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 Pub Number  Title  Date
REL 2021041 The Association between Teachers’ Use of Formative Assessment Practices and Students’ Use of Self-Regulated Learning Strategies
Three Arizona school districts surveyed more than 1,200 teachers and more than 24,000 students in grades 3–12 in spring 2019 to better understand the relationship between their teachers’ use of formative assessment practices and their students’ use of self-regulated learning strategies, to help shape related teacher development efforts moving forward. Descriptive results indicated that students regularly track their own progress but less frequently solicit feedback from teachers or peers. On the other hand, teachers regularly give students feedback but less frequently provide occasions for students to provide feedback to one another. There was only a small, positive association between the number of formative assessment practices teachers used and the average number of self-regulated learning strategies among their students. The correlation was stronger in elementary classrooms and in STEM (science, technology, engineering, and mathematics) classrooms than in others. Some of teachers’ least-used formative assessment practices—facilitating student peer feedback and student self-assessment—had the strongest, positive associations with the average number of self-regulated learning strategies their students used. The more that teachers reported using these particular practices, the more self-regulated learning strategies their students reported using.
11/24/2020
REL 2021042 A First-Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
A First Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills will be part of a suite of resources teachers can use with families to encourage and facilitate literacy support for children at home. The suite of resources will include a Teacher Guide, Family Activities, and Family Videos. The information in the Teacher Guide will be designed to assist teachers in sup-porting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices (the Foundational Reading Skills Practice Guide), and facilitated by ongoing parent-teacher communication. The Teacher Guide will provide a framework for literacy support activities presented during schools' family literacy nights and parent-teacher conferences.

The Family Activities will contain evidence-based literacy activities that the teacher can give to the parent during family literacy night or at parent-teacher conferences for the parents to do at home with their child. Each activity will use family-friendly language and include a user-friendly format. Materials needed (e.g., letter cards) for each activity will be included.

The Family Videos will depict families using the activities to support children's literacy at home. The videos can be shown at the school's literacy night or during parent-teacher conferences to illustrate family involvement in first grade literacy.

