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What's New for September 2020

Race and Ethnicity of Public School Teachers and Their Students (September 22, 2020)
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.

REL Study Examines the Relationship between Adherence to Connecticut's Teacher Induction Program Requirements and Teacher Retention (September 21, 2020)
REL Northeast and Islands found a positive relationship between teachers' completion of Connecticut's induction program requirements and retention in their original district of hire or the state public school system.

Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions? (September 18, 2020)
This REL Northwest study examines the association between state-level policies and suspension and expulsion rates in Oregon. Findings suggest that although policy shifts are associated with progress toward state equity goals, monitoring and support are still needed.

Guide to Conducting a Needs Assessment for American Indian Students (September 17, 2020)
This tool from REL Central provides culturally relevant needs assessment surveys and resources for educators in schools and districts serving American Indian students. The tool also describes how to administer the surveys, and analyze and interpret the findings.

Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia (September 16, 2020)
REL Mid-Atlantic's latest report with the School District of Philadelphia seeks to understand the distribution of teacher effectiveness in the district, and characteristics related to teacher turnover.

Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island (September 15, 2020)
REL Northeast and Islands analyzed patterns of retention, mobility, and attrition for beginning Rhode Island teachers who completed teacher preparation programs within the state between 2012/13 and 2016/17.

Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy (September 15, 2020)
A new report finds that text messaging parents, in specific ways, improved attendance among 26,000 elementary school students.

The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments (September 14, 2020)
REL Southeast conducted a study of the reliability and consequential validity of two teacher-administered diagnostic assessments of student mathematical knowledge to help inform Georgia schools using these measures as part of their multi-tiered system of support in grades K-8.

New data files and documentation for the 2018-19 Teachers’ Use of Technology for School and Homework Assignments survey  (September 9, 2020)
The survey collected data from public school teachers about their understanding of the types of devices and technologies that students use for educational purposes, the impact that students' access to technology outside of school has on teachers' 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. 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/langu

Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low‑Performing Schools in Massachusetts (September 8, 2020)
REL Northeast and Islands found statistically significant positive relationships between the low-performing schools' observation scores in each domain—Classroom Organization, Emotional Support, and Instructional Support—and schoolwide academic growth in English language arts and mathematics.

63 Million Adults Have Low Numeracy — More Than the Population of California and Texas Combined (September 1, 2020)
One in three U.S. adults possesses low numeracy skills, the majority of whom are U.S.-born according to the most recent results of the Program for the International Assessment of Adult Competencies (PIAAC) released today by the National Center for Education Statistics (NCES).