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Works in Progress

REL Midwest conducts research studies and offers training, coaching, and technical support to address our partners’ research questions, provide policymakers and practitioners with information they need to make decisions, and build individual and organizational capacity to understand and use research in education policy and practice. We invite you to learn about our projects underway.

Works in Progress are posted after project proposals have gone through a rigorous peer review process.

School- and Student-Level Factors Associated with Academic Outcomes for English Learners in an Urban Midwest School District

This study will examine six consecutive cross-sections of English learner students in the Cleveland Metropolitan School District in grades 3–8 from school years 2011/12 through 2016/17. The study will summarize the characteristics of the students and the features of the schools they attend, then examine the correlations between student and school characteristics and student performance on state assessments.

Examining Teacher Shortage and Surplus in Michigan

This study will examine existing teacher-, school-, and district-level data from school years 2008/09 to 2015/16 to describe patterns and trends in the supply and demand of teachers and teacher shortage and surplus in public schools in Michigan. In addition, the study will project teacher shortage and surplus in Michigan during the next five years.

Children’s Knowledge and Skills at Kindergarten Entry in Illinois: Results From the First Statewide Administration of the Kindergarten Individual Development Survey

The Illinois State Board of Education (ISBE) is implementing a new, statewide kindergarten entry assessment titled Kindergarten Individual Development Survey (KIDS). Researchers in REL Midwest’s Midwest Early Childhood Education Research Alliance (MECERA) will use quantitative data collected from KIDS to answer research questions about the psychometric properties of the data, the levels of skills children in Illinois have at kindergarten entry, and variations in these skills levels across subgroups and schools. In addition, researchers will collect information on barriers or obstacles that teachers and principals face during data collection to inform revisions to state-provided guidance or training.