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|REL 2022122||Supporting Integrated English Learner Student Instruction: A Guide to Assess Professional Learning Needs Based on the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide
This guide is designed to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students. It comprises two tools—the Teacher Self-Reflection Tool and the Classroom Observation Tool—and outlines a 10-step process to help districts align their professional learning decisions with the data collected from these tools.
|REL 2022129||Principal Retention Patterns in Arizona, Nevada, and Utah
The departure of an effective school leader can influence staff turnover and student achievement for several years. With school systems facing an unprecedented public health crisis due to COVID-19, principal retention is a key area of concern for many local and state education agencies. The Regional Educational Laboratory West undertook this study of principal retention rates to help leaders in Arizona, Nevada, and Utah better understand principal retention patterns in their state, so that their new statewide leadership support initiatives could identify areas where support could be most effective. Findings showed that fewer than half of principals in each of these states remained at the same school from fall 2016 to fall 2020 (four-year retention). The study also found that principals who changed jobs (but remained in the principalship) tended to move to a new school in the same local education agency rather than to a new school in another local education agency. Principal retention patterns varied by state according to grade span, school locale type, and student demographic characteristics. In addition, across the three states, proportionally fewer principals remained at schools with lower average proficiency rates on standardized tests in math and English language arts than at schools with higher average proficiency rates from fall 2016 to fall 2019 (three-year retention).
|REL 2022131||Estimating Changes to Student Learning in Illinois Following Extended School Building Closures due to the COVID-19 Pandemic
The COVID-19 pandemic disrupted the education of students in Illinois and around the nation. Leaders at the Illinois State Board of Education and in Illinois public school districts want to better understand how student learning changed during the pandemic. This study examines data from 17 Illinois districts over five years, including four years prior to the pandemic, to measure how student learning changed in fall 2020 relative to fall terms prior to the pandemic. The study demonstrates how learning changed in both mathematics and reading for students in grades 3–8, as well as how these changes varied across student characteristics and district size. The study found that students in grades 4–8 scored lower than expected in mathematics following the onset of the pandemic, after adjusting for other factors. The magnitude varied by grade level. Larger estimated changes in learning occurred in grades 6–8 than in grades 4 and 5. Students in grades 3–8 did not experience any statistically significant changes in learning in reading. A further analysis of learning in mathematics showed that changes in learning varied across students with different characteristics but were unrelated to district size. The study findings should be interpreted with caution, especially when generalizing to the population of Illinois districts and students. The study includes a small number of districts, and the students in these districts differ from the statewide population of students.
|REL 2022109||Teacher Shortages in New York State: New Teachers' Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District
New York State is experiencing teacher shortages in specific subject areas. One way to address these shortages is through the certification and placement of new teachers. This study explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts. While the majority of new teachers earned certificates through the traditional in-state pathway, this varied somewhat by certification area. The proportion of teachers who earned certificates through the individual evaluation pathway was higher for the shortage certification area of career and technical education than for other certification areas. The most frequent certification area was the shortage certification area of special education, while the shortage certification areas of career and technical education and bilingual special education were among the least frequent. New York City district schools employed new teachers who earned certificates through the alternative in-state pathway at a higher rate than other types of high-need districts (rural, large city—not New York City, and other urban/suburban) as well as average- and low-need districts. New teachers employed in high-need districts had higher rates of retention in the same district for a second year than new teachers employed in average- and low-need districts. Just 5 percent of new teachers in New York State were uncertified.
|REL 2022110||Additional Certification for Teachers in New York State: Teachers’ Experience and Employment Location, Certification Pathways, and Certification Areas
New York State is experiencing teacher shortages in specific subject areas. One way to address these shortages is for certified teachers to earn additional certificates qualifying them to fill positions in shortage areas. This study explored patterns in how experienced teachers (those with at least one year of teaching experience in New York State public schools) in 2015/16 earned additional certificates between October 2015 and October 2017. These patterns included which teachers earned additional certificates, their certification pathways, and their additional certification areas. The study found that about 5 percent of teachers in New York State in 2015/16 earned additional certificates during the two-year period. A larger proportion of teachers who earned additional certificates during that period were employed in New York City district schools and charter schools than in other types of districts or schools. Teachers who earned additional certificates were less experienced than those who did not earn additional certificates. More teachers earned additional certificates in shortage areas than in nonshortage areas, except for administration, a nonteaching certification area. Special education was the most common shortage certification area in which experienced teachers earned additional certificates. More than half of teachers who earned additional certificates did so through the traditional in-state pathway, while about a third did so through the individual evaluation pathway.
|REL 2022127||Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors
A large proportion of high schools across the country have adopted education and career planning requirements intended to help students prepare for postsecondary education and to facilitate successful transitions to the labor market. This study used student and counselor survey responses from a nationally representative longitudinal dataset to examine the relationships between students’ participation in three core elements of education and career planning during high school and their application, coursetaking, and enrollment behaviors associated with the transition to college. Students who developed an education or career plan upon first entering high school in grade 9 were no more or less likely to submit the Free Application for Federal Student Aid, complete a college preparatory curriculum, apply to college, or enroll in college than students who did not develop a plan. However, for students who received support from a teacher or a parent to develop their plan and for students who met with an adult in school to review the plan at least once a year, developing a plan was significantly associated with several college-going behaviors.
