Search Results: (1-15 of 1336 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC 2025001 | Teacher-Delivered Behavioral Interventions in Grades K-5
This practice guide provides teachers with seven recommendations for implementing low-intensity behavioral interventions in grade K–5 classrooms to support students in demonstrating expected behaviors in the classroom so that students and their classmates can engage in learning. |
12/9/2024 |
| REL 2025008 | Teacher Certification, Retention, and Recruitment in Palau: Understanding Graduation Patterns of Teacher Education Students at Palau Community College
To strengthen teacher preparation in the Republic of Palau, Public Law 10-32 (enacted in 2018) requires all teachers in the country to hold an associate’s degree in education or in the subject area they will teach by the end of 2023. This policy change required many current teachers and those interested in the teaching profession to enroll in an associate’s degree program at Palau Community College (PCC), the country’s only postsecondary institution. To support policymakers’ understanding of how long it takes teachers and teacher candidates to meet the requirements of Public Law 10-32, this study examined the graduation patterns of teacher education students enrolled in associate’s degree programs at PCC. The results of this study will support PCC and the Palau Ministry of Education’s efforts to successfully train, retain, and recruit qualified teachers. |
12/2/2024 |
| REL 2025007 | Evidence and Gap Map of Tier 2 Literacy Interventions for Grades K–3 in the Commonwealth of the Northern Mariana Islands
The Commonwealth of the Northern Mariana Islands Public School System requested a systematic review of Tier 2 literacy interventions for students in grades K–3. This review defines a Tier 2 literacy intervention as a supplemental instructional program for students who require support in addition to the Tier 1 core reading program. Of the 267 studies on Tier 2 literacy interventions identified, 20 met What Works Clearinghouse 5.0 standards with or without reservations. Two interventions—Reading Recovery and Literacy First—had strong evidence of positive effects (as defined by the Every Student Succeeds Act) on students’ literacy skills. One additional intervention—Achieve3000—had moderate evidence of positive effects. This report includes an evidence and gap map and a supplemental matrix that highlights implementation strategies used in each intervention. |
11/25/2024 |
| NCEE 2025005 | The Effects of Expanding Pell Grant Eligibility for Short Occupational Training Programs: New Results on Employment and Earnings from the Experimental Sites Initiative
Pell Grants are the cornerstone of federal financial aid for low-income students enrolled in postsecondary education. Between 2012 and 2017, the U.S. Department of Education (ED) conducted pilots of two experimental expansions to Pell Grant eligibility. The first experiment allowed income-eligible students with a bachelor's degree, not normally eligible for Pell Grants, to obtain them for short-term occupational training programs lasting up to one year. The second experiment allowed income-eligible students to obtain Pell Grants for very short-term programs under the normal minimum of 15 weeks of instruction. This report updates previously released findings on the pilots' effects on postsecondary enrollment and completion, to also examine whether they improved students' labor market outcomes. |
11/18/2024 |
| NCEE 2025002 | Lessons from the First Statewide Family Engagement Centers: Alignment with Federal Priorities and Factors Influencing Implementation
This report describes the implementation efforts of the first grantees under the Statewide Family Engagement Centers (SFEC) and how they aligned with program priorities. Begun in 2018, SFEC is one of the key U.S. Department of Education programs designed to address disparities in family engagement in schools. The program provides grants to selected partnerships of education organizations and their states to deliver services and disseminate technical assistance resources to further family-school engagement. The study was designed to provide early lessons about the program, including the extent to which implementation reflected the 2018 federal emphasis on providing services directly to families and schools, using specific approaches, topics, and ways of collaborating among partners, and serving mostly disadvantaged families and districts with high concentrations of students from such families. The study also examined the factors that influenced grantee implementation, including challenges in carrying out their program efforts that coincided with the height of the COVID-19 pandemic and immediately after. |
10/30/2024 |
| NCEE 2025001 | Identifying the Nation's Lowest Performing Schools: Shifts Following the Passage of the Every Student Succeeds Act (ESSA)
For over two decades, federal law has required states to identify their low-performing schools to target school improvement resources to where they are needed most. The Every Student Succeeds Act (ESSA) of 2015 sought to address perceived problems with prior school accountability policies, including too many schools being labeled as low performing. ESSA introduced new flexibilities and requirements for how states evaluate school performance and identify schools most in need of intensive support, now designated as Comprehensive Support and Improvement (CSI) schools. This study examined if ESSA played out as policymakers expected or if there were any other consequences for the number, types, and composition of schools that states identified by comparing those identified just before (2016–17) and just after (2018–19) ESSA's implementation. |
10/28/2024 |
| REL 2025009 | Stabilizing School Performance Indicators in New Jersey to Reduce the Effect of Random Error
