Search Results: (1-15 of 42 records)
|Stated Briefly: The relative effectiveness of two approaches to early literacy intervention in grades K-2
This "Stated Briefly" report is a companion piece that summarizes the findings from another report (REL 2017-251). This randomized controlled trial of early literacy interventions examined whether using a stand-alone intervention outside the core curriculum leads to better outcomes than using the embedded curriculum for small group intervention in grades K-2. Fifty-five schools located across Florida were randomly assigned to stand-alone or embedded interventions delivered daily throughout the school year for 45 minutes in small groups of four or five students. Students below the 30th percentile in reading-related skills and/or vocabulary were eligible for intervention. One-third of participating students were English language learners. Both interventions were implemented with high fidelity and, on average, students showed improvement in reading and language skills in both interventions. The stand-alone intervention significantly improved grade 2 spelling. However, impacts on other student outcomes were comparable. The two interventions had relatively similar impacts on reading and language outcomes among English learners and non-English learners, with the exception of some reading outcomes in kindergarten. Implications for future research are discussed.
|Stated Briefly: Characteristics and postsecondary pathways of students who participate in acceleration programs in Minnesota
This "Stated Briefly" report is a companion piece that summarizes the findings from another report (REL 2017-234). Minnesota high school students have the opportunity to take advanced courses that simultaneously earn high school and college credit, yet little is known about what types of students are participating and succeeding in these programs, or their college pathways after high school. This study examined participation in the various acceleration programs available to Minnesota high school students, including Advanced Placement and International Baccalaureate coursework, postsecondary enrollment options, concurrent enrollment, and other/unknown programs. Student- and school-level data on the 2011 cohort of Minnesota high school graduates (N = 59,499) were obtained from the Minnesota Statewide Longitudinal Education Data System. The study team used descriptive statistics to examine differences in (a) rates of participation and credit awarded at the college level between student demographic and academic subgroups, and high school size and locale; and (b) college enrollment patterns and early college success between participants and nonparticipants. The study team also used hierarchical linear modeling to examine the association between acceleration program participation and college enrollment, achievement, and persistence while controlling for other student- and school-level characteristics. Almost half of the 2011 cohort of Minnesota high school graduates participated in at least one acceleration program during high school, and half of participants were awarded dual credit by the Minnesota colleges in which they enrolled. Participation and dual credit award rates varied by acceleration program and student subgroups; economically disadvantaged students, racial/ethnic minorities, and academically lower achieving students did not participate in acceleration programs and were not awarded credit at a rate equivalent to their peers. The majority of Minnesota colleges where acceleration program participants enrolled and were awarded credit were selective and very selective four-year colleges. Students who participated in acceleration programs had higher rates of college enrollment, readiness, and persistence than nonparticipants, and this difference was statistically significant after controlling for student gender, race/ethnicity, ACT/SAT scores, economic status, and high school size and locale, regardless of whether credit was awarded at the college level. Half of all high school graduates participated in acceleration programs, however participation was disproportionately white, economically advantaged, and academically high achieving. While more rigorous research is needed to examine the effectiveness of participation in these programs, the results of this study point to a relationship between acceleration program participation and positive early college outcomes, regardless of the number of credits awarded by colleges.
|Stated Briefly: Postsecondary education expectations and attainment of rural and nonrural students
This "Stated Briefly" report is a companion piece that summarizes the findings from another report (REL 2017-257).This study examined rural–nonrural differences in postsecondary educational expectations and the attainment of expectations for grade 10 students attending rural and nonrural high schools in the Regional Educational Laboratory (REL) Midwest region and how these differences compare with rural–nonrural differences in the rest of the nation. For grade 10 students who indicated that they did not anticipate attaining more than a high school education, the study also examined rural and nonrural students' reasons for not expecting to continue their education past the secondary level. Analyses drew on data from the Education Longitudinal Study of 2002 using descriptive statistics, chi-squared tests of association, and multinomial regression models with students nested in schools. The baseline model included only school locale, an indicator for region, and their interaction as predictors; subsequent models added student predictors, family characteristics, teacher expectations, and school contextual variables. Analyses reveal that rural students in the Midwest had lower educational expectations than their nonrural peers, yet similar levels of educational attainment after taking into account student, family, teacher, and school characteristics. For two-thirds of rural and nonrural students, educational attainment fell short of expectations. Importantly, participation in rigorous coursework, parent aspirations, and teacher expectations were more predictive of educational expectations and attainment than whether students grew up in rural areas in grade 10 in 2002. For grade 10 students who did not expect to go to college, both rural and nonrural students perceived financial barriers as the primary reason. Policymakers and other stakeholders in Midwestern states and the rest of the nation can use the results of this study to inform efforts to improve the educational attainment of rural students.
