Publications & ProductsSearch Results: (1-15 of 28 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2023002 | Supporting the California Department of Education in Examining Data to Inform the Setting of Thresholds on the California Alternate English Language Proficiency Assessments for California
Staff from the California Department of Education (CDE) will present findings to the State Board of Education (SBE) from a project CDE conducted with analytic technical assistance from the Regional Educational Laboratory (REL) West. The SBE meeting will take place on May 18 and 19, 2023 at the California State Board of Education, 1430 N Street, Room 1101, Sacramento, California. This item is currently placed as the third item the SBE will take up, making it likely to be presented around midday on May 18. At the meeting, CDE plans to present the findings and implications from analyses it conducted of student achievement on the state’s alternate English language proficiency and English language arts assessments. REL West staff will attend the presentation in order to briefly describe REL West’s technical assistance role and support the CDE in addressing any questions posed by Board members about technical aspects of the data analysis that cannot be answered by CDE staff. The technical memo and slide deck will be made available on the REL website soon after the presentation to the Board. |
5/18/2023 |
| REL 2023148 | Interpreting Findings from an Early Learning Inventory Pilot Study
This project was part of a larger REL Southwest coaching series to support the Oklahoma State Department of Education (OSDE) in using an early learning inventory (ELI) to assess children’s knowledge and skills at kindergarten entry and to improve state-funded early learning programs. The goals of the project were to assist OSDE in (1) preparing to implement an ELI pilot study, (2) preparing for sampling and recruitment for the ELI pilot study, (3) developing data collection measures to collect information during the pilot study about how the ELI is implemented and teacher outcomes, and (4) analyzing and interpreting data from the ELI pilot study. The coaching was delivered over the course of five sessions from fall 2020 to fall 2022. OSDE staff were the primary participants. The final two sessions of this coaching project included a review of the pilot study findings and methodology. This project equipped OSDE staff with information to make evidence-based decisions about the ELI and to conduct a more rigorous future study with the ELI. |
1/23/2023 |
| REL 2017274 | The Critical Importance of Costs for Education Decisions
This brief provides guidance to decision makers in schools, districts, state education departments, and intermediary organizations about ways that cost analyses can help inform their decisions about program choices, budgets, and strategies. It addresses questions about: (1) why cost information matters in education; (2) what cost metrics are available to inform decision making; (3) how cost analyses can inform decision making; (4) what resources exist to help calculate the costs of education programs; and (5) what types and uses of cost analysis are available for decision making. Finally, the brief discusses the purposes, advantages, disadvantages, and possible applications for four types of cost analyses. |
6/20/2017 |
| REL 2014052 | Forming a Team to Ensure High-Quality Measurement in Education Studies
This brief provides tips for forming a team of staff and consultants with the needed expertise to make key measurement decisions that will ensure high-quality data for answering the study’s research questions. The brief outlines the main responsibilities of measurement team members. It also describes typical measurement tasks and discusses how the measurement team members can work together to complete the measurement tasks successfully. |
9/16/2014 |
| 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:
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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 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 2012024 | English Language Learner Enrollment in Appalachia Region States
This technical brief describes English language learner student enrollment across school districts in the four REL Appalachia Region states (Kentucky, Tennessee, Virginia, and West Virginia) for 2005/06–2008/09, updating an earlier report covering 1998/99–2004/05. The current brief expands on the earlier report by looking at data by grade span (kindergarten, 1–3, 4–6, 7–8, 9–12) and by geographic locale (city, suburb, town, rural). |
3/29/2012 |
| REL 2012020 | Updating a Searchable Database of Dropout Prevention Programs and Policies in Nine Low-Income Urban School Districts in the Northeast and Islands Region
This technical brief describes updates to a database of dropout prevention programs and policies in 2006/07 created by the Regional Education Laboratory (REL) Northeast and Islands and described in the Issues & Answers report, Piloting a searchable database of dropout prevention programs in nine low-income urban school districts in the Northeast and Islands Region (Myint-U et al. 2009). To update the database, a key informant from each of the nine pilot districts was interviewed on the status and characteristics of the dropout prevention pro-grams and policies in 2010/11. Based on this new information, this brief classifies programs and policies as new, discontinued, or sustained since 2006/07, the years in which programs were included in the database (Myint-U et al. 2009). The term active is used to refer to the combination of new and sustained programs and policies—that is, all programs and policies being implemented in 2010/11. |
2/9/2012 |
| REL 2012018 | How Prepared are Subgroups of Texas Students for College-Level Reading? Applying a Lexile®-Based Approach
Many students graduate from high school unprepared for the rigorous reading required in entry-level college and career work. This brief builds on a recent report (Wilkins et al. 2010) that used the Lexile measure (a method for measuring the reading difficulty of prose text and the reading capability of individuals) to estimate the proportion of Texas grade 11 public school students in 2009 ready for entry-level college reading in English. The previous study examined the overall grade 11 Texas student population; this brief uses the same methodol-ogy to present similar readiness estimates for student subgroups as defined by 10 character-istics that Texas uses for its state accountability system. An Excel® tool was created to enable school administrators to more easily compare the preparation of grade 11 students to read entry-level English textbooks from University of Texas (UT) system schools with that of stu-dents overall or selected subgroups of students statewide. |
1/31/2012 |
| REL 2012019 | Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups
This technical brief examines the 2008/09 reading and math proficiency levels of four categories of Arizona public school students (comprising 11 student subgroups): ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non–English language learner students), disability status (students with disabilities and students without disabilities), and economic status (receiving free or reduced-price meals and not receiving free or reduced-price meals). Responding to an Arizona Department of Education request, the brief describes how student subgroup performance differs by school level (elementary, middle, and high) and across three school types: Title I Schools in Improvement (schools serving economically disadvantaged students and participating in the federal school improvement program intended to improve academic performance in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non–Title I schools. The same analyses were conducted for charter schools. |
10/25/2011 |
| REL 2011017 | Achievement Trends of Schools and Students in Arizona’s Title I School Improvement Program
This technical brief responds to an Arizona Department of Education request to study academic performance in schools receiving funding through the federal Title I compensatory education program, the section of the No Child Left Behind Act of 2001 governing resources for schools and districts serving disadvantaged populations. The brief describes for 2005/06-2008/09 the numbers and distribution of Arizona public schools and students across school levels (elementary, middle, high) for three school types: Title I Schools in Improvement (participating in the school improvement program, a public program to improve the academic performance of students in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non-Title I schools. It reports how Schools in Improvement are distributed across school improvement statuses, compares trends in reading and math proficiency for students attending each school type, and examines patterns of movement in and out of school improvement among Title I schools. |
7/19/2011 |
| 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 |
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