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This study, Evaluation of Number Rockets: A Tier-2 Intervention for Grade 1 Students at Risk for Difficulties in Mathematics, found that the Number Rockets intervention had a positive effect on math achievement in grade 1, without having a negative effect on reading achievement. Comparison students received regular core mathematics instruction but no additional support.

Specific findings include:

• Grade 1 students that participated in Number Rockets performed, on average, 7.31 percentile points higher in math achievement than comparison students.
• Students who participated in the Number Rockets program scored at the same levels on post tests of letter- and word-reading skills as students who did not participate in the program. Further, "pulling out" students from non-math classes for additional math tutoring did not appear to reduce student achievement in reading.
• The effect of the program was seen for all students, regardless of their level of math achievement prior to the program.
• Among students who received the Number Rockets intervention, there was no difference in achievement by the number of tutoring sessions provided.

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The study included approximately 8,200 students and 1,500 teachers in grades 3 through 5 across 52 schools in 8 school districts. The study found that students who attended schools participating in the Success in Sight intervention had comparable levels of math and reading achievement as students who attended schools that did not participate in the intervention. Key results include the following:

• Success in Sight did not produce a statistically significant impact on student reading or mathematics achievement after two years of implementation.
• Teachers who were in Success in Sight schools reported similar levels of engagement in data-based decision making, purposeful community, and shared leadership as teachers who did not receive the intervention.

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The RELs' research and technical assistance addresses issues of regional importance that often are of national concern, as well. For example, they will address issues related to improving early childhood education; identifying and retaining effective teachers and principals; adopting and implementing rigorous academic standards and assessments; increasing college readiness, access, and completion; and improving low-achieving schools.

Each REL will build research capacity and a knowledge base by assisting states, districts, and schools in using their data systems; conducting high quality research and evaluation; providing opportunities for practitioners to learn about the best education research; and helping education policy makers and practitioners incorporate data-based practices into regular decision-making.

The RELs will carry out these priorities primarily through "research alliances," which are partnerships among practitioners, policy makers, the REL and others to develop a thorough understanding of an education issue of concern.

The REL regions and 2012-2017 contractors are:

• REL Appalachia, operated by CNA (Director: Robert Muller)
• REL Central, operated by Marzano Research Laboratory (Director: Robert Marzano)
• REL Mid-Atlantic, operated by ICF International (Director: Teresa Duncan)
• REL Midwest, operated by Learning Point Associates/American Institutes for Research (Director: Matt Dawson)
• REL Northeast, operated by Education Development Center, Inc. (Director: Jill Weber)
• REL Northwest, operated by Education Northwest (Director: Steve Fleischman)
• REL Pacific, operated by McREL (Director: Nolan Malone)
• REL Southeast, operated by The Florida Center for Reading Research, Florida State University (Director: Barbara Foorman)
• REL West, operated by WestEd (Director: Gary Estes)

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