Publications & ProductsSearch Results: (1-15 of 130 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 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:
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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:
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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:
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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:
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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:
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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:
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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 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 |
| REL 2012135 | A Descriptive Analysis of the Principal Workforce in Wisconsin
National and state policymakers are concerned that the principal workforce is aging, that fewer new principals are joining the workforce, and that fewer female and racial/ethnic minority educators are entering and remaining in the principal workforce. This study describes trends in demographic characteristics and retention rates in the Wisconsin principal workforce between 1999 and 2009. |
3/28/2012 |
| REL 2012121 | Characteristics of Midwest Region School Districts Identified for Improvement
Like other states across the country, the seven REL Midwest Region states have been striving to meet the performance targets established under the No Child Left Behind Act of 2001. Under the act, districts are identified as "in improvement" and schools as "in need of improvement" after two successive years of not meeting adequate yearly progress performance targets. The report, Characteristics of Midwest Region school districts identified for improvement, presents statistical profiles of school districts designated as in improvement in the Midwest Region states as of 2009/10. It compares the prevalence and characteristics of these districts and those of districts not in improvement. It also reports the prevalence of districts in improvement under three states’ own accountability systems. |
3/28/2012 |
| REL 2012129 | An Examination of Performance Based Teacher Evaluation Systems in Five States
This study of performance-based teacher evaluation systems in the five states that had implemented statewide systems as of 2010/11 finds considerable variation among them. However, all five states' systems include observations, self- assessments, and multiple rating categories. In addition, the evaluation rubrics in each state reflect most of the teaching standards set out by the Inter-state Teacher Assessment and Support Consortium. |
2/29/2012 |
| REL 2012130 | Retirement Patterns of California Prekindergarten – Grade 12 Educators
This study examines retirement pat-terns of California educators from 1995/96 to 2009/10. It finds that the percentage of educators over age 60 doubled, educators were more likely to retire when a school district’s local revenue decreased, and the percentage of retired educators returning to work increased. |
2/29/2012 |
| REL 2012137 | Partnerships Between Tribal Education Departments and Local Education Agencies
This study examines nine voluntary working relationships or partnerships between tribal education departments and local education agencies supporting American Indian students. Individual profiles describe how each partnership works, focusing primarily on collaborative activities intended to improve education outcomes for American Indian students. |
2/28/2012 |
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