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 Pub Number  Title  Date
NFES 2022098 Forum Guide to Digital Equity
The Forum Guide to Digital Equity Data is designed to help education agencies close digital equity gaps through the collection and use of digital equity data. This publication defines digital equity; explains the importance of having comparable, high-quality digital equity data; and discusses how those data can be used to identify issues, prioritize action, and create new programs or sustain existing efforts to address digital inequities.
8/3/2022
NCEE 2022008 Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students' Outcomes
To prevent and address students’ problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students and identifying and providing supplemental support to students who need it. About 90 elementary schools were randomly assigned either to participate in the program or to continue with their usual strategies for supporting student behavior. The study compared student and teacher experiences in the two sets of schools to measure the effectiveness of the program.
7/14/2022
NCES 2022052 Highlights from the 2021 NAEP Monthly School Survey
These highlights present selected results from the 2021 NAEP Monthly School Survey. Results for student enrollment, especially full-time, in-person public school enrollment, during January–May 2021 are summarized. Data were collected from nationally representative samples of public and private schools with a grade 4 or a grade 8. These highlights provide insight into the learning opportunities for students during the COVID-19 pandemic.
6/2/2022
WWC 2022007 Providing Reading Interventions for Students in Grades 4-9
The What Works Clearinghouse(TM) (WWC) developed this practice guide in partnership with a panel of experts on reading interventions. The panel distilled recent reading intervention research into four easily comprehensible and practical recommendations that educators can use to deliver reading intervention to meet the needs of students in grades 4-9. The four recommendations in this practice guide will be useful for special educators, general education teachers, reading specialists/coaches, administrators, and parents.
3/30/2022
NCES 2022019 Impact of the Coronavirus (COVID-19) Pandemic on Public and Private Elementary and Secondary Education in the United States (Preliminary Data): Results from the 2020-21 National Teacher and Principal Survey (NTPS)
The 2020–21 National Teacher and Principal Survey (NTPS) collected data on the impact of the coronavirus pandemic on public and private schools, principals, and teachers during the 2019–20 school year. The report presents selected findings, using preliminary data, from coronavirus-related questions that were focused on how schools adapted to the coronavirus pandemic during the spring of 2019–20.
2/22/2022
REL 2022120 Community Math Night Facilitators' Toolkit
The Community Math Night Facilitators’ Toolkit is a detailed resource for elementary school educators to plan and implement a Community Math Night event. Community Math Nights use interactive math activities to engage families in building positive math attitudes, facilitate their participation in children’s learning in grades K–5, and build a community of educators, students, families, and other caring adults. This toolkit includes planning and organizational resources, research findings on community engagement and math instruction strategies, and step-by-step instructions and printable materials for the interactive activities. It also includes a workbook that can be used as a professional learning resource on key math-learning research findings and how to apply them in practice.
11/22/2021
REL 2021116 Factors Associated with Grade 3 Reading Outcomes of Students in the Commonwealth of the Northern Mariana Islands Public School System
Few elementary students on the Commonwealth of the Northern Mariana Islands (CNMI) are scoring at grade level or higher on the ACT Aspire reading assessment. To better understand factors associated with the reading proficiency of CNMI grade 3 students, stakeholders there asked the Regional Educational Laboratory Pacific to examine the demographic characteristics and education experiences of students who demonstrated reading proficiency by grade 3. The study focused on grade 3 students who were enrolled in CNMI public schools from 2014/15 to 2018/19. It found that female students, students who did not receive free or reduced-priced lunch, students who were older at the time of kindergarten entry, Filipino students, and students who did not change schools were more likely to demonstrate reading proficiency in grade 3 than other students. There was no difference in grade 3 reading proficiency between students who had enrolled in Head Start and students who had not.
9/21/2021
REL 2021113 Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK–2 in Chicago Public Schools
Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK–2 teachers. The P–2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The initiative began in 2016/17 and served 23 percent of all district elementary schools by 2018/19. The district designated 26 of the 115 elementary schools implementing the initiative in 2018/19 to receive enhanced supports, including intensive, site-based coaching, to support students’ independent reading. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative’s standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers’ and administrators’ participation in professional development sessions and looked at the successes and challenges of implementation. The study found that one year after implementation of the initiative, attending a priority school did not lead to higher end-of-year reading achievement than attending a nonpriority school after other factors were adjusted for. Teachers and administrators in priority schools were more likely than those in nonpriority schools to participate in the initiative’s core professional development sessions. Interviews with select district, network, and school leaders; instructional support coaches; and teachers suggest that several aspects of the initiative’s professional development were valuable, most notably the opportunities for teachers to deepen their understanding of the initiative’s professional development, receive feedback through observation and school-based coaching, and learn from one another. But instructional support coaches’ limited capacity, due to competing responsibilities, was a challenge. District leaders might consider increasing the number of coaches available and limiting their competing priorities so they can focus on the initiative.
9/15/2021
NFES 2021078 Forum Guide to Virtual Education Data: A Resource for Education Agencies
The Forum Guide to Virtual Education Data: A Resource for Education Agencies is designed to assist agencies with collecting data in virtual education settings, incorporating the data into governance processes and policies, and using the data to improve virtual education offerings. This resource reflects lessons learned by the education data community during the coronavirus disease (COVID-19) pandemic and provides recommendations that will help agencies collect and use virtual education data.
6/25/2021
NFES 2021058 Forum Guide to Attendance, Participation, and Engagement Data in Virtual and Hybrid Learning Models
The Forum Guide to Attendance, Participation, and Engagement Data in Virtual and Hybrid Learning Models was developed as a companion publication to the 2018 Forum Guide to Collecting and Using Attendance Data, drawing upon the information included in that resource and incorporating lessons learned by state and local education agencies (SEAs and LEAs) during the coronavirus disease (COVID-19) pandemic. The information is intended to assist agencies in responding to the current need for these data, as well as future scenarios, such as courses with blended/hybrid learning models or natural disaster situations in which extended virtual education is required.
6/2/2021
WWC 2021011 University of Chicago School Mathematics Project (UCSMP)
This WWC intervention report summarizes the research on University of Chicago School Mathematics Project (UCSMP), which is a core mathematics curriculum for middle school that includes materials and a routinized instructional approach with an option for teacher training. The curriculum is designed to teach students mathematics concepts, applications, and skills using an inquiry-based approach with a focus on active learning. The report focuses on two UCSMP courses: Pre-Transition Mathematics and Transition Mathematics. Pre-Transition Mathematics teaches arithmetic, algebra, geometry, probability, and statistics. Transition Mathematics teaches more advanced arithmetic, algebra, and geometry, and connects these areas to measurement, probability, and statistics. Based on the research, the WWC found that implementing UCSMP has no discernible effects on general mathematics achievement and no discernible effects on algebra achievement for students in grades 6 to 9, relative to other math curricula used in study schools.
5/11/2021
WWC 2021006 Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades
The What Works Clearinghouse&TM; (WWC) developed this practice guide in partnership with a panel of experts including educators in both mathematics and special education. The panel distilled recent, rigorous mathematics intervention research into six practice recommendations for educators working with students in grades K-6. The guide can help educators tailor their math instruction approaches and small-group intervention programs and will also be useful to math specialists, math coaches, district and state personnel, and parents.
3/3/2021
REL 2021060 Integrating Reading Foundations: A Tool for College Instructors of Pre‑service Teachers