|Stated Briefly: Impacts of Ramp-Up to Readiness™ after one year of implementation
This "Stated Briefly" report is a companion piece that summarizes the findings from another report (REL 2017-241). This study examined whether the Ramp-Up to Readiness program (Ramp-Up) produced impacts on high school students' college enrollment actions and personal college readiness following one year of program implementation. The study also looked at Ramp-Up’s impact on more immediate outcomes, such as the emphasis placed on college readiness and the amount of college-related teacher-student interactions taking place in high schools. The impacts were studied in context by assessing the degree to which schools were implementing Ramp-Up to the developer's satisfaction. Forty-nine Minnesota and Wisconsin high schools were randomly assigned to one of two groups: (1) the Ramp-Up group that would implement the program during the 2014-15 school year (25 schools), or (2) the comparison group that would implement Ramp-Up the following school year, 2015-16 (24 schools). The researchers collected data from students and school staff during the fall of 2014, before program implementation and during the spring of 2015 after one year of implementation. The study team administered surveys to staff, surveys to students in grades 10-12, and the commitment to college and goal striving scales from ACT's ENGAGE instrument. Researchers also obtained extant student-level data from the high schools and school-level data from their respective state education agencies. The outcomes of most interest were students' submission of the Free Application for Federal Student Aid (FAFSA) and their scores on the two ENGAGE scales. Data indicated that following a single year of implementation, Ramp-Up had no impact on grade 12 students' submission rates for the FAFSA or on the commitment to college and goal striving of students in grades 10-12. However, the program did produce greater emphasis on college-readiness and more student-teacher interactions related to college. Implementation data showed mixed results: on average, Ramp-Up schools implemented the program with adequate fidelity, but some schools struggled with implementation and 88 percent of schools did not adequately implement the planning tools component of the program. Schools implementing Ramp-Up demonstrated a greater emphasis on college-readiness than comparison schools, but a single year of program exposure is insufficient to produce greater college readiness among students or FAFSA submissions among grade 12 students. Schools that adopt Ramp-Up can implement the program as intended by the program developer, but some program components are more challenging to implement than others.
|Stated Briefly: English learner student characteristics and time to reclassification: An example from Washington state
This "Stated Briefly" report is a companion piece that summarizes the findings from another report (REL 2016-128).This study examined how long it typically takes English learner students to become proficient in English and how this time differs by student characteristics, such as gender, home language, or initial proficiency in English. The authors analyzed state data for 16,957 English learner students who entered kindergarten between 2005/06 and 2011/12 in seven cohorts. The students attended seven school districts that comprise the Road Map Project, an initiative designed to double the number of students in South King County (Washington) who are on track to graduate from college or earn a career credential by 2020. The study looked at five language groups in the region, each of which comprises at least 3 percent of the total sample: Spanish, Vietnamese, Somali, Russian and Ukrainian combined, and Cantonese and Mandarin Chinese combined. All other languages, 160 in total, were combined into an "other language" category. The findings show that students who entered kindergarten as English learners took a median of 3.8 years to be reclassified by Washington state as former English learners. Those who entered kindergarten with advanced English language proficiency were more likely to be reclassified than English learner students with basic or intermediate English proficiency. Also, female English learner students were more likely to be reclassified than male English learner students. Speakers of Chinese, Vietnamese, and Russian and Ukrainian were more likely to be reclassified than Somali or Spanish speakers. In addition to contributing to the research base, the study findings may be of interest to state education agencies as they create new targets and standards for English language proficiency. State agencies may wish to consider taking initial English language proficiency into account when determining appropriate targets for federal accountability measures, for example by setting longer expected times to reclassification and providing additional support to students entering school with basic or intermediate levels of English language proficiency. Many states are also implementing new standards for college and career readiness and overhauling their assessment and accountability systems, both of which involve setting additional targets for English learner students. A better understanding of the factors related to variation in time to proficiency may allow states to establish targets that take particular factors, such as initial English language proficiency, into account.
|Stated Briefly: How long does it take English learner students entering school in kindergarten in Washington Road Map districts to develop English proficiency?
