Search Results: (16-30 of 192 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2012023 | How California's Local Education Agencies Evaluate Teachers and Principals
This REL West Technical Brief, How California's local education agencies evaluate teachers and principals, summarizes the results of a statewide survey of teacher and principal evaluation practices across school districts and direct-funded charter schools in California. Key findings include:
|
4/27/2012 |
| REL 2012126 | Meeting Oregon’s New High School Math Graduation Requirements: Examining Student Enrollment and Teacher Availability
The study was motivated by a 2005 Oregon law that requires students to take three years of mathematics courses at the algebra I level or above (advanced math), beginning with the Class of 2014. This study examines the percentage of Oregon students enrolled in high school–level math courses during 2006/07 and 2007/08 who would have been on track to graduate had the new mathematics requirements been in place. It also examines whether there would have been an adequate supply of teachers endorsed to teach advanced math in 2006/07 and 2007/08, had the new requirements been in place. |
4/27/2012 |
| REL 2012021 | Prekindergarten Participation Rates in West Virginia
This report compares the shares of preK seats provided by public school systems and collaborative partners—federal or private—and analyzes participation based on socioeconomic and racial/ethnic subgroups and district characteristics. This report updates through 2010/11 a previous report that covered school years 2002/03–2006/07. The study found that the statewide participation rate in preK more than doubled between 2002/03 and 2010/11, from 26 percent to 63 percent of eligible students. |
4/26/2012 |
| REL 2012134 | Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region
This report examines how well the freshman on-track indicator developed by the Consortium on Chicago School Research predicts on-time graduation in two urban districts in the Midwest Region. This indicator classifies students at the end of the first year of high school as on-track or off-track to graduate based on grade 9 course credits earned and failures. REL Midwest examined on-track and off-track rates and for recent freshman cohorts as well as 4-year graduation rates for on-track and off-track students. Key findings include:
|
4/25/2012 |
| REL 2012025 | Analyzing Performance by Pennsylvania Grade 8 Hispanic Students on the 2007/08 State Assessment
The report compares performance of grade 8 Hispanic students on the Pennsylvania System of School Assessment (PSSA) English language arts and math tests with that of grade 8 White, Black, and other non-Hispanic students during school years 2002/03 to 2008/09. It also examines how grade 8 Hispanic students’ performance varies by key student and school characteristics. The study found that in 2007/08, Hispanic students in Pennsylvania had lower English language arts and math scores than did non-Hispanic students. The differences were statistically significant. |
4/25/2012 |
| REL 2012138 | Performance in Science on the Minnesota Comprehensive Assessments–Series II for Students in Grades 5 and 8
This report examines how grade 5 and grade 8 student achievement on the 2009/10 MCA–II science assessment differed by student and school characteristics (gender, eligibility for free or reduced-price lunch, special education status, race/ethnicity, and prior-year academic achievement). The study found that most of the variation in scores was associated with demographic differences among students rather than with differences between schools. Key findings include:
|
4/25/2012 |
| REL 2012108 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in New Jersey
This report describes enrollment and achievement trends of LEP students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math, as measured by statewide assessments administered in grades 3, 4, 8, and 11. The study's main findings include:
|
4/24/2012 |
| REL 2012127 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Pennsylvania
The number of English language learner (ELL) students in Pennsylvania public schools rose 24.7 percent from 2002/03 to 2008/09, whereas total student enrollment fell 2.4 percent. During that period, ELL student enrollment increased from 2.1 percent of the student population in 2002/03 to 2.7 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps between ELL and non-ELL students and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014. This report describes enrollment and achievement trends of ELL students in Pennsylvania public schools between 2002/03 and 2008/09. It documents achievement gaps between ELL and general education students in reading, math, and writing, as measured by statewide assessments administered in grades 3–8 and 11. The study's main findings include:
|
4/24/2012 |
| REL 2012128 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Maryland
