Caroline Parker
Associated IES Content
Grant
Evaluation of Structured Methods in Language Education (SMiLE): A Program Combining Literacy and Language Development for K–5 Students with Significant Cognitive Disabilities in NYC's District 75
The goal of this study is to examine the impact of a multi-sensory reading program, Structured Methods in Language Education (SMiLE), on students with significant cognitive disabilities (SCD) who are not yet readers or are beginning readers. SMiLE is designed to provide students with SCD who struggle when beginning to read with the skills they need to access text and become more independent readers. District 75 within the New York City Department of Education is responsible for educating stu...
Federal funding program:
Award number:
R324L170003
Blog
Virgin Islands Project Supports All Educators in Instructing English Learners
For the last two years, a team of educators from the U.S. Virgin Islands (USVI) has collaborated with REL Northeast & Islands researchers on a project designed to ensure equitable access to high-quality instruction for USVI English learners. The team--composed of two administrators from the Virgin Islands Department of Education (VIDE), two district English as Second Language (ESL) coordinators, and two ESL teachers--has been working to transform how USVI educators view their role as teachers...
Date published:
Jul 29, 2021
report
Descriptive Study
Center- and Program-Level Factors Associated with Turnover in the Early Childhood Education Workforce
Staff turnover is a pressing problem in early childhood education. High turnover can create organizational instability and distract from the care and education mandate of early childhood education centers. The Early Childhood Workforce Development Research Alliance of the Regional Educational Laboratory Northeast & Islands wants to better understand the factors associated with turnover in the early childhood educator workforce. Using data from the 2012 National Survey of Early Care and Educat...
Mar 01, 2021
Blog
Supporting Dual Language Learners in the PreK Classroom
How can teachers support dual language learners in the preK classroom, especially when considering the number of languages spoken? In Boston's Head Start programs in 2015 alone, children spoke more than 140 languages and more than 35 percent lived in households where English was not the primary language.1 In 2016, about 12 million (22 percent) of children in the United States spoke a language other than English at home. This rate has risen by 1.2 million (2 percent) over the last decade.2 Edu...
Date published:
Aug 01, 2019
report
Descriptive Study
Graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students
This study describes high school graduation outcomes for students who entered New York City schools in grade 5 or 6 as English learner students. It uses longitudinal administrative data from New York City public schools to focus on 1,734 students who entered New York City schools and were initially classified as English learner students in grades 5 and 6 in the 2003/04 school year. This study followed these cohorts through their expected years of graduation (2009/10 and 2010/11) to estimate o...
Feb 01, 2017
resource
Other Resource
Home Language Survey Data Quality Self-Assessment
Most state departments of education across the U.S. require or recommend that districts use a home language survey as the first step in a multi-step process for identifying students who qualify for English learner student services. However, existing home language surveys may not reveal accurate information about students' language or students' exposure to English language and literacy and, therefore, can actually contribute to the misidentification of English learner students. In response to ...
Feb 01, 2017
report
Descriptive Study
Patterns of English learner student reclassification in New York City public schools
This study was designed to describe patterns in reclassification from English learner to English proficient, how the patterns changed over time as students spent more time in New York City (NYC) schools, and how reclassification patterns differed by specific student characteristics. The study utilized existing administrative data for seven cohorts of students who entered New York City public schools as English learner students between the 2003/04 and 2010/11 school years. The seven cohorts we...
Oct 01, 2016
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