This "Stated Briefly" report is a companion piece that summarizes the selected findings from a previously released report (REL 2015-092). This brief describes findings on the percentage of English learner students entering school in kindergarten in seven Washington school districts who developed the English proficiency necessary to be reclassified as former English learner students and the average time to reclassification. Eight-five percent of English learner students who entered kindergarten between 2000/01 and 2007/08 achieved reclassification by 2012/13. It took those students an average of 3.2 years to be reclassified. Student characteristics--such as English proficiency at entry to kindergarten, gender, home language, country of birth, race/ethnicity, and special education status--were associated with reclassification. The results of this study can help school districts set realistic expectations for the time it takes English learner students to achieve English proficiency and may help state education agencies as they create new accountability targets to comply with the Every Student Succeeds Act of 2015.
|Stated Briefly: A comparison of two approaches to identify beating-the-odds high schools in Puerto Rico
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The Regional Educational Laboratory Northeast and Islands conducted this study using data on public high schools in Puerto Rico from national and territory databases to compare methods for identifying beating-the-odds schools. Schools were identified by two methods, a status method that ranked high-poverty schools based on their current observed performance and an exceeding-achievement-expectations method that ranked high-poverty schools based on the extent to which their actual performance exceeded (or fell short of) their expected performance. Graduation rates, reading proficiency rates, and mathematics proficiency rates were analyzed to identify schools for each method. The identified schools were then compared by method to determine agreement rates—that is, the amount of overlap in schools identified by each method. The report presents comparisons of the groups of schools—those identified by each method and all public high-poverty high schools in Puerto Rico—on descriptive information. Using the two methods—ranking by status and ranking by exceeding-achievement-expectations—two different lists of beating-the-odds schools were identified. The status method identified 17 schools, and the exceeding-achievement-expectations method identified 15 schools. Six schools were identified by both methods. The agreement rate between the two lists of beating-the-odds schools was 38 percent. The analyses suggest that using both methods to identify beating-the-odds schools is the best strategy because high schools identified by both methods demonstrate high levels of absolute performance and appear to be achieving higher levels of graduation rates and percent proficiency than might be expected given their demographics and prior performance.
|Stated Briefly: Teacher demographics and
evaluation: A descriptive study in a large urban district
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This descriptive study analyzed teacher characteristics, such as age, race, and gender and teachers' evaluation outcomes in a large, urban district in the Northeast. Descriptive analyses of frequencies were conducted to examine the characteristics, summative performance ratings, and improvement on ratings over time for approximately 3,000 teachers in each year (2012/13, 2013/14, and 2014/15). Results indicate that a disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers. Examining the data over three years revealed that while the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted. Moreover, these analyses revealed that the percentage of teachers who improved their ratings during all three year-to-year comparisons did not vary by teacher characteristics, that is, by race, age, or gender. These results suggest that there are meaningful differences in teachers' evaluation outcomes by age, race, and gender, and that these differences have persisted over time. Therefore, the district may want to consider what programs or policies aimed specifically at these teachers and their evaluators may increase their chances for improvement and reduce the gaps. In addition, longitudinal research is needed to examine whether these patterns continue to persist over time or whether district-level interventions and supports might reduce the gaps or otherwise address the disproportionate below proficient ratings among teachers in certain groups.
