Kyle Fagan
REL Director
About
REL Midwest Director; Making Equitable Schools Audit (MESA), Ohio
See above for bio.
Associated IES Content
About REL Midwest
REL Midwest
Blog
Career and technical education: Providing pathways to increase workforce equity
Two district-level practitioners in Indiana shared how their career and technical education programs are using equity-focused strategies to increase access and prepare all students for success beyond high school.
Date published:
Aug 12, 2021
report
Descriptive Study
Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin
State and school district leaders in Wisconsin are interested in improving educational outcomes among Black students across the state. Implementing culturally responsive practices aims to improve the academic achievement and behavioral outcomes of minority students. Through continued support from the Wisconsin Department of Public Instruction, a professional development training program for culturally responsive practices, Building Culturally Responsive Systems, has been one of the primary mo...
Nov 01, 2020
Publication number:
REL 2021 047
Blog
Nurture the soil while planting the seeds: Three actions for creating inclusive and antiracist environments for Black teachers
Hiring and retaining Black teachers can improve outcomes for Black students, yet Black teachers are more likely than their White colleagues to leave the profession. Learn three actions educators can take to support an inclusive and antiracist workplace.
Date published:
Oct 28, 2020
Blog
Cultivating and celebrating Black students' strengths: "Bringing the gifts that my ancestors gave"
A recent Wisconsin conference drew on REL Midwest research to promote promising practices for cultivating and celebrating the strengths of Black students.
Date published:
Jun 27, 2019
report
Systematic Literature Review
Evidence-Supported Interventions Associated with Black Students' Education Outcomes: Findings from a Systematic Review of Research
REL Midwest conducted a systematic review of research on interventions that may improve academic outcomes for Black students. The review entailed a search for studies that provide evidence at Tier I (strong evidence), Tier II (moderate evidence), or Tier III (promising evidence) according to the Every Student Succeeds Act, and explicitly mention associations between an intervention and Black students' achievement in math or reading, dropout rates, or graduation rates. After screening 3,917 st...
Feb 01, 2018