|REL 2022128||Impacts of Home Visits on Students in District of Columbia Public Schools
This study examined the impacts of structured relationship-building teacher home visits conducted in grades 1–5 as part of a family engagement program in the District of Columbia Public Schools. Using a matched comparison group research design, the study measured the impacts of the home visits on student disciplinary incidents and attendance. The study found that a home visit before the start of the school year reduced the likelihood of a student having a disciplinary incident in that school year. During the school year following a home visit, 9.27 percent of visited students had a disciplinary incident compared with 12.22 percent of nonvisited comparison students. The study also found that, on average, a home visit slightly improved student attendance. The attendance rate averaged 95.28 percent for visited students and 94.93 percent for nonvisited comparison students.
|REL 2022120||Community Math Night Facilitators' Toolkit
The Community Math Night Facilitators’ Toolkit is a detailed resource for elementary school educators to plan and implement a Community Math Night event. Community Math Nights use interactive math activities to engage families in building positive math attitudes, facilitate their participation in children’s learning in grades K–5, and build a community of educators, students, families, and other caring adults. This toolkit includes planning and organizational resources, research findings on community engagement and math instruction strategies, and step-by-step instructions and printable materials for the interactive activities. It also includes a workbook that can be used as a professional learning resource on key math-learning research findings and how to apply them in practice.
|REL 2022119||What Were the Reach and Impact of the Oregon Promise Financial Aid Program in Its First Two Years?
In 2015 Oregon became the second state in the country to implement a statewide promise program. Its program, Oregon Promise, seeks to promote students' postsecondary attainment by covering nearly all community college tuition. This study used student data from K–12 public schools, Oregon Promise applications, and postsecondary records to examine which public high school seniors the program reached and served and to assess the program's impact on high school graduates' postsecondary outcomes in its first two years. The study found that Oregon Promise applicants generally reflected the demographic composition of all Oregon public high school seniors in 2015/16 and 2016/17, although applicants were more likely to be female and less likely to have received special education services. While applicant characteristics were similar in the first and second years, there were fewer eligible applicants and recipients in the second year, when an expected family contribution limit was added, than in the first year, and they were more likely to be from low-income households and to be students of color. Using grade point average (GPA) data from the Portland metropolitan area, the study also found that lowering the GPA requirement would have increased the overall applicant pool, as well as the number of applicants from low-income households and applicants of color. Just over half of recipients in the first year of the program renewed their award and received it in their second year at a community college. These recipients had better high school attendance and were more likely to have participated in college-level coursework during high school than recipients who received an award only in their first year. Finally, among high school graduates in the Portland metropolitan area with a GPA close to the eligibility cutoff (2.5), the offer of an award had a positive impact on first-year persistence and on persistence or college completion within four years of high school graduation. Findings from the statewide exploratory analysis also found positive program impacts on first-year persistence and persistence or college completion within three or four years of high school graduation for all 2015/16 and 2016/17 seniors in the state. Oregon stakeholders can use the findings to better understand the reach and impact of the Oregon Promise program, implications of program requirements on the number and composition of applicants and recipients, and the high school experiences of recipients who renewed their award.
|REL 2022130||Exploring Early Implementation of Pennsylvania's Innovative Teacher and Principal Residency Grants
To improve educator diversity and address educator shortages, the Pennsylvania Department of Education (PDE) awards grants to universities in the state to develop and implement teacher and principal residency preparation programs. The programs must offer aspiring teachers and principals a residency of at least a year, consisting of clinical practice in schools with trained mentors, aligned coursework, and financial aid. The programs must focus on improving diversity and must partner with districts with chronic teacher or principal shortages, high proportions of students of color or in poverty, or that have been identified for state support.
This study examines eight residency programs that received grants for the 2019/20 school year. The study interviewed program staff, collected program data, and conducted focus groups with residents and mentors. The study sought to provide preliminary information early in the implementation of the programs on how well they were preparing teachers and principals, where the teachers and principals were getting jobs after completing the programs, whether the programs were improving diversity, and how they could be improved.
Four key findings emerged from the study. First, recruiting diverse candidates was difficult. Teacher residents were mostly White, although more than a third of participants in one of the programs were people of color. Principal residents were more diverse. Second, for five of the six programs with available employment data, at least half of the residents were hired in high-need districts after completing the programs. Third, residents and mentors felt the residents were prepared for most teaching or school leadership responsibilities, although principal mentors felt some principal residents were not as well prepared. Finally, program staff, residents, and mentors described several lessons learned, including that communication and the balance of the time commitment between the coursework and the residency could be improved.