|Stated Briefly: Academic outcomes for North Carolina Virtual Public School credit recovery students
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This report describes the results of a REL Southeast study comparing short- and longer-term student successes after completion of online credit recovery courses compared to student successes after completion of other credit recovery options, such as traditional face-to-face courses and summer school courses. Credit recovery refers to when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the growing importance of online learning in traditional public school settings and a desire on the part of many stakeholders to understand better how students are adjusting to that transition. The data for this study covered eleven core high school courses (courses required for graduation) taken between 2008/09 and 2011/12 in North Carolina. The study compares the likelihood of a student: (a) succeeding on the state end-of-course test for the recovered course; (b) succeeding in the next course in a recovered course sequence (for instance, in English II after English I); (c) remaining in school after credit recovery; and (d) graduating and graduating on time. Results suggest that there was little difference between the short-term success rates of students who completed state-supported online credit recovery and students who completed other credit recovery options. However, on measures of longer-term success, students who completed state-provided online credit recovery courses and did not subsequently drop out were more likely than other credit recovery students to graduate on time. Among credit recovery participants in state-provided online courses, Black students were less likely to reach proficiency in their recovered courses but more likely than their peers to succeed in later coursework after their online experience. Because of limitations in the analyses possible with available data, it is not possible to directly attribute these outcomes to participation in online credit recovery, but the results do point toward intriguing and potentially beneficial areas for future, more rigorous study.
|Stated Briefly: Patterns of classroom quality in Head Start and center-based early childhood education programs
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. REL researchers analyzed data from the 2002/03 Head Start Impact Study (U.S. Department of Health and Human Services) using latent class analysis to determine whether multiple measures, each designed to address one aspect of classroom quality, could collectively differentiate classrooms in a consistent and substantively meaningful way. Using data on measures such as structural quality, process quality, teacher-child interactions, and instructional activities, they found that Head Start (n = 1,061) and center-based (n = 421) classrooms may be grouped according to three classroom quality patterns: good, fair, and poor. The researchers also found that classroom quality measures determined by independent observers distinguish classroom quality groups better than self-reported measures.
There are three main implications of this study: (1) it is possible to use multiple dimensions of the classroom experience to identify classroom quality patterns; (2) identifying classroom quality patterns will likely require independent observers; and (3) an individual classroom may not be perfectly characterized by its classroom quality group. This exploratory study, which was supported by the Early Childhood Education Research Alliance, shows an alternative way to measure classroom quality and provides an example of what patterns of classroom quality exist in programs serving Head Start-eligible children across the country—thus informing practitioners about what quality looks like in these settings and adding to the literature regarding measuring quality in early childhood education. Practitioners and policymakers can use the results of this study to inform the way that they measure the quality of their classrooms and to examine further the characteristics and practices of the different groups of classrooms.
|Stated Briefly Benchmarking education management information systems across the Federated States of Micronesia
The chief state school officers of the Federated States of Micronesia (FSM) have called for the improvement of the education management information system (EMIS) in each of the four FSM states (Chuuk, Kosrae, Pohnpei, and Yap). To assist the FSM, Regional Educational Laboratory Pacific conducted separate assessments of the quality of the current EMIS in Chuuk, Kosrae, Pohnpei, and Yap. This report integrates the findings from all four states, thereby providing an opportunity for comparison on each aspect of quality. As part of a focus group interview, knowledgeable data specialists in each of the four states of the FSM responded to 46 questions covering significant areas of their EMIS. The interview protocol, adapted by Regional Educational Laboratory Pacific from the World Bank's System Assessment and Benchmarking for Education Results assessment tool, provides a means for rating aspects of an EMIS system using four benchmarking levels: latent (the process or action required to improve the aspect of quality is not in place), emerging (the process or action is in progress of implementation), established (the process or action is in place and it meets standards), and mature (the process or action is an example of best practice). Overall, data specialists in all four states rated their systems as either emerging or established.
|Stated Briefly: An examination of the movement of educators within Minnesota
The Regional Educational Laboratory (REL) Midwest conducted a study on the mobility of public school teachers and principals (including assistant principals) within Minnesota and presents average one-year and five-year mobility rates between 2006/07 and 2010/11. The study used the staffing data for the 2006/07 through 2011/12 school years and data on school-level performance and demographics for the same school years. REL Midwest analyzed these data to identify mobility rates and mobility patterns over time. The study also examined whether different educator characteristics and the characteristics of the exited schools (that is, the schools educators moved from) were related to the odds that Minnesota educators continuing their employment would change schools rather than stay employed in the same school. The study found that an average of 9.5 percent of teachers changed schools between consecutive years, and 20.8 percent changed schools within a five-year span. Teachers’ years of experience, licensure area, schools’ academic performance, percentage of students in the schools who were economically disadvantaged, school setting, size, and region in the state were related to the one-year and five-year mobility rates for teachers. One- and five-year mobility rates for principals averaged 10.5 and 29.3 percent, respectively. Principal one- and five-year mobility rates were related to principals’ years of experience, percentage of students in the school who were academically proficient, and percentage of students who were economically disadvantaged.
