This report examines whether providing Texas parents with an informational brochure about the role of Algebra II in college admission had an impact on students' Algebra II completion rates in grade 11. The study related to the passage of Texas House Bill 5, which made Algebra II optional to graduate.
Trends in Algebra II Completion and Failure Rates for Students Entering Texas Public
High Schools
February 2018
This study examined Algebra II completion and failure rates in Texas public high schools before and after the state made Algebra II optional to graduate. The study tracked students who entered grade 9 between 2007/08 and 2014/15, including the first class to graduate under the new requirements.
Teacher Certification and Academic Growth Among English Learner Students in the Houston Independent School District
February 2018
To better understand the relationship between teacher certification and English learner (EL) students' growth in academic achievement and English proficiency, this study examined EL students in grades 4 and 5 in the Houston Independent School District.
To better understand and track Spanish-speaking English learner (EL) students' growth in English proficiency and academic outcomes, this study followed two cohorts in New Mexico from kindergarten through grade 4 or 5.
Special Education Enrollment and Classification in Louisiana Charter Schools and Traditional Schools
January 2018
Charter schools tend to lag behind traditional schools in enrolling students who require special education services. This study examined the special education enrollment gap between charter and traditional public schools in four Louisiana regions from 2010/11 to 2013/14.
An Exploratory Analysis of Features of New Orleans Charter Schools Associated with Student Achievement Growth
January 2018
This study found that student achievement growth in New Orleans open-enrollment public charter schools in 2012/13 was positively associated with having an extended school year, more experienced teachers, and kindergarten as an entry grade.
Impact of a Checklist on Principal-Teacher Feedback Conferences Following Classroom Observations
January 2018
This study examined whether a checklist could help principals in New Mexico public schools provide better feedback to teachers after formal classroom observations. The study found mixed results after one school year.
Understanding the Role of Noncognitive Skills and School Environments in Students' Transitions to High School
December 2017
New Mexico has one of the nation’s lowest high school graduation rates, with grade 9 marking a critical transition point. This study examined how New Mexico high school students’ perceptions of their noncognitive skills and school climates related to the students’ grade 9 outcomes.
Scientific Evidence for the Validity of the New Mexico Kindergarten Observation Tool
December 2017
Many states are using entry assessments to measure students’ kindergarten readiness. But how valid are these assessments? This study assessed the validity and reliability of New Mexico's new Kindergarten Observation Tool (KOT), with positive results overall.
Trends in Teacher Mobility in Texas and Associations with Teacher, Student, and School Characteristics
December 2017
To better understand annual teacher mobility in Texas, this study examined the movement of teachers within Texas during the 2011/12–2015/16 school years.
Time to Proficiency for Hispanic English Learner Students in Texas
November 2017
This report examines factors that influence the time it takes Texas Hispanic EL students in grade 1 to attain English language proficiency and meet state academic standards.
This report identifies factors that predict whether Hispanic and non‑Hispanic high school students in Texas will go on to pursue or earn a postsecondary STEM degree.
Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools
October 2017
This report examines Texas high school students' access to and completion of advanced STEM courses, with a focus on Hispanic students.
The Texas Teacher Evaluation and Support System Rubric: Properties and Association with School Characteristics
October 2017
This report examines how well the Texas Teacher Evaluation and Support System (T-TESS) rubric differentiates teacher performance, as well as the role of school characteristics in teacher ratings, using pilot year data.
Indicators of Successful Teacher Recruitment and Retention in Oklahoma Rural School Districts
October 2017
This report examines 10 years of data to identify teacher, district, and community characteristics associated with successful teacher recruitment and retention in Oklahoma's rural school districts, which are facing a historic teacher shortage.
Advanced Course Completion Rates Among New Mexico High School Students Following Changes in Graduation Requirements
October 2017
This report examines the percentage of New Mexico high school students who enrolled in and completed advanced coursework following changes in the state's graduation requirements.
This report examines graduation exam performance and student enrollment in Algebra II and lab sciences under New Mexico's new high school graduation requirements, with a focus on American Indian and Hispanic students.
Opportunities for Teacher Professional Development in Oklahoma Rural and Nonrural Schools
September 2017
This report provides an overall picture of teacher professional development opportunities and practices in Oklahoma public schools, with a focus on rural settings.
This report explores the research to identify factors that predict whether K–12 students will go on to pursue and earn STEM degrees, with a focus on Hispanic students.
This facilitator's guide is designed to assist teacher teams in applying the evidence-based recommendations in the related What Works Clearinghouse practice guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School.
