the relevance, timeliness, and consistency of data) and accessibility of education data within their system are emerging. Results show that data specialists know and can apply sound techniques and validate data and generate statistical reports, and that the institutional frameworks and resources meet standards. Data specialists indicate that the relevance, timeliness, and consistency of the data and statistics provided to stakeholders could be improved. In addition, the reports that present these data and statistics could be better adapted for the intended audience. The results of this study provide the Chuuk State Department of Education and the National Department of Education with information regarding the strengths and areas of the EMIS that may benefit from improvement efforts through the development of action plans focused on priority areas.
10/6/2016
REL 2017166 Guide to using the Teacher Data Use Survey
The purpose of the Teacher Data Use Survey is to provide district and school leaders with a survey instrument that will enable to learn more about teachers' use of data, teachers' attitudes toward data, and teachers' perception of supports for using data. The survey was developed by a panel of five experts in data use and was pilot tested in a large urban district. There are three versions of the survey: one for teachers, one for administrators (e.g., principals), and one for instructional support staff (e.g., instructional coaches). Each version asks about teacher data use, thus offering a triangulated picture of teacher data use in a school or district. Survey scale reliabilities (Cronbach's alpha) were all greater than 0.80 and most were greater than 0.90. The Teacher Data Use Survey can thus offer school and district leaders a research-supported evidence base from which to plan ongoing support for teacher data use such as professional development, computer systems, and collaboration.
10/5/2016
REL 2017186 Stated Briefly: Relationship between school professional climate and teachers' satisfaction with the evaluation process
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study, conducted by the Regional Educational Laboratory Northeast & Islands in collaboration with the Northeast Educator Effectiveness Research Alliance, reports on the relationship between teachers' perceptions of school professional climate and their satisfaction with their formal evaluation process using the responses of a nationally representative sample of teachers from the Schools and Staffing Surveys. Specifically, the study used logistic regression analysis to examine whether teachers' satisfaction with their evaluation was associated with two measures of school professional climate (principal leadership and teacher influence), teacher and school characteristics, and the inclusion of student test scores in the evaluation system. The results indicate that teachers' perceptions of their principals' leadership was associated with their satisfaction with the evaluation system—the more positively teachers rated their principal's leadership, the more likely they were to report satisfaction with their evaluation process. The rating teachers received on their evaluation was also associated with their satisfaction, with those rated satisfactory or higher more likely to be satisfied. Teachers whose evaluation process included student test score outcomes were less likely to be satisfied with that process than teachers whose evaluations did not include student test scores. The findings reinforce current literature about the importance of the school principal in establishing positive school professional climate. The report recommends additional research related to the implementation of new educator evaluation systems.
10/4/2016
REL 2017201 Principals' time, tasks, and professional development: An analysis of Schools and Staffing Survey data
The purpose of this study was to examine how public school principals allocate their time to various job-related tasks and investigate the types of professional development they attend. This report summarizes a secondary analysis of data from the 2011/12 school year collected through the Principal and School Questionnaire forms of the Schools and Staffing Survey by the National Center for Education Statistics. Descriptive analyses were conducted to examine principals’ reported time spent on job-related tasks and professional development by school grade level, poverty level, and within poverty level, by school adequate yearly progress status. The sample for the analysis of time spent on job-related tasks included 5,950 principals; the sample for the analysis of professional development participation included 6,360 principals. Results indicate that, of the average 59 hours per week spent on the job, principals at regular public schools spent more than half of their time on internal administrative tasks and curriculum- and teaching-related tasks. Attendance at conferences and workshops was the most commonly reported type of professional development and the least frequently reported was attendance in university courses. These results suggest that principals balance a wide range of tasks within an average week and that their time is often divided between tasks that are administrative in nature and those that are focused on the teachers and students. The report will be useful to state and local leaders making decisions about principal training and providing the necessary support to meet the demands of the position. The findings may also inform discussions around additional staffing and mentoring supports for school principals.
10/4/2016
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