The findings will inform PDE’s plans for future grants and help the funded programs improve. The findings may also be relevant to other states, districts, or preparation programs that are developing residency programs.
|REL 2022123||Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School
Middle school is an important crossroad in a student’s academic journey. As students enter middle school, their academic achievement and engagement frequently declines. This is true particularly for Black and Latinx students. Poor middle school grades are often a harbinger of poor performance in high school and beyond. In particular, having a grade point average (GPA) below 2.0 is a strong signal of continuing negative academic outcomes. Previous research has found that academic outcomes around the transition to middle school are related to, and might even be driven by, academic mindsets, including growth mindsets (such as beliefs about the malleability of academic ability and the payoff to effort) and performance avoidance (fears of failure and the desire to avoid academic effort), and resulting academic behaviors (such as completing homework).
This study examined the relationship between 2016/17 grade 5 student responses to a Clark County School District (Nevada) survey on levels of academic mindsets and behaviors and the predicted probability of earning a low GPA (below 2.0) at the end of the first semester of grade 6 (the first year of middle school) in 2017/18. Grade 5 students who reported high levels of growth mindset and academic behavior and low levels of performance avoidance had a lower predicted probability of having a GPA below 2.0 in the first semester of grade 6. Once student scores on grade 5 state standardized math and English language arts achievement exams were accounted for, levels of academic mindsets and behaviors among grade 5 students with scores at or above the district median did not predict meaningful differences in the probability of having a GPA below 2.0 in the first semester of grade 6. However, among grade 5 students with prior academic achievement below the district median, students who reported high levels of growth mindset and academic behaviors and low levels of performance avoidance had a lower predicted probability of having a GPA below 2.0 in the first semester of grade 6, even after differences in individual grade 5 prior academic achievement were accounted for. These patterns were essentially the same for all racial/ethnic groups as well as for both English learner students and non–English learner students.
|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 2022124||Predicting Early Fall Student Enrollment in the School District of Philadelphia
Predicting incoming enrollment is an ongoing concern for the School District of Philadelphia (SDP) and similar districts with school choice systems, substantial student mobility, or both. Inaccurate predictions can disrupt learning as districts adjust to enrollment fluctuations by reshuffling teachers and students well into the fall semester. This study compared the accuracy of four statistical techniques for predicting fall enrollment at the school-by-grade level, using data from prior years, to assess which approach might be the most useful for planning school staffing in SDP. The predictions differ little in accuracy: predicted cohort size differs from actual cohort size by roughly six students across all methods The statistical techniques leave much student mobility unaccounted for. Even under the best prediction approach, students and teachers in 22 percent of incoming grade levels within schools might have to be reassigned because of unexpected student mobility and district rules on maximum class size. Predictive accuracy is not meaningfully different in schools with larger proportions of Black students, economically disadvantaged students, or English learner students. Of the 259 predictors analyzed, 4 stand out as the most important: prior cohort sizes, in-school suspensions, out-of-school suspensions, and absences.
|REL 2021112||Program Evaluation Toolkit
Program evaluation is important for assessing the implementation and outcomes of local, state, and federal programs. The Program Evaluation Toolkit provides resources and tools to support users in contributing to evaluations of their own programs. The primary audience for the toolkit includes individuals responsible for evaluating and monitoring local, state, or federal programs. The toolkit comprises a series of eight modules that begin at the planning stages of an evaluation and progress to the presentation of findings. Resources in the toolkit will help users create a logic model, develop evaluation questions, identify data sources, develop data collection instruments, conduct basic analyses, and disseminate findings. By using the toolkit, users should develop an evaluation that provides easy-to-understand findings as well as recommendations or possible actions.
|REL 2021226||Identifying Students At Risk Using Prior Performance Versus a Machine Learning Algorithm
This report provides information for administrators in local education agencies who are considering early warning systems to identify at-risk students. Districts use early warning systems to target resources to the most at-risk students and intervene before students drop out. Schools want to ensure the early warning system accurately identifies the students that need support to make the best use of available resources. The report compares the accuracy of using simple flags based on prior academic problems in school (prior performance early warning system) to an algorithm using a range of in- and out-of-school data to estimate the specific risk of each academic problem for each student in each quarter. Schools can use one or more risk-score cutoffs from the algorithm to create low- and high-risk groups. This study compares a prior performance early warning system to two risk-score cutoff options: a cutoff that identifies the same percentage of students as the prior performance early warning system, and a cutoff that identifies the 10 percent of students most at risk.
The study finds that the prior performance early warning system and the algorithm using the same-percentage risk score cutoffs are similarly accurate. Both approaches successfully identify most of the students who ultimately are chronically absent, have a low grade point average, or fail a course. In contrast, the algorithm with 10-percent cutoffs is good at targeting the students who are most likely to experience an academic problem; this approach has the advantage in predicting suspensions, which are rarer and harder to predict than the other outcomes. Both the prior performance flags and the algorithm are less accurate when predicting outcomes for students who are Black.
The findings suggest clear tradeoffs between the options. The prior performance early warning system is just as accurate as the algorithm for some purposes and is cheaper and easier to set up, but it does not provide fine-grained information that could be used to identify the students who are at greatest risk. The algorithm can distinguish degrees of risk among students, enabling a district to set cutoffs that vary depending on the prevalence of different outcomes, the harms of over-identifying versus under-identifying students at risk, and the resources available to support interventions.