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Colorado

FEATURED WORK

Understand Your Program’s Effectiveness with the Program Evaluation Toolkit
REL Central’s Program Evaluation Toolkit includes a series of eight learning modules that begin at the planning stages of an evaluation and progress to sharing your findings with stakeholders (https://ies.ed.gov/ncee/edlabs/regions/central/resources/ ...
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PARTNERSHIPS

REL Central will work with core district leaders and a subset of district schools to better understand what factors may contribute to or hinder student success in grade 9 math. Learn more
This partnership will work closely with Colorado Department of Education (CDE) and Colorado Department of Higher Education (CDHE) to promote increased diversity within the teacher workforce by helping CDE and CDHE to examine the teacher pipeline and pathways and use this information to improve the recruitment and retention of teachers of color. Learn more
This project will build the capacity of Colorado Department of Education and Colorado Department of Higher Education staff, and, later, school and district staff, to identify and better understand factors that influence teachers of colors’ decisions to enter, stay, leave, or move from a teaching position. Partners will use the information gathered through the project to inform development of, or revisions to, the guidance and support they provide to districts to implement teacher recruitment and retention strategies that address identified challenges and factors affecting teachers of colors’ decisions to enter, stay, leave, or move from a teaching position.

REL Central will support the capacity of DPS partners (core district leaders and staff from a cohort of district schools) to better understand the characteristics of mathematical discourse within their schools’ classrooms and to develop and pilot an instrument to collect data on it. Project activities will include a review of materials developed from a previous Ask-an-Expert (AAE) project leading to co-development and piloting of an instrument with school-level partners with a goal of producing a reliable instrument and data collection plan that can be implemented across the district.

This study will help us better understand the characteristics of students who are more (or less) successful in grade 9 math and the experiences that inform that success (or lack thereof). In the short term, this project will increase DPS partners’ understanding of which student characteristics (such as race/ethnicity and socioeconomic status) and experiences (such as previous course taking or supports received through enrollment in specific programs and interventions, like tutoring) may have contributed to success in grade 9 math. This will contribute to future co-interpretation and action planning that will help DPS identify ways in which more students might be supported earlier to alter grade 9 math outcomes.

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