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Long-Term Study in Maine and Vermont Schools to Examine Impact of Online Algebra for Eighth-Graders
22 January 2009
Boston, Mass. — Seventy mostly rural schools in Maine and Vermont are participating in a three-year, federally funded research study to examine whether improving access to Algebra I for eighth-graders through the use of an online course benefits student math achievement.
Long-Term Study in Maine Schools to Examine Impact of Online Algebra for Eighth-Graders
22 January 2009
Boston, Mass. — Fifty mostly rural schools in Maine are participating in a three-year, federally funded research study to examine whether improving access to Algebra I for eighth-graders through the use of an online course benefits student math achievement.
Long-Term Study in Vermont Schools to Examine Impact of Online Algebra for Eighth-Graders
22 January 2009
Boston, Mass. — Twenty mostly rural schools in Vermont are participating in a three-year, federally funded research study to examine whether improving access to Algebra I for eighth-graders through the use of an online course benefits student math achievement.
REL-NEI Database Showcases Teacher Retention Strategies in Four New England States
3 November 2008
Boston, Mass. — The Regional Educational Laboratory Northeast and Islands (REL-NEI) has prepared a searchable database of teacher retention policies and programs implemented by Connecticut, Maine, Massachusetts, and Vermont, providing education decision-makers with a powerful new resource organized by state, district size, per-participant cost, target audience, and target grade level, among other variables. On November 3, the Institute of Education Sciences at the U.S. Department of Education published a companion report, “Developing the ‘Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region.’”
Gender Achievement Gaps Among Vermont Students Reflect National Trends
15 September 2008
Boston, Mass. — A new report from the Regional Educational Laboratory Northeast and Islands (REL-NEI) finds that gender achievement gaps in reading, writing, and math assessments among fourth- and eighth-graders in Vermont are generally no greater than those of similar grade students in the United States as a whole.
Report Describes Math Education Practices for Students with Disabilities and Other Struggling Learners
2 September 2008
Boston, Mass. — A new report from the Regional Educational Laboratory Northeast and Islands (REL-NEI) addresses the critical need for more research on improving math education for students with disabilities and struggling learners. “Math Education Practices for Students with Disabilities and Other Struggling Learners: Case Studies of Six Schools in Two Northeast and Islands Region States” provides case studies of six New York and Massachusetts schools perceived by education leaders to be exemplary in their math education efforts with students.
Report Finds that 57 Percent of New York 4th-Graders with Disabilities Reached Proficiency on State Math Test
25 August 2008
Boston, Mass. — Fifty-seven percent of public school fourth-graders with disabilities in New York State reached proficiency on the statewide assessment exam in 2005, up from 49.6 percent in 2003, according to a new report from the Regional Educational Laboratory Northeast and Islands (REL-NEI). The increase is an improvement of 7.7 percentage points. At the same time, the proficiency gap between fourth-grade students with disabilities and general education students narrowed by 1 percentage point.
Report Identifies Rates of Student Access to Highly Qualified Teachers in New York State
21 May 2008
Boston, Mass. — Schools in rural, urban, and suburban settings in New York State all have high rates of highly qualified teachers teaching core assignments, according to a new study looking at teacher qualifications in that state conducted by the Regional Educational Laboratory Northeast and Islands (REL-NEI). Operated by Education Development Center, Inc. (EDC), REL-NEI is one of 10 Regional Educational Laboratories funded by the U.S. Department of Education’s Institute of Education Sciences.
REL-NEI Examines Programs for Struggling Readers in Four Northeast Cities
18 March 2008
Boston, Mass. — A new study by the Regional Educational Laboratory for the Northeast and Islands (REL-NEI) has identified six important factors for practitioners to consider when designing or improving middle grades reading programs for struggling readers. Operated by Education Development Center, Inc. (EDC), REL-NEI is one of 10 Regional Educational Laboratories funded by the U.S. Department of Education’s Institute of Education Sciences.
Measuring How Benchmark Assessments Affect Student Achievement
29 January 2008
Boston, Mass. — The Regional Educational Laboratory for the Northeast and Islands (REL-NEI) has announced the publication of its inaugural study, with more reports addressing critical issues in education policy and practice scheduled for release in coming months. Operated by Education Development Center, Inc. (EDC), REL-NEI is one of 10 Regional Educational Laboratories funded by the U.S. Department of Education’s Institute for Education Sciences.
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