Regional Educational Laboratory Northeast & Islands at EDC

This study examines the extent to which Connecticut's Teacher Education and Mentoring (TEAM) Program was implemented as planned and whether fidelity of implementation helped to retain participating teachers in the same district and in the Connecticut public school system.

This study examines employment outcomes among beginning teachers in Rhode Island who were trained in a teacher preparation program in the state. Using statistical models, researchers examine relationships between the teacher preparation institution and teacher retention, mobility, and attrition rates.

This resource identifies existing instruments used to measure three social and emotional learning skills among secondary school students: collaboration, perseverance, and self-regulated learning. The resource also identifies the availability of reliability and validity information for each of the instruments and offers considerations when reviewing this information.

This briefing paper addresses two questions:

1. What state-level policies and implementation strategies are proposed or currently in place that are intended to promote career and college readiness in STEM?
2. What are the critical characteristics and conditions of these policies?

This report describes how the Regional Education Laboratory Northeast & Islands at EDC supported the formulation and implementation of a new data- and research-based discipline policy in one mid-sized urban district.

This toolkit is designed to help school- and district-based practitioners engage in a continuous improvement effort. It provides an overview of continuous improvement as well as tools and resources that practitioners can use to implement a continuous improvement effort in their own schools, districts, or agencies.

Using data collected in Massachusetts, this study examines the relationships between schoolwide instructional observation scores and schoolwide student academic achievement and growth in state-designated, low-performing schools. Implications of the report’s findings are also presented.

This guide presents the Competency-Based Learning Survey for Students, a survey designed to help high schools collect data on students’ beliefs about, exposure to, and understanding of key elements of competency-based learning.

To better understand the implementation of prekindergarten legislation (Act 166) in Vermont, this study describes the relationship between the characteristics and location of prekindergarten children and their enrollment by type of prekindergarten program and state-assessed program quality. Implications of the report's findings are also presented.

This study examines how public school principals allocate their time to various job-related tasks and investigates the types of professional development they attend. Findings can be used to make decisions about principal training and other supports needed to meet the demands of the position.

This study analyzes data from the 2002/03 Head Start Impact Study (U.S. Department of Health and Human Services) using latent class analysis to determine whether multiple measures, each designed to address one aspect of classroom quality, could collectively differentiate classrooms in a consistent and substantively meaningful way.

This study provides states and schools with information about the use of kindergarten entry assessments nationwide and offers contextual information to state-level administrators as they select, develop, and implement these assessments.

This study examines the pathways used by students in New York at the outset of a new state policy establishing that students could replace one of the two required social studies Regents exams with another approved assessment in one of several subjects to earn the Regents diploma.

This study describes patterns in reclassification from English learner to English proficient, how the patterns changed over time as students spent more time in New York City (NYC) schools, and how reclassification patterns differed by specific student characteristics. Implications for policy, practice, and further research are also presented.

This study examines the relationship between Puerto Rico’s high school characteristics and student graduation rates. Findings from this study provide a starting point for stakeholders in Puerto Rico who are interested in using data-driven decision-making to address low rates of graduation in their high schools and communities.

This study uses data from an urban public school district to address two topics: whether the percentage of teachers with a below proficient summative performance rating varies by teacher characteristics and whether the percentage of teachers who improved their summative performance rating over three years varies by teacher characteristics.

This study compares two methods of identifying Beating-the-Odds Schools in Puerto Rico. Beating-the-Odds Schools include those schools that are performing better than expected, given the prior performance and characteristics of the students enrolled. Implications can inform policy work among both Puerto Rico stakeholders and a broader national audience.

This report supports districts in analyzing their student-level disciplinary data to answer important questions about the use of disciplinary actions, including whether these actions are disproportionately applied to some student subgroups and whether there are differences in student academic outcomes for different types of disciplinary actions.

This guide shows states and districts how to use publicly available data about district-level expenditures and student academic performance to calculate expenditure-to-performance ratios, providing these stakeholders with a strategy for exploring how conclusions about efficiency may vary depending on which types of expenditures and measures of performance are considered.

This study describes high school graduation outcomes for students who entered New York City schools in grade 5 or 6 as English learner students, including estimating on-time, five-year, and six-year graduation rates among these students. The study also investigates types of diplomas earned by short- and long-term English learner students.

This study examines the expenditure-to-performance ratio, a measure that can be used to examine school districts’ use of resources as a proxy measure of efficiency. Findings suggest that state policymakers should carefully consider expenditure and performance measures that are most relevant to their questions of interest.

This report presents the Home Language Survey Data Quality Self-Assessment that was developed to help state departments of education and school districts improve the quality of data collected through home language surveys and improve the identification of potential English learner students.

This document provides practitioners with a five-session coaching series on how to use the social and emotional learning (SEL) research literature to identify evidence-based SEL interventions to implement in their districts. The presentation, exercises, and worksheets have been adapted to meet the needs of self-guided learners.