Publications & ProductsSearch Results: (16-30 of 32 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2011016 | Projected School Administrator Needs through 2017/2018 in California: The Effects of Projected Retirement and Projected Changes in Student Enrollment over Two-Year Increments
This technical brief projects the need for new school-site administrators (principals and vice-principals) in California by region in two-year increments over 2010/11–2017/18. It builds on an earlier Regional Educational Laboratory West report that projected the aggregate need for school administrators over 2008/09–2017/18 based on projected retirement and projected changes in student enrollment (White, Fong, and Makkonen 2010). Both studies divide the state into 11 regions, and both report projected demand for local administrators as a change from the 2007/08 baseline workforce. By disaggregating the study period into two-year increments, this brief provides more specific data for education organizations—particularly the Association of California School Administrators and the California County Superintendents Educational Services Association—to more accurately target workforce planning and training programs for new school-site administrators. |
3/9/2011 |
| REL 2010015 | Where Do English Language Learner Students Go to School? Student Distribution By Language Proficiency in Arizona
Research suggests several circumstances in which a school may face greater challenges in effectively teaching its English Language Learner (ELL) students and in closing the achievement gap between ELL students and those who are native English speakers: if it has high concentrations of ELL students; if it has many socioeconomically disadvantaged students; or if it is located in an urban or rural, as opposed to suburban, area. Research also suggests that an open-enrollment program in a district may increase the concentrations of both ELL and socioeconomically disadvantaged students in some schools. This technical brief analyzes Arizona's 2007/08 student-level data to determine how concentrations of ELL students vary across its schools and vary by the school characteristics listed above. |
8/30/2010 |
| REL 2010014 | Updated Multistate Review of Professional Teaching Standards
States update their teaching standards on an ongoing basis and can learn from other states' efforts. For example the "Updated multistate review of professional teaching standards" by REL West, adds to their previous 2009 review of teaching standards by offering options for broad consideration that include — structure and target groups of teachers, as well as ways of addressing special populations and use of technology — from six of the largest states in the nation. |
4/26/2010 |
| REL 2009013 | Snapshots of Indiana's Full-Day Kindergarten Programs Before and After the State's Funding Increase for the Program
The Indiana General Assembly increased the state grant funds for full-day kindergarten from $8.5 million for 2006/07 to $33.5 million for 2007/08. Following the increase in funding, the Indiana Department of Education and the Indiana State Board of Education requested assistance from Regional Educational Laboratory Midwest to analyze Indiana administrative data so that the agencies could report to the legislature on changes in full-day kindergarten enrollment and funding. This technical brief describes Indiana’s full-day kindergarten enrollment patterns before and after the legislation (in 2006/07 and 2007/08) both in the state at large and in individual school corporations (equivalent to school districts) for all kindergarten students and disaggregated by student and school characteristics. |
7/20/2009 |
| REL TR00708 | Aligning Mathematics Assessment Standards: Texas and the 2009 National Assessment of Educational Progress (NAEP)
This Technical Brief examines the alignment between the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of TAKS science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the TAKS assessment standards go beyond the NAEP standards. The study finds that 74 percent of the NAEP grade 4, 81 percent of the NAEP grade 8, and 71 percent of the NAEP grade 12 assessment standards are either fully or partially addressed by the TAKS assessment standards. |
10/28/2008 |
| REL TR00808 | Aligning Mathematics Assessment Standards: Arkansas and the 2009 National Assessment of Educational Progress (NAEP)
This Technical Brief examines the current alignment between the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of ACTAAP science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the ACTAAP assessment standards go beyond the NAEP standards. The study finds that 78 percent of NAEP grade 4, 84 percent of NAEP grade 8, and 72 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the ACTAAP assessment standards. |
10/28/2008 |
| REL TR00908 | Aligning Mathematics Assessment Standards: Louisiana and the 2009 National Assessment of Educational Progress (NAEP)
This technical brief examines the current alignment between the Louisiana Educational Assessment Program (LEAP) and Graduation Exit Examination (GEE) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of LEAP and GEE science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the LEAP and GEE assessment standards go beyond the NAEP standards. The study finds that 91 percent of NAEP grade 4, 90 percent of NAEP grade 8, and 72 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the LEAP or GEE mathematics assessment standards. |
10/28/2008 |
| REL TR01008 | Aligning Mathematics Assessment Standards: Oklahoma and the 2009 National Assessment of Educational Progress (NAEP)
