The Effects of Hybrid Algebra I on Teaching Practices, Classroom Quality, and Adolescent Learning
Kentucky's hybrid algebra I program includes sustained professional development for teachers as well as instructional materials and recommended classroom practices. This report provides an overview of the randomized controlled study being conducted by REL Appalachia. It describes the intervention, the study design and timeframe of the study, key outcomes and measures, data collection approach, and analysis plan.
The Effects of Opening the World of Learning (OWL) on the Early Literacy Skills of At-Risk Urban Preschool Students
This report provides an overview of a randomized, controlled longitudinal study being conducted by REL Appalachia in the Memphis City Schools. The purpose of study is to determine whether a research-based preschool curriculum--Opening the World of Learning (OWL) --has an impact on the literacy achievement of at-risk children and, if so, whether such effects vary by types of children, families, schools, and preschool and program experiences. The report describes the intervention, the study design and timeframe of the study, key outcomes and measures, data collection approach and analysis plan.
West Virginia's progress toward universal prekindergarten
This report examines rates of participation in West Virginia’s universal, voluntary prekindergarten program from 2002/03 to 2006/07. It describes the share of seats provided by collaborative partners and public school systems and analyzes participation rates by demographic and socioeconomic subgroup and county characteristics.
Preparing to Serve English Language Learner Students: School Districts with Emerging English Language Learner Communities
This report aims to help school districts deal with the challenges of newly enrolling or rapidly increasing English language learner students by offering background information and sharing the experiences of districts that have addressed similar challenges in providing services and infrastructure to support the success of English language learner students.
Registering students from language backgrounds other than English
This report seeks to alert administrators, school staff, and database managers to variations in the naming systems of other cultures; to help them accommodate other cultures and identify students consistently in school databases; and to provide knowledge of other cultures' naming conventions and forms of address to assist in interacting with students and their family members.
Assessing the likelihood that Virginia schools will meet the proficiency goals of the No Child Left Behind Act
This report investigates progress in Virginia public schools in meeting the requirement of the No Child Left Behind Act of 2001 that every student be proficient in reading and math by 2014. It develops a statistical model that uses observed baseline proficiency and proficiency trends in schools to forecast gains for six student subgroups (White, African American, Hispanics, Economically Disadvantaged, Limited English Proficiency Students, Students with Disabilities) in elementary, middle, and high schools.