The Every Student Succeeds Act of 2015 requires states to use a variety of indicators, including standardized tests and attendance records, to designate schools for support and improvement based on schoolwide performance and the performance of groups of students within schools. Schoolwide and group-level performance indicators are also diagnostically relevant for district-level and school-level decisionmaking outside the formal accountability context. Like all measurements, performance indicators are subject to measurement error, with some having more random error than others. Measurement error can have an outsized effect for smaller groups of students, rendering their measured performance unreliable, which can lead to misidentification of groups with the greatest needs. Many states address the reliability problem by excluding from accountability student groups smaller than an established threshold, but this approach sacrifices equity, which requires counting students in all relevant groups. With the aim of improving reliability, particularly for small groups of students, this study applied a stabilization model called Bayesian hierarchical modeling to group-level data (with groups assigned according to demographic designations) within schools in New Jersey. Stabilization substantially improved the reliability of test-based indicators, including proficiency rates and median student growth percentiles. The stabilization model used in this study was less effective for non-test-based indictors, such as chronic absenteeism and graduation rate, for several reasons related to their statistical properties. When stabilization is applied to the indicators best suited for it (such as proficiency and growth), it leads to substantial changes in the lists of schools designated for support and improvement. These results indicate that, applied correctly, stabilization can increase the reliability of performance indicators for processes using these indicators, simultaneously improving accuracy and equity. |
10/21/2024 |
| NCEE 2025004 | The Implementation of Title I and Title II-A Program Initiatives: Compendium of Survey Results From 2021–22
The Title I and Title II-A programs of the Elementary and Secondary Education Act (ESEA) provide funds meant to help schools and districts better serve low-income students and improve teacher and principal quality. The law's latest update, the Every Student Succeeds Act (ESSA), was passed in 2015 and provides more flexibility to states on some dimensions. This compendium describes the methods, response rates, and weights used for surveys of state, district, and school personnel about implementation of Title I and Title II-A program initiatives during the 2021–22 school year. It also includes detailed tables, based on the surveys, that provide a national picture of policies and practices. |
10/3/2024 |
| NCEE 2025003 | Implementation of Key Federal Education Policies in the Wake of the Coronavirus Pandemic: State and District Actions During the 2020–21 School Year
The coronavirus pandemic led to widespread disruptions to school operations and declines in students' achievement and mental health beginning in 2020. This compendium describes the methods, response rates, and weights used for surveys of state and district personnel about how states and districts operated schools and supported students and schools during the 2020–21 school year. It also includes detailed tables, based on the surveys, that provide a national picture of policies and practices. |
10/3/2024 |
| REL 2024006 | Strengthening the Pennsylvania School Climate Survey to Inform School Decisionmaking
This study analyzed Pennsylvania School Climate Survey data from students and staff in the 2021/22 school year to assess the validity and reliability of the elementary school student version of the survey; approaches to scoring the survey in individual schools at all grade levels; and perceptions of school climate across student, staff, and school groups. The survey encourages data-informed efforts in participating Pennsylvania schools to foster supportive learning environments that promote social and emotional wellness for students and staff. The study validated the elementary school student survey but found that one domain—safe and respectful school climate—did not meet the reliability threshold and thus suggests that revisions are needed. At all grade levels noninstructional staff had the most positive perceptions of school climate, followed by classroom teachers then students. The study found that different approaches to combining the school climate scores of students, teachers, and noninstructional staff within schools yielded slightly different distributions of school climate summary index scores. It also found that different performance category thresholds resulted in similar distributions of schools across categories. Scores calculated using simple averages were strongly and positively correlated with scores calculated using a more complex approach (Rasch models), suggesting that both approaches deliver similar information. School climate scores varied across student groups (defined by race/ethnicity, gender, and grade level) within schools and across school groups. Larger schools and schools with higher percentages of Black students tended to have lower school climate scores than other schools. The findings can inform the Pennsylvania Department of Education’s decisionmaking on revisions to the elementary school student survey, approaches to scoring and reporting survey results, and efforts to increase participation in future survey administrations. |
8/29/2024 |
| REL 2024005 | Examining Implementation and Outcomes of the Project On‑Track High-Dosage Literacy Tutoring Program
School districts in northeastern Tennessee have had persistently low proficiency rates in grade 3 English language arts, which were exacerbated by disruptions in schooling due to the Covid-19 pandemic. In response, the Niswonger Foundation, a technical assistance provider that supports these districts, developed Project On-Track, a high-dosage, small-group literacy tutoring program for students in grade 1–3. Its online adaptive program, Amplify Reading, groups students by skill level and generates mini-lessons aligned to the science of reading that are delivered by tutors. Although the content of the tutoring sessions is highly structured, Project On-Track offers schools flexibility in how they implement the program, including when they provide tutoring, who provides tutoring, in which grade levels they offer tutoring, and how they identify students within a grade level for tutoring. This flexibility can make it easier for schools to adopt the program, particularly rural schools, which may face greater challenges in hiring tutors or delivering tutoring outside of school