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The EdEvidence newsletter features a regular letter from REL-NEI’s director and highlights of research findings, events, and key stakeholders and personnel. Sign up today!

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	Teacher Effectiveness a Top Topic in New England (June 2010) Teacher and leader effectiveness is central to the national conversation about turning around low-performing schools and foremost on President Obama’s education reform agenda. But what exactly makes great teachers and leaders? How can teacher and leader effectiveness be defined, measured, rewarded, and, most importantly, replicated?
	Connecting to Practice: Response to Intervention at the State and Classroom Levels (April 2010) REL-NEI hosted a two-part Policy Challenges Webinar targeted to educators in Maine, New Hampshire, and Vermont and focused on the use of response to intervention (RTI) for teaching math in elementary schools.
	Connecting to Practice: REL-NEI Liaisons Take to the Road in 2009! (Jan/Feb 2010) In 2009, REL-NEI state liaisons and researchers participated at more than 40 education-related conferences and meetings across the Northeast and Islands Region, often staffing booths and providing overviews of REL-NEI.
	How Are States Approaching Response to Intervention? (Jan/Feb 2010) A new REL-NEI Issues & Answers Report finds that the six New England states and New York support response to intervention, or RTI, for overall school instructional improvement and for determining special-education eligibility at the local level.
	Online Algebra Access: What Can We Learn from Middle Grades Classrooms? (Mar/Apr 2009) Researchers and education stakeholders around the Northeast and Islands Region met via webinar to explore the design and implications of REL-NEI’s three-year study examining eighth-grade access to Algebra I in 70 mostly rural Maine and Vermont schools.
	Vicki Hornus: “Data Has the Potential to Depoliticize” (Mar/Apr 2009) “In my experience,” Hornus says, “school boards and other school policymakers sometimes base their decisions on conventional wisdom or limited information. Particularly for school boards, a greater reliance on data and evidence has the potential to depoliticize many decisions.”
	English Literacy Skills Linked to English Language Learners’ Performance on State Exams (Mar/Apr 2009) A REL-NEI Issues & Answers report examines the relationship between English language learners’ scores on a new English-language proficiency exam and their scores on the math, reading, and writing portions of the New England Common Assessment Program (NECAP).
	Report: Vermont Gender Gaps Same as Nation’s (Jan/Feb 2009) The report shows that from 2000 to 2007, fourth- and eighth-grade girls in Vermont and across the country consistently outscored boys in reading and writing on standardized tests, while boys typically outscored girls in math. The report also shows that gender achievement gaps are comparable between Vermont and U.S. students, measured among all students as well as by student poverty and disability status.
	Pathways to Math Achievement Study Showcased at Cross-REL Symposium (Jan/Feb 2009) Margaret Clements, co-principal investigator on REL-NEI’s Pathways to Math Achievement Study, discussed the project as part of a cross-REL panel at the National Rural Education Association research conference in San Antonio, Texas.
	Pathways to Math Achievement, Thinking Reader Launch Across Region (Nov/Dec 2008) Nearly 40 teachers in 35 rural schools in Maine and Vermont will serve as proctors for 250 eighth-graders who have been selected to take an online Algebra I course. The study compares students’ math achievement and math course-selection patterns through 10th grade with students in 35 control schools.