The College Instructor’s Guide is designed to assist college instructors build pre-service teacher knowledge of evidence-based strategies to help kindergarten through grade 3 students acquire the language and literacy skills needed to succeed academically. This tool is intended to be used in conjunction with the Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade practice guide, produced by the What Works Clearinghouse (WWC), an investment of the Institute of Education Sciences at the U.S. Department of Education. College instructors may use the lessons in this tool to provide collaborative learning experiences which engage pre-service teachers in activities that will expand their knowledge base as they read, discuss, share, and apply the key ideas and strategies presented in the WWC Practice Guide.

Each lesson in this College Instructor's Guide includes the following:

  • A recommendation reminder that provides a snapshot of the WWC practice guide recommendation and how-to steps for pre-service teachers.
  • Guidance to support college instructors as they teach pre-service teachers about a specific skill, why it is important in learning to read, and how to support that skill in the classroom.
  • Videos that explain foundational reading skills and demonstrate the use of activities intended to improve foundational reading skills with students in grades K-3. Pre-service teachers are asked to complete a video reflection worksheet for each video.
  • Activities for pre-service teachers to complete with peers in the college setting that reinforce foundational skills taught to students in grades K-3.
  • Observation forms to be used in the practicum setting that include guiding questions related to each recommendation to help pre-service teacher’s compare newly learned strategies to observed practices.
2/24/2021
REL 2021078 Students' Use of School-Based Telemedicine Services and Rates of Returning to Class After These Services in a Small Elementary School District
In 2018, a small elementary school district in California introduced school-based telemedicine services for K–6 students to address the health, well-being, and attendance challenges that can interfere with school success. During the first two years of implementation, about a quarter of the students used telemedicine services at least once, and nearly one in ten used telemedicine services multiple times. Descriptive results indicated that students in the lower and upper elementary grades did not differ in their use of telemedicine, though there were some differences in telemedicine use and reasons for seeking services by student race/ethnicity. This suggests that the needs, awareness, level of comfort, or rate of parent/guardian consent for receiving these services may vary across student groups. Results also indicated that telemedicine can treat students during the school day, enabling them to attend classes for the remainder of instruction the day of the visit. For these students, this resulted in an average of 3 hours of instruction instead of being sent home with an unmet health need. Telemedicine may hold promise to help students stay healthy and in school, whether they are learning from home during the pandemic or when schools buildings are open.
2/18/2021
REL 2021061 Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon
Oregon has enacted policy reforms to reduce exclusionary discipline and increase racial equity in school discipline practices. One such reform passed in 2015 limits the use of exclusionary discipline (i.e., removing students from classroom instruction through suspension and expulsion) for students in grades K-5 for infractions that do not pose a direct threat to the safety of others. This study examined school discipline practices in a voluntary sample of 401 Oregon elementary schools to determine whether the 2015 policy reform was associated with shifts in how exclusionary discipline and nonexclusionary discipline was applied among racial and ethnic student groups. Nonexclusionary discipline does not remove students from classroom instruction and may include teacher conferences, parent/guardian contact, detention, and other consequences. Descriptive findings indicate that there was an increase in the total number of exclusionary and nonexclusionary discipline actions after the 2015 policy reform compared to the pre-policy years. Black students, in particular, experienced the largest increase in exclusionary discipline after the 2015 policy reform than before the reform, and were two to three times more likely to experience exclusionary discipline than all other students across study years. For most racial and ethnic student groups, office discipline referrals for minor, disruptive, and/or aggressive behavioral infractions that were not a school safety concern became less likely to result in exclusionary discipline, and therefore more likely to result in nonexclusionary discipline than before the reform. However, for Black students the opposite was true. Office discipline referrals issued to Black students after the 2015 policy reform became more likely to result in exclusionary discipline for all office discipline referrals and referrals issued for disruptive behaviors. The study findings provide information that will help state policymakers better understand the changes in exclusionary and nonexclusionary discipline practices before and after the 2015 policy reform and identify areas for improving racial equity in school discipline actions.
2/16/2021
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