This study aims to identify beating-the-odds high schools in Puerto Rico using both publicly available data and data provided by the Puerto Rico Department of Education (PRDE).
This study explores how evaluation outcomes vary among teachers in a large urban district in the Northeast on the basis of years of experience and demographic characteristics such as age, race, and gender.
Drawing on longitudinal administrative data from 2003 to 2012, this study, conducted for the English Language Learners Alliance at REL Northeast & Islands, describes how long it took English learner students to become reclassified and the student characteristics associated with longer or shorter times to reclassification.
This descriptive study uses data from the Early Childhood Longitudinal Study–Kindergarten Class 2010 dataset available from the National Center for Education Statistics (NCES) at the Institute of Education Sciences, US Department of Education.
REL Northeast & Islands researchers examined data from the Head Start Impact Study for patterns of early childhood education classroom quality across multiple domains: structural quality, process quality, teacher-child interactions, and instructional activities.
The REL Northeast & Islands Governing Board asked REL researchers to investigate how principals spend their time and what kinds of professional development they receive. This study describes how much time public-school principals reported spending on the job each week, how they reported spending time across several job-related tasks, and what professional development they reported receiving.
REL Northeast & Islands, in partnership with the Northeast College and Career Readiness Research Alliance, developed this survey and accompanying guide to help high schools and districts collect data on student experiences with competency-based learning. Policymakers and practitioners need this information to improve implementation and communication with students.
REL Northeast & Islands has created a series of three complementary guides that provide an overview of the survey research process designed for educators. The guides address survey development, sampling respondents, survey administration, and analysis and reporting of survey data.
This study examines the relationship between professional school climate and teachers’ satisfaction with their evaluations.
This study examines how a large urban district uses its new teacher evaluation system to address the needs of teachers who are less than proficient in one or more standards on the system’s evaluation rubric.
This report describes how Syracuse Public Schools formulated and implemented a new discipline policy using data and research.
This field-tested toolkit introduces program and policy leaders to the fundamentals of logic modeling and program evaluation, providing materials for schools and districts to host a workshop where participants engage in activities to build a logic model on their program or policy.
REL Northeast & Islands researchers studied how a sample of preschools in a midsized city in the Northeast collect data on early learning outcomes, classroom quality, and dosage; how they use that data; and the challenges they face collecting and using data.
This field-tested workshop toolkit guides facilitators through a set of structured activities to develop an understanding of how to foster a culture of data use in districts and schools.
REL Northeast & Islands researchers studied how competency-based learning is defined across New England and identified perceived challenges to and supports affecting its implementation.
This study is a survey of schools in the Greater Capital Region of New York to examine how they are using online learning, policies and practices for monitoring online learners, and barriers to using online learning options.
This report describes numerous online resources aligned to two areas of greatest need described by Northeast educators as they gear up to teach the CCSSM: instructional resources and resources that could be used for teacher professional development.
REL Northeast & Islands examined the implementation of new district teacher evaluation systems in the eight New Hampshire districts that received a School Improvement Grant. The study compares district plans, measures implementation fidelity, and examines factors affecting implementation.
This toolkit provides resources for schools and districts to host a workshop that engages practitioners in a collaborative process to build foundational skills for data-driven inquiry and instructional decision-making.
This report is a primer for using multilevel regression modeling to analyze multiple levels of data (students nested in schools) and provides an illustration from a REL Northeast & Islands study of English language learners in a single New England district.
NRDRA members recruited districts in a range of sizes from New York, Maine, New Hampshire, and Vermont to survey teachers on their preparation and familiarity with the Common Core and the types of resources that could help them implement them.
REL Northeast & Islands researchers with the US Virgin Islands College and Career Readiness Research Alliance created a data catalog to identify data elements that could be used in creating a college readiness indicator system.
Focusing on a sizable urban district in New England, this study examines the relationship between English language learner program type and ELLs’ academic success.
The Research Agenda–Setting Workshop assists a group of individuals seeking to establish a set of real and relevant questions to guide research with potential implications for education policy and practice.
The English Language Learner Alliance developed this survey to gather information from principals about school ELL programs, policies, practices, and professional development, as well as school-leader knowledge about ELLs.
The Early Childhood Education Research Alliance developed surveys to collect data on assessment use and the implementation of early learning standards.
The Northeast Educator Effectiveness Research Alliance investigated the use of student learning objectives as part of state teacher evaluation systems.