Reference Desk Requests
To provide stakeholders with timely responses to their education questions, the REL-NEI Reference Desk is available to education decision-makers—state education staff, superintendents, principals, district-level specialists, association heads, legislators, teachers unions, and parent-association staff—seeking to set priorities with limited financial resources.
Responses contain links to relevant websites, research reports, and journal articles, as well as targeted referrals to organizations or government-funded centers that provide more information and/or offer technical assistance. How does the Reference Desk work? REL-NEI researchers search journal articles and relevant research and prepare a list of resources especially for you.
Visit the Reference Desk
Sample Questions
What are the existing models for high school culminating or capstone projects? Is there any evidence of the impact of such models on students, school culture, and community perceptions?
What states provide a definition of excused and unexcused absences?
What does the research say specific to what qualifies a course as a laboratory science? Is it a percent of instructional time, or additional instructional time just for laboratory inquiry?
What are successful strategies for enabling students identified as both ELLs and students with disabilities to reach the same level of achievement as their peers who are only identified as students with disabilities?
What does the research say about documented differentiated identification strategies for reducing mis-identification of English language learners as students with disabilities?
What is the impact of Response to Intervention (RtI) on identification and eligibility rates for students with disabilities?
What is the impact of different placement strategies on academic achievement for students with disabilities?
In cases where English language learner (ELL) students are enrolled in mainstream classes, what does research say about the impact of ELL strategies on non-ELL students?
What are the existing models, key components, benefits, and challenges of successful international certificate programs at the high school level?
What does research say about summer activities, including library usage, and student achievement? In what ways have public schools collaborated with public libraries to provide effective summer programs?
What does research say on the optimal size for a school?
How have states addressed health, well-being, and school environment, including student engagement and connectedness, in secondary school reform efforts?
What does the literature say about the benefits of student-based funding?
Is there research that supports a kindergarten through grade 8 organizational model for school districts?
What are the critical features or components of successful models of professional development for teachers of students with developmental disabilities?
Which states have models of written curriculum? How do these states develop, disseminate, and implement the written curriculum? What are the best practices associated with developing, disseminating, and implementing the written curriculum?
What does the research say about the impact of lesson planning on teaching and learning? What does the research say about the key elements or components of effective lesson planning?
What are the key components in effective models of differentiated instruction?
In cases where English language learner (ELL) students are enrolled in mainstream classes, what does research say about the impact of ELL strategies on non-ELL students?
What does research say about the effective use of paraprofessionals with ELL students?
What research is available on science education in high-performing elementary schools with an enrollment of low SES students or high ELL rate?
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