Similar guides for kindergarten and grades 2 and 3 will also be available.
10/14/2020
NCES 2020103 Race and Ethnicity of Public School Teachers and Their Students
This Data Point examines the race and ethnicity of public school teachers in the United States by the race and ethnicity of the student bodies they teach.
9/22/2020
NCES 2020142REV Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
9/21/2020
REL 2020022 Investigating the Relationship between Adherence to Connecticut’s Teacher Education and Mentoring Program Requirements and Teacher Retention
This study examined data from Connecticut’s induction and mentoring program for beginning teachers, called the Teacher Education and Mentoring (TEAM) Program. The TEAM Program requires beginning teachers to complete five instructional modules, submit reflection papers, and meet with a mentor. This study explored fidelity of implementation of the TEAM Program, how fidelity of implementation varied across schools and districts, and examined relationships between fidelity of implementation and teacher retention. Fidelity of implementation refers to the extent to which the program was delivered as planned. Researchers calculated fidelity scores for beginning teachers based on whether they completed essential TEAM Program requirements. The sample consisted of 7,708 teachers from four cohorts of beginning teachers in the 170 Connecticut districts who entered TEAM between school years 2012/13 and 2015/16. Researchers used statistical models to examine the relationship between fidelity of implementation and one- and three-year teacher retention. Fidelity of implementation varied across the six TEAM requirements studied, which were grouped into three types: hours of contact between the teacher and mentor, module completion, and reflection paper submission. Fidelity was highest for module completion. Fidelity was lowest for documented contact hours between teachers and mentors. The state’s 30 lowest performing districts had higher fidelity on two out of six requirements of the TEAM Program than higher performing districts in the state; the two requirements were documented contact hours between teachers and mentors and completing five modules. Teachers who completed TEAM requirements with higher fidelity were more likely to stay in the same district and in the Connecticut public school system.
9/21/2020
REL 2020037 Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia
Concerned about the expense of teacher turnover, its disruption to schools and students, and its potential effect on students' access to effective teachers, the School District of Philadelphia partnered with the Regional Educational Laboratory Mid-Atlantic to better understand students' access to effective teachers and the factors related to teacher turnover. This analysis of differences in teacher effectiveness between and within schools in the district found that teachers of economically disadvantaged, Black, and Hispanic students had lower evaluation scores than teachers of non–economically disadvantaged and White students but similar value-added scores (a measure of teacher effectiveness based on student academic growth). The study also found that each year from 2010/11 through 2016/17, an average of 25 percent of the district’s teachers left their school and 8 percent left the district. During the first five years of teaching, 77 percent of teachers left their school and 45 percent left the district. Turnover rates were highest for teachers who taught middle school grades, teachers who missed more than 10 days of school a year, teachers who identified as Black, teachers who had previously changed schools, and teachers who had low evaluation ratings. Teacher turnover was higher in schools where teachers had a less positive view of the school climate. School climate mattered more for teachers with higher evaluation ratings than for teachers with lower evaluation ratings.
9/16/2020
REL 2020029 Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island
Many states want to better understand the extent to which teachers move across schools or leave the state's public school system, as teacher turnover can have adverse effects on student achievement and local education budgets (Guin, 2004). Leaders at the Rhode Island Department of Education are specifically interested in understanding factors related to teacher mobility, retention, and attrition. This study examines these employment outcomes among 1,164 teachers in Rhode Island who completed a teacher preparation program in the state between 2012/13 and 2016/17, and went on to teach for at least one year in the state’s public school system by the 2017/18 academic year. Researchers compared teacher retention, mobility, and attrition rates across different types of preparation programs and used statistical models to examine relationships between the teacher preparation institution and the employment outcomes of interest. After three years, about one-third of beginning teachers were still teaching in their first school. Another third had changed schools, and a third were no longer teaching in Rhode Island public schools. These rates varied by teacher preparation area and field of certification. There was no relationship between the program in which a beginning teacher was prepared in Rhode Island and that teacher's mobility, retention, attrition, and out-of-field teaching status, except for teachers prepared in alternative programs, who were more likely than teachers prepared in other programs to stay in their school after one year and more likely to leave after three years. Stakeholders can use the information in this report to inform policies and supports for beginning teachers, especially those identified in fields with higher rates of attrition or prepared in alternative programs.
9/15/2020
REL 2020039 The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments
Several school districts in Georgia currently use two teacher-administered diagnostic assessments of student mathematical knowledge as part of their multi-tiered system of support in grades K-8. These assessments are the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of Education, 2011). However, little is known about the inter-assessor reliability and consequential validity of these assessments. Inter-assessor reliability indicates whether two teachers obtain the same score for a student after administering the test on two occasions, and consequential validity explores perceptions of the value of using the assessments. Rather than rely on occasional testimonials from the field, decisions about using diagnostic assessments across the state should be based on psychometric data from an external source. Districts not currently using the GloSS and IKAN have indicated that they would consider using them to assess students’ current level of mathematical understanding and determine appropriate levels of instruction and intervention, if they were proven to be reliable and valid diagnostic assessments. This study found that the inter-assessor reliability for the GloSS measure and the IKAN Counting Interview is adequate. The inter-assessor reliability for the IKAN Written Assessment (one of the two components of the IKAN) is inadequate, and additional attention must be directed toward improving training for this measure so that reliability can be established. Teachers indicated that they found the data from the GloSS and IKAN assessments more useful than screening data currently in use for guiding decisions about how to provide intervention. Although teachers interviewed in the study’s focus groups expressed strong support for using both assessments, they reported in the study survey that the GloSS is more useful than the IKAN because it addresses students' solution strategies, which most other mathematics measures do not assess. Teachers did express some criticisms of both assessments; for example, they felt the IKAN Written Assessment should be untimed and that the GloSS should include familiar vocabulary.
9/14/2020
NCES 2020088 Public-Use Data Files and Documentation (FRSS 109): 2018-19 Teachers' Use of Technology for School and Homework Assignments
This product contains data from a Fast Response Survey System (FRSS) survey titled "2018-19 Teachers' Use of Technology for School and Homework Assignments." This survey provides nationally representative data on public school teachers about their understanding of the types of devices and technologies that students use for educational purposes, the impact that student access to technology outside of school has on homework assignments, and ways that schools and teachers address challenges that students with limited access to technology face in completing homework assignments. Data were collected in the 2018-19 school year, the year before the coronavirus pandemic outbreak in 2020. It focuses on information that can best be provided by teachers from their perspective and direct interaction with students.

The survey provides nationally representative data of public school teachers who taught at least one regularly scheduled class in grades 3–12 and taught either self-contained classes or departmentalized classes in one or more of the core subjects of English/language arts, social studies/social science, math, or science. Data were provided by approximately 2,900 teachers from sampled from 1,600 schools. Computers were defined to include desktop and laptop computers, as well as tablets with a virtual or physical keyboard. Smartphones were not included in the definition of computers, but separate information was collected for smartphones.

