Search Results: (1-14 of 14 records)
|REL 2022125||Schools' Experiences with Georgia's District and School Flexibility Policy
Georgia instituted a flexibility policy in 2007 that provided districts with waivers from state education rules, provisions, and guidelines. In exchange, schools must meet academic performance targets. The performance contracts are meant to encourage schools and districts to implement innovative practices to increase achievement for all students in Georgia. Between 2008/09 and 2016/17, 178 of Georgia’s 180 districts entered into performance contracts with the state. The Georgia Department of Education (GaDOE) asked Regional Educational Laboratory Southeast to analyze how each school’s achievement changed after the start of their district’s performance contracts and the factors related to those changes. GaDOE also requested information on schools’ implementation of and experiences with the state’s flexibility policy, focusing on how schools have prioritized local innovations in practice. Overall, the study found positive but small changes in achievement for grades 3–8 English language arts and math and found significant variation in changes in achievement across schools within districts, after adjusting for other factors. Changes in achievement after performance contracts were implemented were related to schools’ demographic composition and prior achievement. In response to a survey, school leaders reported prioritizing innovations related to use of data to identify early intervention needs, formative assessments used to guide instruction, supplemental programs for low-performing students, and personalized learning for students. Leaders in schools with larger proportions of students eligible for the national school lunch program, Black students, and English learner students reported prioritizing innovations related to online and/or blended curricula more frequently than schools with smaller proportions of these students. School leaders also reported a great deal of school-level influence over decisions about priority innovations.
|REL 2020036||Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions?
In 2013 and 2015, Oregon enacted legislation that shifted school discipline policies from a zero-tolerance approach to one that emphasizes preventing behavioral problems and reducing unnecessary suspensions and expulsions. These types of discipline are often referred to as exclusionary because they remove students from classroom instruction. This study examines the association between state-level policies and suspension and expulsion rates in Oregon.
Study findings suggest that the policy shift has led to some short-term progress on two of the state’s main goals: reducing unnecessary removal of students from classroom instruction for disciplinary reasons and reducing exclusionary discipline for weapons offenses that do not involve firearms. Across all grade spans, the use of exclusionary discipline declined from 2008/09 to 2016/17 in Oregon schools, with higher reductions in the secondary grades. The declining rates of exclusionary discipline indicate progress, but growth in out-of-school suspensions in recent years suggests the need for further monitoring and additional support. For example, strengthening efforts to reduce suspensions for minor infractions, especially in secondary grades, could help reduce unnecessary suspensions overall&mdash:a priority of Oregon’s school discipline policy reforms.
|REL 2017249||Overview of selected state policies and supports related to K–12 competency-based education
This report categorizes and summarizes state laws and regulations relevant to competency based-education. Competency-based education is a system where students must demonstrate mastery of course content to be promoted to the next class or grade rather than spend a prerequisite number of hours in a class, with students allowed to take as much or as little time necessary to achieve a comprehensive understanding of course content. Policies associated with competency-based education are summarized for the seven states in the Regional Educational Laboratory Central region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming), as well five states identified as being proactive in aligning their policies to support competency-based education (Iowa, Kentucky, Maine, New Hampshire, and Oregon). This study also categorizes the different types of assistance and resources these states have provided to intentionally support competency-based education.
State laws and regulations were classified into the following three broad policy categories: credit flexibility, academic progression flexibility, and individual learning options. Identified categories of state-provided supports for competency-based education included informational and technical assistance resources, support for educational collaboratives, and funding for pilot programs and demonstration sites. Descriptions and examples of each policy and support category are provided. State and school administrators can use the information in this report to learn about the policies and supports in their state and others as they consider implementing competency-based education.
|REL 2015086||Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice
While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of English learner students with learning disabilities. Because there are no definitive resources and processes for identifying and determining best placement for English learner students with learning disabilities, schools, districts, and states struggle with this issue. As a result, English learner students who may or may not have learning disabilities are both over- and underrepresented in special education. This report aims to inform policymakers interested in developing procedures, including the use of guidelines and protocols, for identifying, assessing, and placing English learner students who may or may not have learning disabilities. The report describes 1) the key issues discussed in the research literature and 2) current state procedures for the 20 states with the largest English learner populations.
|REL 2015041||Coordination of Instructional Services by Washington State’s Educational Service Districts
This REL Northwest study looked at the funding, delivery, and coordination of instructional services offered by Washington state's network of nine Educational Service Districts (ESDs). REL Northwest examined 13 statewide teaching and learning support areas, including the percentages of districts served, the funding for each service, and ESD perceptions of coordination of services. The study showed that while the network believes it’s desirable to coordinate their services, the structures needed to do that aren’t always in place. The findings can help inform similar education service agencies around the country, which provide services to 79 percent of public schools.
|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:
|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:
|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:
|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:
|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:
|REL 2011113||Superintendent Turnover in Kentucky
This REL Appalachia report, Superintendent Turnover in Kentucky, is the state's first detailed description of superintendent turnover. It intends to help policymakers and other leaders better understand turnover so that they can develop new programs to prepare, recruit, and retain superintendents. The report describes superintendent turnover statewide, by rural status, and by Appalachian and non-Appalachian region over 1998/99-2007-08 and also looks at how turnover varies by 2007/08 school district characteristics.
|REL 2011116||State Policies and Procedures on Response to Intervention in the Midwest Region
Based on a review of state documents and interviews with state and local officials in six Midwest Region states, this qualitative study describes state education agency policy development and planning for response to intervention approaches to instruction. It also looks at the support provided to districts and schools implementing response to intervention.
|REL 2009083||Features of State Response to Intervention Initiatives in Northeast and Islands Region States
The report documents the results of a search of state education agency web sites in the nine Northeast and Islands Region jurisdictions for publicly available information related to RTI (response to intervention). It finds that seven jurisdictions have developed state documents on RTI that address core features of RTI identified by the National Research Center on Learning Disabilities: high quality classroom instruction, research-based instruction, classroom performance, universal screening, continuous progress monitoring, research-based interventions, progress monitoring during interventions, and fidelity measures. Six of these jurisdictions had documents addressing all eight core features (Connecticut, Maine, Massachusetts, New Hampshire, New York, and Vermont), and one (Rhode Island) had documents addressing seven. Documents are also categorized by theme: whether the state education agency required RTI as a component of the special education eligibility process, whether the state education agency used or encouraged a three-tiered RTI model, whether a self-assessment or local plan was required before implementing RTI at the local level, and whether the state education agency supported or funded RTI pilot sites. The seven jurisdictions used or promoted RTI as an approach to supporting struggling students in general education or for determining eligibility for special education at the local level. The most commonly found document types were nonregulatory guidance (six states), followed by regulations (four states). The document review could not shed light on the extent of RTI use at the local level. While there was no evidence of RTI policies or procedures on the public state education agency web sites for two jurisdictions (Puerto Rico and the Virgin Islands), that cannot be taken as evidence that the two jurisdictions do not allow RTI.
|REL 2009079||Models of Response to Intervention in the Northwest Region States
This report provides information on the response to intervention (RTI) models supported by state education agencies in the Northwest Region and identifies states' RTI-related resources, policies, and activities. The information will help the Northwest Regional Comprehensive Center focus its technical assistance for RTI and identify areas for cross-state collaboration, while enabling states to learn from each other’s experience.
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