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Impact: Rhode Island |
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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 research say about the relationship between teacher content knowledge and student achievement? What are state graduation requirements and what measures other than statewide assessments do states use? What research exists on graduation requirements and high school dropout rates? Do other states have Chief Information Officers? What is the job description? What is the scope of work, including scope of responsibilities, relationship with other departments, etc.? What does the research say about the effectiveness of different types of testing/assessment accommodations for English language learners (with different characteristics)? Are students in poverty disproportionately represented in special education programs? What does the research say about the relationship between school culture and the achievement of students in poverty? What indicators of school culture have been used to study this relationship? What does the research say about the effectiveness of dropout prevention programs administered to at-risk youth at earlier high school grade levels compared to later grade levels? Is there a regional service or agency of expertise in deaf education in the Northeastern United States? What regional or national approaches to deaf education exist? In the United States, are there any collaboratives of urban school districts that have formed to collaborate on new strategies, tools and practices that address critical challenges to student success? What does the literature say about district consolidation? What are the benefits and/or drawbacks of different public elementary school configurations (e.g., preK–2, K–2, early childhood primary schools, and 3–5 elementary schools) on academic achievement and on social engagement and behavior? What are state graduation requirements and what measures other than statewide assessments do states use? What research exists on graduation requirements and high school dropout rates? What alternative pathways to high school graduation do states provide for ELLs? What does the research say about the effect of paraprofessionals or on student achievement in the areas of Special Education, Math, Science and ELL and the retention levels of paraprofessionals? What does research say about the impacts of career-changing teachers on student achievement in the teacher’s field of expertise and on retention levels of these teachers? Is there data available on the effectiveness of the various training models used to support collaborative instruction between regular and special educators working with students in grades 9 through 12? What does the research say about the effects of the “workshop” model of instruction on student outcomes, in general, and particularly at the high school level? What contemporary research is available on reading instruction and what are the findings? What does the research say about the effectiveness of different types of testing/assessment accommodations for English language learners (with different characteristics)? |
