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 Pub Number  Title  Date
REL 2023139 Practical Measurement for Continuous Improvement in the Classroom: A Toolkit for Educators
This toolkit is designed to guide educators in developing and improving practical measurement instruments for use in networked improvement communities (NICs) and other education contexts in which principles of continuous improvement are applied. Continuous improvement includes distinct repeating processes: understanding the problem, identifying specific targets for improvement, determining the change to introduce, implementing the change, and evaluating if and how the change led to improvements. This toolkit is intended for a team of educators who have already identified specific student learning needs and strategies to improve instruction to address those needs and are ready to test these strategies using continuous improvement processes. The toolkit aims to help the team with the final step in the cycle, which includes collecting data to measure implementation of changes and intended outcomes and using those data to inform future action. Measures for continuous improvement should be closely aligned to student learning goals and implementation of instructional strategies driving the continuous improvement effort, and they should be practical to use in a classroom setting. A team of educators can use this toolkit to proceed through a series of steps to identify what to measure, consider existing instruments, draft instruments, evaluate and refine instruments, plan data collection routines, and plan for data discussions to interpret the data and inform action. Regional Educational Laboratory (REL) Southwest developed the resources in the toolkit in partnership with the Oklahoma State Department of Education team working with the Oklahoma Excel NICs.
10/11/2022
REL 2022135 English Language Development Among American Indian English Learner Students in New Mexico
New Mexico’s Every Student Succeeds Act state plan set the goal for all English learner students to attain English proficiency within five years. The Regional Educational Laboratory Southwest English Learners Research Partnership conducted this study to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial kindergarten entry in 2013/14 or 2014/15 in New Mexico public schools. The study found that most American Indian English learner students were not reclassified as English proficient within five years. Similarly, most American Indian English learner students did not meet grade-level standards on New Mexico state assessments in English language arts and math in grades 3 and 4, regardless of whether they attained English proficiency and were reclassified within five years. However, considerably higher percentages of American Indian English learner students who were reclassified as English proficient met grade-level standards in both English language arts and math compared with students who were not reclassified. Finally, students who attended a school with a bilingual multicultural education program (BMEP) for at least four years were reclassified as English proficient and met grade-level standards on state assessments in English language arts and math at higher rates than students who never attended a school with a BMEP. Staff at the New Mexico Public Education Department, district and school leaders, and teachers can use the findings from this study to determine how best to support English language development among American Indian English learner students.
5/16/2022
NCES 2015118 Documentation for the School Attendance Boundary Survey (SABS): School Year 2013-2014
The School Attendance Boundary Survey (SABS) data file contains school attendance boundaries for regular schools with grades kindergarten through twelfth in the 50 states and the District of Columbia for the 2013-2014 school year. Prior to this survey, a national fabric of attendance boundaries was not freely available to the public. The geography of school attendance boundaries provides new context for researchers who were previously limited to state and district level geography.
8/17/2015
REL 20114001 The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools
Recent findings from an expert panel of reading researchers noted that approximately 8 million adolescents struggle with literacy in middle and high school (Biancarosa and Snow 2006); the “most common problem is that they are not able to comprehend what they read” (p. 3). Before the 1980s, teachers rarely taught reading comprehension (Carlisle and Rice 2002; Durkin 1978). However, over the last 20 years, a large body of research emerged on methods for explicitly teaching reading comprehension to students in the upper elementary grades (Carlisle and Rice 2002). The goal is to teach students to learn from text—to discern which information is critical, integrate such information with what is already known, and draw valid inferences.
3/28/2011
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