|Stated Briefly: An examination of the movement of educators within Wisconsin
The Regional Educational Laboratory (REL) Midwest conducted a study on the mobility of public school teachers and principals (including assistant principals) within Wisconsin and presents average one-year and five-year mobility rates between 2006/07 and 2010/11. The study used the staffing data for the 2006/07 through 2011/12 school years and data on school-level performance and demographics for the same school years. REL Midwest analyzed these data to identify mobility rates and mobility patterns over time. The study also examined whether different educator characteristics and the characteristics of the exited schools (that is, the schools educators moved from) were related to the odds that Wisconsin educators continuing their employment would change schools rather than stay employed in the same school. The study found that an average of 8 percent of teachers changed schools between consecutive years, and 19.4 percent changed schools within a five-year span. Teachers’ years of experience, licensure area, schools’ academic performance, percentage of students in the schools who were economically disadvantaged, school setting, size, and region in the state were related to the one-year and five-year mobility rates for teachers. One- and five-year mobility rates for principals averaged 11.9 and 30 percent, respectively. Principal one- and five-year mobility rates were related to principals’ years of experience, percentage of students in the school who were academically proficient, and whether the school was located in an urban setting.
|Stated Briefly: An examination of the movement of educators within Iowa
The Regional Educational Laboratory (REL) Midwest conducted a study on the mobility of public school teachers and principals (including assistant principals) within Iowa and presents average one-year and five-year mobility rates between 2006/07 and 2010/11. The study used the staffing data for the 2006/07 through 2011/12 school years and data on school-level performance and demographics for the same school years. REL Midwest analyzed these data to identify mobility rates and mobility patterns over time. The study also examined whether different educator characteristics and the characteristics of the exited schools (that is, the schools educators moved from) were related to the odds that Iowa educators continuing their employment would change schools rather than stay employed in the same school. The study found that an average of 6.7 percent of teachers changed schools between consecutive years, and 18.9 percent changed schools within a five-year span. Teachers’ years of experience, teacher gender, licensure area, percentage of students in the schools who are economically disadvantaged, schools’ academic performance, and region in the state all predict the five-year mobility rates for teachers. One- and five-year mobility rates for principals averaged 9.2 and 27.5 percent, respectively. Principal one- and five-year mobility rates were related to principals’ years of experience, school size, and region within the state.
|Stated Briefly: How kindergarten entry assessments are used in public schools and how they correlate with spring assessments
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study examined how many public schools nationwide used kindergarten entry assessments (KEAs), and for what purposes; the characteristics of public schools that used KEAs; and whether the use of KEAs was correlated with student assessment scores in reading and mathematics in spring of the kindergarten year. Drawing on a nationally representative sample from the Early Childhood Longitudinal Study—Kindergarten Class of 2010—11 (ECLS—K:2011), the study examined responses to an ECLS—K:2011 administrator questionnaire that included a set of questions about schools' uses of KEAs. The sample consisted of 9,370 kindergarten students attending 640 public schools. Schools that used KEAs were compared to schools that did not in terms of enrollment, student body demographics, and other characteristics. In addition, multilevel regression models were used to compare students' kindergarten spring assessment scores in early reading and mathematics at schools that did and did not report KEA use, after controlling for fall assessment scores, student demographics, and school characteristics. Overall, 73 percent of public schools offering kindergarten classes reported that they used KEAs. Among schools using KEAs, 93 percent stated that individualizing instruction was one purpose, and 80 percent cited multiple purposes. Schools' reported use of KEAs did not have a statistically significant relationship with students' early reading or mathematics achievement in spring of the kindergarten year after controlling for student and school characteristics. Results from this study offer contextual information to state-level administrators as they select, develop, and implement KEAs. Future research could examine relationships between the nature and quality of KEA implementation and student outcomes.
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