Documentation provides information about the purpose of the study, the sample design, the data collection procedures, the data processing procedures, response rates, imputation, weighting and standard error calculation and use, the data files and codebooks, and the file layout of the ASCII data file. The ASCII data and a SAS version of the data file are also provided.
9/9/2020
NCES 2020089 Restricted-Use Data Files and Documentation (FRSS 109): 2018-19 Teachers’ Use of Technology for School and Homework Assignments
This product contains data from a Fast Response Survey System (FRSS) survey titled "2018-19 Teachers’ Use of Technology for School and Homework Assignments." This survey provides nationally representative data on public school teachers about their understanding of the types of devices and technologies that students use for educational purposes, the impact that student access to technology outside of school has on homework assignments, and ways that schools and teachers address challenges that students with limited access to technology face in completing homework assignments. Data were collected in the 2018-19 school year, the year before the coronavirus pandemic outbreak in 2020. It focuses on information that can best be provided by teachers from their perspective and direct interaction with students.

The survey provides nationally representative data of public school teachers who taught at least one regularly scheduled class in grades 3–12 and taught either self-contained classes or departmentalized classes in one or more of the core subjects of English/language arts, social studies/social science, math, or science. Data were provided by approximately 2,900 teachers from sampled from 1,600 schools. Computers were defined to include desktop and laptop computers, as well as tablets with a virtual or physical keyboard. Smartphones were not included in the definition of computers, but separate information was collected for smartphones.

Documentation provides information about the purpose of the study, the sample design, the data collection procedures, the data processing procedures, response rates, imputation, weighting and standard error calculation and use, the data files and codebooks, and the file layout of the ASCII data file. The ASCII data and a SAS version of the data file are also provided.

Note that the public use version of the data under NCES-2020088 has much of the same information. The restricted-use file has an NCES school ID and Census region information not included in the public-use data.
9/9/2020
REL 2020033 Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota
Educators from Colorado, Missouri, and South Dakota share concerns about changes in school and district leadership. They have expressed interest in better understanding school and district leader mobility and attrition, and related factors. This report describes the proportions of school and district leaders who remained in leadership positions in the same schools or districts (stayers), transferred to leadership positions in different schools or districts (movers), or took nonleadership positions or left the state public school system (leavers) in Colorado, Missouri, and South Dakota. The report also describes the extent to which characteristics of principals, schools, and districts were associated with the likelihood of principals being movers or leavers rather than stayers. The authors used administrative data from 2015/16 to 2018/19, provided by the state education agencies. Results suggest that the proportions of school and district leaders who were stayers after one year ranged from 77 to 82 percent and that the proportions of stayers after three years ranged from 51 to 56 percent. After three years, younger principals were more likely to be movers and older principals were more likely to be leavers, compared to their peers. Principals who identified as a racial/ethnic minority and those who earned lower salaries were also more likely to be movers or leavers. In addition, principals were more likely to move from or leave schools that the state identified as needing additional support for improvement and schools in lower-performing districts. Findings suggest that decisionmakers may wish to better understand the causes of leader mobility and attrition and enhance supports for younger principals, principals who identify as a racial/ethnic minority, and principals in low-performing schools.
8/31/2020
NCES 2020321 2017-18 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2017-18 National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Private School Principal, Public School, Private School, Public School Teacher, and Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
8/13/2020
REL 2020035 Self-Study Guide for Career Readiness in Secondary Schools
This Self-study Guide for Career Readiness in Secondary Schools was developed to help educators plan and implement district and school career readiness practices. It is intended to promote reflection about current strengths and challenges in planning for implementation of career readiness practices, spark conversations among staff, and identify areas for improvement. The guide provides a template for data collection and guiding questions for discussion that may improve the implementation of career readiness practices and increase the number of students earning high school diplomas and successfully transition to postsecondary training and careers.
8/12/2020
NCES 2020024 Projections of Education Statistics to 2028
Projections of Education Statistics to 2028 is the 47th in a series of publications initiated in 1964. This publication provides national-level data on enrollment, teachers, high school graduates, and expenditures at the elementary and secondary level, and enrollment and degrees at the postsecondary level for the past 15 years and projections to the year 2028. For the 50 states and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2028. The methodology section describes models and assumptions used to develop national- and state-level projections.
5/28/2020
NCES 2020144 The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/19/2020
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