hours. However, variation in implementation may also affect program effectiveness. To inform future implementation of the program, this study describes the characteristics of students who participated in a full year of Project On-Track and how schools implemented the program, with a focus on three implementation features: when and how frequently tutoring is offered and who provides it. By reporting on the association between variations in implementation and student literacy scores, the study offers important insights to inform future program implementation. The study found no differences in student literacy scores based on timing or frequency of tutoring. Most schools (66 percent) offered tutoring during school and more than twice a week (64 percent). Rural schools were more likely to offer tutoring during school (92 percent) than were nonrural schools (47 percent). Most tutors were current teachers (55 percent) or retired teachers (12 percent). This study does not provide evidence of differences in student literacy scores based on tutor qualifications. More than half the students who participated in a full year of Project On-Track tutoring started the year with literacy assessment scores identifying them as most at risk for reading difficulties, and 42 percent of them improved to a lower risk category after one year of tutoring. Although this study uses descriptive methods and cannot assess effectiveness, the findings suggest that schools and districts using a highly structured tutoring program like Project On-Track might be able to exercise flexibility in when and how often tutoring is offered and by whom without compromising program quality and benefits to students. |
8/26/2024 |
| NCEE 2024006 | How a Federal Grant Program Is Training and Supporting Educators of English Learners
Across the nation, states and school districts face a persistent shortage of educators with expertise in promoting both the English proficiency and academic achievement of English learner (EL) students. To help improve educators' qualifications and classroom instruction for ELs, the National Professional Development (NPD) program has awarded grants for EL-focused educator professional development projects since 2002. This U.S. Department of Education–funded program allows grantees to serve the varied types of educators who work with ELs, including those preparing to join the educator workforce, and encourages grantees to focus on professional development topics and approaches supported by rigorous research evidence. In addition, the NPD program encourages grantees to engage in evaluation activities, including performance measurement and rigorous evaluations of project effectiveness, that may inform project improvement and contribute to evidence building. This study examines the extent to which NPD grantees implemented their projects in ways aligned with these program objectives, drawing primarily on a 2021 survey of all 2016 and 2017 NPD grantees. |
8/20/2024 |
| NCEE 2024005 | Evaluation of Departmentalized Instruction in Elementary Schools: Exploring Implementation Experiences
Assigning upper elementary grade teachers to teach their strongest subjects to multiple classes ("departmentalizing"), rather than teaching all subjects to a single class, ("self-contained instruction") could mean more specialized instructional expertise in the classroom or focus for teacher planning time and professional development. This study examined the experiences of 90 schools that either voluntarily switched to departmentalized instruction for up to two years or continued with self-contained teaching in 4th and 5th grade classes beginning in fall 2019. The findings show that schools that switched were able to implement the key steps needed to departmentalize instruction but struggled with aspects of the approach. Teachers' reported experiences were consistent with some of both the benefits and challenges that prior research had hypothesized. Although the pandemic significantly disrupted instruction and the study activities, school and teacher experiences during this challenging time may inform schools and districts considering adopting departmentalized instruction. |
7/9/2024 |
| NCEE 2024004 | Appropriate Identification of Children with Disabilities for IDEA Services: A Report from Recent National Estimates
Appropriately identifying children with disabilities--in ways that are timely, comprehensive, and accurate--is critical for ensuring that learners receive the supports they need to meet early milestones and succeed in school. In turn, the Individuals with Disabilities Education Act (IDEA) charges states and school districts with: (1) finding all children, birth through age 21, suspected of having a disability; (2) evaluating them to determine if they are eligible for IDEA services; and (3) measuring and addressing racial or ethnic disparities in who is identified. Since IDEA's reauthorization in 2004, there is greater access to data and more sophisticated approaches to screen for and detect certain disabilities, an increasingly diverse child population, and new regulations on how to measure disparities in identification. This report examines how state and district practices during the 2019-2020 school year aligned with IDEA’s goals of appropriate identification. |
6/11/2024 |
| NCEE 2024003 | Did the Striving Readers Comprehensive Literacy Grant Program Reach Its Goals? An Implementation Report
Boosting literacy among school-age children remains a national priority. Nearly one third of students in the United States have not developed the foundational reading skills needed to succeed academically, with students living in poverty, students with disabilities, and English learners especially at risk. Starting in 2010, Congress invested more than $1 billion for state literacy improvement efforts through the Striving Readers Comprehensive Literacy (SRCL) program. SRCL was intended to focus funding on disadvantaged schools, encourage schools to use evidence-based practices, and support schools and teachers in providing comprehensive literacy instruction. This report assesses how well SRCL implementation was aligned with these goals, using information collected from states, districts, and schools in all 11 states awarded three-year grants in 2017. |
5/21/2024 |
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