Ask A Research
Question

Ask A REL
Responses



Latest News

Recent Products

Self-study guide for implementing high school academic interventions

Self-study guide for implementing high school academic interventionsThis Self-study Guide for Implementing High School Academic Interventions was developed to help district- and school-based practitioners plan and implement high school academic interventions. It is intended to promote reflection about current district and school strengths and challenges in planning for implementation of high school academic interventions, spark conversations among staff, and identify areas for improvement. The guide provides a template for data collection and guiding questions for discussion that may improve the implementation of high school academic interventions and decrease the number of students failing to graduate from high school on time.

Read the report at: http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4505

School reading performance and the extended school day policy in Florida

reading performance and the extended school day policy in FloridaBeginning with the 2012/13 school year, Florida law required that the 100 lowest-performing elementary schools in reading extend the school day. This study examined how the lowest performing schools implemented the extended school day policy and the trends in school reading performance among the lowest performing schools and other elementary schools. The lowest-performing schools were located throughout Florida and on average, were smaller but served higher proportions of minorities and higher proportions of students receiving free or reduced-price lunch compared to other elementary schools. The lowest-performing schools reported increasing the number of minutes of reading instruction provided to students, increasing staff, and providing different instruction in the extra hour than during other reading instructional blocks. An increase in reading performance was observed for the lowest-performing schools the year the extended school day was implemented. However, this increase did not exceed what would have been expected in the absence of the required increase in reading instruction.

Read the report at: http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4534

More Products

A Systematic Review of the Relationships Between Principal Characteristics and Student Achievement

Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face: Results for Florida High School Courses

Development and Examination of an Alternative School Performance Index in South Carolina

Comparing methodologies for developing an early warning system

Upcoming Events

Wednesday, October 5, 2016
Implementing a Professional Learning Community Focused on the Foundational Skills to Support Reading for Understanding in Grades K-3
Charlotte, NC

More Information

Monday, November 7, 2016
Implementing a Professional Learning Community Focused on the Foundational Skills to Support Reading for Understanding in Grades K-3
Jackson, MS

More Information

Infographics