November Blogs from NCER and NCSER (December 7, 2021)
NCER and NCSER recently published blogs that cover several topics in education.
Supporting Integrated English Learner Student Instruction: A Guide to Assess Professional Learning Needs Based on the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (December 7, 2021)
This guide from REL West offers two tools and a ten-step process to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students.
Request for SBIR Proposals in 2022: Phase I and Direct to Phase II (December 6, 2021)
The ED/IES Small Business Innovation Research (SBIR) program provides funding for the development and evaluation of commercially viable education technology and special education technology products.
Principal Retention Patterns in Arizona, Nevada, and Utah (December 6, 2021)
This study by REL West found that fewer than half of principals in each state remained at the same school from fall 2016 to fall 2020 and turnover was higher among principals at lower-performing schools. Principals who moved to a new school tended to stay in the same local education agency.
IES releases evidence-based guide: How to Text Message Parents to Reduce Chronic Absence (December 2, 2021)
Chronic absence is a nationwide problem, even among young students. A recent Institute of Education Sciences (IES) study found that a carefully designed text messaging strategy improved attendance in elementary schools. Based on the study, this guide provides districts with information and tools for carrying out their own evidence-based attendance text messaging.
Estimating Changes to Student Learning in Illinois Following Extended School Building Closures due to the COVID-19 Pandemic (December 1, 2021)
REL Midwest examined data from 17 Illinois school districts over five years, including four years prior to the COVID-19 pandemic, to measure how student learning changed in fall 2020 relative to fall terms prior to the pandemic.