http://ies.ed.gov/ncee/whatsnew/For the latest in events, developments, and updates to the NCEE website, check back here often.en-useducationstatisticsdata access toolslibrariesschoolscolleges2/1/2012 10:26:57 AMhttp://ies.ed.gov/ncee/pubs/20124022/10/12/2011 9:20:10 AMhttp://ies.ed.gov/ncee/pubs/20124015/10/11/2011 1:58:17 PMhttp://ies.ed.gov/ncee/pubs/20124016/9/7/2011 11:15:01 AMhttp://ies.ed.gov/ncee/pubs/20114033/

Consistent with the program design, RCCs worked directly with states on an ongoing basis in over 80 percent of sampled projects in each year, and CCs focused on synthesizing, translating, and delivering knowledge to RCCs and states in more than 70 percent of sampled projects in each year.

Centers addressed the most frequently cited state priority of "statewide systems of support," and an increasing number of state managers reported each year that Center assistance served their purposes. In 2008-09, 82 percent of state managers reported that Center assistance expanded state capacity in "statewide systems of support" to a "great" or "moderate" extent.

On average across each of the three years, expert panels rated sampled project materials as "moderate" to "high" quality, and project participants rated the sampled projects "high" on relevance and usefulness. Ratings were on a 5-point scale, with 3 representing "moderate" and 4 representing "high."

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The congressionally mandated study provides a national picture of state agency implementation of early intervention programs for infants and toddlers (IDEA Part C) and both state and school district implementation of special education programs for preschool- and school-age children (IDEA Part B). The study is based on surveys of state agency directors and a nationally representative sample of district special education directors conducted in 2009. The key findings include:

• State Part C agencies support the transition of toddlers with disabilities to Part B preschool-age special education programs, but Part C has not expanded to serve children until kindergarten. At age 3, toddlers receiving Part C services transition to Part B services (if eligible), typically involving a change in lead agency (in 46 states) and often a change in support staff, service settings, and services.
• Most school districts (85 percent) do not use IDEA Part B funds to provide Coordinated Early Intervening Services (CEIS). IDEA 2004 permits, and in some cases requires, school districts to use some of their Part B funds to provide CEIS, services for students not yet identified as needing special education. These services are meant to address the overrepresentation of racial/ethnic minority students in special education.
• Most school districts implement Response to Intervention (RtI), use RtI data when determining specific learning disability (SLD) eligibility, and support RtI with district general funds. RtI, a range of practices for monitoring student academic and behavioral progress and providing targeted interventions, was added to IDEA in 2004 as a way to inform the determination of SLD and implement CEIS.
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The report, "Impacts of a Violence Prevention Program for Middle Schools: Findings After 3 Years of Implementation," uses a randomized controlled trial and includes 36 schools in 11 districts across 6 states that remained in the study for all 3 years. Data were collected on program implementation, and outcomes were based on annually administered student and teacher survey responses.]]>5/24/2011 9:05:38 AMhttp://ies.ed.gov/ncee/pubs/20114017/5/9/2011 9:10:17 AMhttp://ies.ed.gov/ncee/pubs/20114019/4/1/2011http://ies.ed.gov/ncee/pubs/20114016/
The report, The Impact of a Reading Intervention for Low-Literate Adult ESL Learners, uses data collected from 1,137 adult ESL learners across ten sites in four states.]]>12/21/2010http://ies.ed.gov/ncee/pubs/20114003/index.asp
The study, The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten, found that the 24-week K-PAVE program had a significant positive impact on students' vocabulary development and academic knowledge and on the vocabulary and comprehension support that teachers provided during book read-alouds and other instructional time.]]>11/22/2010http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=67
The evaluation compared the relative effects, including differences in teacher training, instructional strategies, content coverage, and materials, of these four curricula on the math achievement of first and second graders in 110 schools in 12 participating districts in 10 states. Schools were randomly assigned within each district to implement one of the four curricula. This study found significant impacts on student achievement of two curricula relative to the other two curricula in the study.
• For first graders, the average math achievement of students in schools using Math Expressions was higher than in schools using Investigations and schools using SFAW. The difference is equivalent to moving a student from the 50th to the 54th percentile.
• For second graders, the average math test score for students in schools using Math Expressions and schools using Saxon was higher than that of students in schools using SFAW. The differences are equivalent to moving a student from the 50th to the 55th and 57th percentile, respectively. Saxon teachers reported spending an average of one hour more on math instruction per week than teachers using other curricula.
• Almost all teachers reported using their assigned curriculum and, based on classroom observations, the instructional approaches of teachers in the four curriculum groups differed in expected ways. Student-centered instruction and peer collaboration were highest in Investigations classrooms, and teacher-directed instruction was highest in Saxon classrooms.
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The report, Study of Teacher Preparation in Early Reading Instruction, uses data collected in spring and summer 2007 from a sample of over 2,000 pre-service teachers in a nationally representative sample of 99 institutions of higher education.]]>9/27/2010http://ies.ed.gov/ncee/pubs/20104036/index.asp