Blog
The Importance of Comprehension in the Science of Reading
Date published:
Mar 24, 2026
Regional Educational Lab (REL) West partners with key stakeholders in Arizona, California, Nevada, and Utah to develop evidence that can inform consequential decisions about policy, programs, and practice.
Blog
The Institute of Education Sciences (IES) recently awarded the Regional Educational Laboratory West (REL West) contract for the 2022-2027 cycle. The REL?West team is looking forward to working in partnership with regional?education practitioners and policymakers over the next five years. Together, we will use data and research to address pressing issues to improve the lives of students, particularly students of color, English learners, and those who are economically disadvantaged.
Date published:
Feb 14, 2022
report
Descriptive Study
This study examined publicly available data from the 2016/17 school year. Since 2016/17, California's special education funding and policy contexts have continued to evolve. However, California may want to further examine which regionalized special education programs are implemented by SELPAs of different configurations and how they might benefit students in small districts. The state may also want to gather data to use in more complex analyses to better understand the outcomes that may be du...
Blog
As many of us involved with education continue to work from our homes, I want to let you know how REL West has been responding to the COVID-19 pandemic and its impact on our education systems. Our staff continue to be actively engaged with state and local education agencies in our region both directly and through our collaboration with the [Region 15 Comprehensive Center] (https://www.compcenternetwork.org/covid-19). Through the work of our nine partnerships, we are both moving forward with o...
Date published:
May 04, 2020
report
Descriptive Study
The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and the likelihood of students completing an advanced course, and whether the nature of this relationship differs between different types of high schoo...
Grant
In this project, researchers from the University of Maryland at College Park (UMD) will partner with the District of Columbia Public Schools (DCPS) to examine their district-wide implementation of blended learning in K-8 English Language Arts (ELA) classrooms. Blended learning that combines online and face-to-face instruction is a fast-rising strategy in public schools. However, blended learning programs can be implemented in many different ways, and with many different technology platforms...
Award number:
R305H160071