The number of limited English proficient (LEP) students in Maryland public schools rose 73 percent from 2002/03 to 2008/09, whereas total student enrollment rose only 2.1 percent. During that period, LEP student enrollment increased from 3.0 percent of total student enrollment in 2002/03 to 5.2 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps between LEP and non-LEP students nationally and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014. This report, describes enrollment and achievement trends of LEP students in Maryland public schools between 2002/03 and 2008/09. It documents large achievement gaps, ranging from 11 to 49 percentage points, between LEP and non-LEP students in reading and math, as measured by statewide assessments administered in grades 3–8 and 10. The study's main findings include:
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4/24/2012 |
| REL 2012131 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in the District of Columbia
The number of English language learner (ELL) students in District of Columbia public schools rose 1.8 percent from 2002/03 to 2008/09, whereas total student enrollment fell 6.3 percent. ELL student enrollment increased from 7.7 percent of total student enrollment in 2002/03 to 8.4 percent in 2008/09. These figures are of concern to educators because of the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014 and because nationally ELL students' achievement lags behind that of non-ELL students. This report describes enrollment trends between 2002/03 and achievement trends between 2006/07 and 2008/09 among ELL students in District of Columbia public schools. It documents the achievement of ELL and non-ELL students in reading and math, as measured by districtwide assessments administered in grades 3–8 and 10. The study's main findings include:
|
4/24/2012 |
| REL 2012132 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Delaware
The number of English language learner (ELL) students in Delaware public schools rose 91.7 percent from 2002/03 to 2008/09, whereas total enrollment increased 7.7 percent. ELL student enrollment increased from 3.0 percent of total student enrollment in 2002/03 to 5.4 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps nationally between ELL and non-ELL students and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014. This report describes enrollment and achievement trends between 2002/03 and 2008/09 among ELL students in Delaware public schools. It documents achievement gaps between ELL and non-ELL students in reading and math state assessments in grades 2–10 and in science and social studies assessments in grades 4, 6, 8, and 11. The study's main findings include:
|
4/24/2012 |
| REL 2012123 | Changes in Student Populations and Teacher Workforce in Low-Performing Chicago Schools Targeted for Reform
This 2006-11 REL Midwest at Learning Point Associates report, Changes in student populations and teacher workforce in low-performing Chicago schools targeted for reform, examines changes in student populations and teacher workforce in 31 chronically low-performing Chicago public schools. These schools were selected for district-led reform interventions following five distinct types of reform models. |
4/23/2012 |
| REL 20124020 | Effects of the Kentucky Virtual Schools' Hybrid Program for Algebra I on Grade 9 Student Math 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. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, Effects of the Kentucky Virtual Schools hybrid program for algebra I on grade 9 student math achievement, researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format. |
4/4/2012 |
| REL 20124013 | Effects of Curriculum and Teacher Professional Development on the Language Proficiency of Elementary English Language Learner Students in the Central Region
This study is a randomized controlled trial examining 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. On Our Way to English was developed to provide ELL students access to English oral language development, comprehensive literacy instruction, and standards-based content area information in science and social studies. Responsive Instruction for Success in English (RISE) complements the OWE classroom program with professional development to understand the content of OWE, the rationale for its structure, and practical strategies for its use. The study found that the combination of OWE and RISE did not have a statistically significant effect on students’ acquisition of English, teacher-reported student engagement, instructional practices, or assessment practices. |
4/3/2012 |
| REL 2012133 | The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally
The characteristics and experiences of beginning teachers in seven Northeast and Islands Region states and nationally, was produced by the 2006-11 REL Northeast and Islands and Education Development Center, Inc. The report describes the characteristics and experiences of beginning public school teachers (teachers with fewer than five years of teaching experience) in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. The study focuses on variables related to teachers’ preparation and workplace supports that research suggests might be associated with their perceptions of preparedness, effectiveness, and retention. |
3/29/2012 |
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