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Impact: New Hampshire |
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Reference Desk RequestsTo 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. Sample QuestionsWhat does the research say about the effectiveness of using digital handheld tools (e.g., iPod Touch and NintendoDS units) in elementary, middle, and high school classrooms? What does research say regarding the use of Data Teams in school districts to assist with Data-Driven Decision-Making? What are the effects on students of grade retention? What does the literature say about the relationship between differentiated diplomas and graduation rates and/or achievement gaps? What does the research say about the effectiveness of dropout interventions in states that have compulsory attendance to 18? What does the research say about ways to keep kids in high school, especially in rural states like New Hampshire? How to address the fairness issue of “redemption through revision” when students turn in sub-par assignments, then use feedback from classmates and the teacher to revise their work for the final grade? What does the research say about the effect of authentic assessments on student outcomes, especially on improved standardized test scores for the schools implementing authentic assessments/ competency-based performance assessments? What does the literature say about the relationship between differentiated diplomas and graduation rates and/or achievement gaps? What does the research say about the effectiveness of dropout interventions in states that have compulsory attendance to 18? What does the research say about ways to keep kids in high school, especially in rural states like New Hampshire? Once the concentration of those eligible students reaches a certain percentage then the "additional" money is also allocated to every student in the classroom. Is this done anywhere else? What are the effects on students of grade retention? What are the elements and effects of Dual Enrollment, and what are some models? What does research say regarding the use of Data Teams in school districts to assist with Data-Driven Decision-Making? What are the existing models for public schools or public school-private entity partnerships that focus on the arts? What are some examples of best practices, evidence, or standards from states that have instructional coaching guidelines to help New Hampshire create its own instructional coaching standards? What is the best research on lesson planning and its connection to improved instruction and student achievement? What are some currently active in-house teacher recognition programs? What information is available about these programs? What is the connection between handwriting skills and reading proficiency? What, if any relationship, does a "morning meeting" have on student achievement in reading and mathematics? |