This technical brief examines the current alignment between Oklahoma Core Curriculum Tests (OCCT) and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2001 in a similar study that examined the alignment of Oklahoma science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the OCCT assessment standards go beyond the NAEP standards. The study finds that 85 percent of NAEP grade 4, 89 percent of NAEP grade 8, and 74 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the OCCT mathematics assessment standards. |
10/28/2008 |
| REL TR01108 | Aligning Mathematics Assessment Standards: New Mexico and the 2009 National Assessment of Educational Progress (NAEP)
This technical brief examines the current alignment between the New Mexico Standards Based Assessment (NMSBA) assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of New Mexico science standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the NMSBA assessment standards go beyond the NAEP standards. The study finds that 92 percent of NAEP grade 4, 94 percent of NAEP grade 8, and 80 percent of NAEP grade 12 assessment standards (aligned with current NMSBA assessment standards) and 77 percent of NAEP grade 12 assessment standards (aligned with proposed NMSBA assessment standards) are either fully or partially addressed by the NMSBA assessment standards. |
10/28/2008 |
| REL TR01208 | Characteristics of California School Districts in Program Improvement: 2008 Update
This descriptive analysis updates an earlier study of California's Title I school districts in program improvement. California's accountability system continues to identify problems at the district level overlooked at the school level. |
10/1/2008 |
| REL TR00608 | The Status of the Preparation and Hiring of School Principals in the U.S.-Affiliated Pacific Region
This technical brief describes the current status of the preparation and hiring of school principals in the Pacific Region-American Samoa, Guam, Hawaii, Republic of the Marshall Islands, Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Commonwealth of the Northern Mariana Islands, and Republic of Palau. The brief answers a central question: what academic, practice-based, and standards and policy criteria are used in the preparation and hiring of principals? It finds that many jurisdictions had relatively recent certification standards and policies and that the procedures and criteria for preparing and hiring school principals vary across jurisdictions in models, requirements, and implementation levels. The only requirements common to all 10 jurisdictions are that principals must complete some college-level coursework and must have teaching experience. |
8/25/2008 |
| REL TR00508 | Calculating the Ability of Within-School Teacher Supply to Meet the Demands of New Requirements: the Example of the Michigan Merit Curriculum
Representatives from the Michigan Department of Education and the Center for Educational Performance and Information requested assistance in estimating Michigan's capacity to adequately staff its high schools to meet the course requirements of the new Michigan Merit Curriculum. The study team devised a formula to estimate the number of additional full-time equivalent (FTE) teachers needed for each subject at each Michigan high school. The formula was calculated using Michigan-specific values for key variables. Such an analysis may be particularly useful when new graduation or course requirements are being planned. Schools can adjust the variables in the formula (such as class size and number of periods taught by each FTE teacher) to fit their own needs. |
8/18/2008 |
| REL TR00408 | State Policies on Teacher Evaluation Practices in the Midwest Region
This REL Technical Brief describes state-level policies and procedural requirements for guiding teacher evaluation practices at the district level in the seven states served by the Midwest Regional Educational Laboratory: Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. Building on the Issues & Answers report Examining district guidance to schools on teacher evaluation policies in the Midwest Region (Brandt et al. 2007), this technical brief reveals how teacher evaluation practices are addressed by state policies and other state-level initiatives that include teacher evaluation features. |
8/18/2008 |
| REL TR00308 | The Status of Large-Scale Assessment in the Pacific Region
This technical brief describes the large-scale assessment measures and practices used in the jurisdictions served by the Pacific Regional Educational Laboratory. The need for effective large-scale assessment was identified as a major priority for improving student achievement in the Pacific Region jurisdictions: American Samoa, Guam, Hawai'i, the Republic of the Marshall Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), the Commonwealth of the Northern Mariana Islands, and the Republic of Palau (National Education Association 2007; Pacific Regional Advisory Committee 2005; South Pacific Board for Educational Assessment 2008). |
8/11/2008 |
| REL TR00208 | A Second Follow-up Year for Measuring how Benchmark Assessments Affect Student Achievement
This REL Technical Brief examines whether, after two years of implementation, schools in Massachusetts using quarterly benchmark exams aligned with state standards in middle school mathematics showed greater gains in student achievement than those not doing so. A quasi-experimental design, using covariate matching and comparative interrupted time-series techniques, was used to assess school differences in changes in mathematics performance between program and comparison schools. Following up on an earlier Issues & Answers report, with just one year of post-implementation data, the study found no significant differences between schools using this practice and those not doing so after two years. |
5/19/2008 |
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