http://ies.ed.gov/ncee/edlabs/whatsnew/For the latest in events, developments, and updates to the Regional Educational Laboratory Program website, check back here often.en-useducationstatisticsdata access toolslibrariesschoolscolleges12/20/2012 9:20:04 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=6112/19/2012 9:06:33 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=3412/18/2012 9:00:00 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=245
The second report, Meeting Oregon's new high school math graduation requirements: examining student enrollment and teacher availability, was produced by the 2006-11 REL Northwest at Education Northwest. The study was motivated by a 2005 Oregon law that requires students to take three years of mathematics courses at the algebra I level or above (advanced math), beginning with the Class of 2014. This study examines the percentage of Oregon students enrolled in high school-level math courses during 2006/07 and 2007/08 who would have been on track to graduate had the new mathematics requirements been in place. It also examines whether there would have been an adequate supply of teachers endorsed to teach advanced math in 2006/07 and 2007/08, had the new requirements been in place. ]]>4/27/2012 7:53:04 AMhttp://ies.ed.gov/pubsearch/index.asp?PubSectionID=1&HasSearched=1&pubspagenum=1&sort=3&order=0&L1=&L2=&searchstring=&searchtype=AND&searchcat2=&searchcat=title&pagesize=15&searchmonth=4&searchyear=2012&datetype=%3D&pubtype=&centername=REL&center=REL
The second, Analyzing performance by Pennsylvania grade 8 Hispanic students on the 2007/08 state assessment, was produced by the 2006-11 REL Mid-Atlantic at Penn State University. 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 and 2008/09. It also examines how grade 8 Hispanic students' performance varies by key student and school characteristics.]]>4/26/2012 7:30:42 AMhttp://ies.ed.gov/pubsearch/index.asp?PubSectionID=1&HasSearched=1&pubspagenum=1&sort=3&order=0&L1=&L2=&searchstring=&searchtype=AND&searchcat2=&searchcat=title&pagesize=15&searchmonth=4&searchyear=2012&datetype=%3D&pubtype=&centername=&center=
The second, Using the freshman on-track indicator to predict graduation in two urban districts in the Midwest Region, examines how well the freshman on-track indicator developed by the Consortium on Chicago School Research predicts on-time graduation in two urban districts in the Midwest Region. This indicator classifies students at the end of the first year of high school as on-track or off-track to graduate based on grade 9 course credits earned and failures. ]]>4/25/2012 7:44:19 AMhttp://ies.ed.gov/pubsearch/index.asp?PubSectionID=1&HasSearched=1&pubspagenum=1&sort=3&order=0&L1=&L2=&searchstring=&searchtype=AND&searchcat2=&searchcat=title&pagesize=15&searchmonth=4&searchyear=2012&datetype=%3D&pubtype=037&centername=REL&center=REL4/24/2012 8:08:55 AMhttp://ies.ed.gov/pubsearch/index.asp?PubSectionID=1&HasSearched=1&pubspagenum=1&sort=3&order=0&L1=&L2=&searchstring=&searchtype=AND&searchcat2=&searchcat=title&pagesize=15&searchmonth=4&searchyear=2012&datetype=%3D&pubtype=037&centername=REL&center=REL4/4/2012 7:02:10 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=84/3/2012 7:52:15 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=193/29/2012 7:19:31 PMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=2973/29/2012 7:17:41 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=296Characteristics of Midwest Region school districts identified for improvement presents statistical profiles of school districts designated as "in improvement" in the Midwest Region states as of 2009/10. It compares the prevalence and characteristics of these districts and those of districts "not in improvement." It also reports the prevalence of districts in improvement under three states’ own accountability systems.]]>3/28/2012 11:17:14 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=274A descriptive analysis of the principal workforce in Wisconsin describes trends in demographic characteristics and retention rates in the Wisconsin principal workforce between 1999 and 2009. Over this period, the principal workforce remained predominantly White and male, but the share of female and racial/ethnic minority principals rose. Fewer than half of new principals remained as principals in Wisconsin after eight years. ]]>3/28/2012 11:16:03 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=2733/27/2012 8:12:55 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=25
The Making Sense of ScienceTM Force and Motion course for teachers incorporates physical science content, analysis of student work and thinking, and classroom instruction to develop teacher expertise about force and motion and science instruction. The course emphasizes inquiry-based instruction practices.]]>3/22/2012 11:01:25 AMhttp://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=87