Search

Many college students experience basic needs insecurity, which includes a lack of--or fear of the lack of--access to healthy food, stable housing, reliable transportation, affordable child care, physical and mental health care services, the internet and technology, and other necessities students need to survive and thrive in a postsecondary academic setting. This evaluation report focuses on measuring the extent to which students used basic needs services at select institutions supported by Basic Needs Initiative (BNI) grantees in the 2020-21 and 2021-22 academic years and the impact of using services on students' short-term academic outcomes, including enrollment intensity (credits attempted), credits earned, grade point average, and fall to winter/spring retention. Education Northwest partnered with four BNI grantees on this report--Arkansas Community Colleges, Auburn University's Hunger Solutions Institute, John Burton Advocates for Youth, and United Way of King County--to access student-level data on the use of basic needs services, student demographics, and academic outcomes from 20 postsecondary institutions in Arkansas, Alabama, California, and Washington. This report has three key findings with implications for practice: (1) Collecting data on students' use of basic needs services and linking it to student demographic and outcome data was a new activity for many of the institutions included in this report, and the basic needs services data had several limitations; (2) Very few students in our sample used basic needs services, suggesting a large gap between students' reported needs and their access to services; and (3) Access to basic needs services had a positive impact on the number of credits students attempted and earned was positively related with retention.

The study evaluated the Personalized, Relevant, Engaged for Postsecondary (PREP) intervention implemented by Portland Public Schools (PPS) to promote student engagement in alternative high schools. The PREP intervention integrated three key components: project-based learning (PBL); career technical education (CTE), including certified CTE programs and career-related learning experiences (CRLEs); and social and emotional learning (SEL). The study examined the fidelity of implementation over two years using a pre-defined rubric. The study also used a comparative interrupted time series design to examine the effects of the intervention on measures of engagement and high school progression. The study found that PREP key components were implemented with adequate fidelity during the 2020-21 school year but not during the 2021-22 school year. Results from the impact study did not identify a statistically significant impact of the PREP intervention on retention and credit accumulation. However, the study found promising evidence that PREP may have decreased rates of severe absenteeism. The findings indicate that providing comprehensive assistance is crucial in helping opportunity youth.

The Washington State Department of Children, Youth, and Families (DCYF) administers and operates a state-funded preschool program called the Early Childhood Education and Assistance Program (ECEAP). To inform systemwide improvements in the program, the department contracted with Education Northwest to conduct a qualitative study of nine sites across the state. The goal of the study was to identify unique or innovative practices and provide recommendations for scaling these practices across the state in alignment with five domains in the ECEAP Performance Standards: (1) family engagement and partnerships; (2) use of an evidence-based and culturally relevant curriculum; (3) fostering supportive adult-child interactions; (4) measuring and supporting child outcomes; and (5) professional development and training.

In 2023, Region 16 Comprehensive Center (R16CC) and Education Northwest partnered to extend the scope of previous work and address feedback on a first report from R16CC's WA Tribal Advisory Board. Specifically, they responded to a call for a stronger focus on regional efforts in the Pacific Northwest. This document presents themes that emerged from conversations with key education leaders and scholars, along with examples and resources created and carried out by Indigenous education leaders and scholars in Idaho, Oregon, and Washington. The recommendations and resources in this report are intended to support educators and educational leaders across the region with strategies that could improve educational (and life) experiences for Native and non-Native students alike. This report is not an exhaustive list of all of the foundational elements of Indigenous education in the Pacific Northwest, but instead should be considered a summary of what has been learned from conversations with leaders in the region and a review of their published works.

Teachers Educating All Multilingual Students (TEAMS) is a teacher professional development program at Oregon State University that culminates in an English for speakers of other languages endorsement and/or a dual language specialization. TEAMS is partially funded through an Office of English Language Acquisition National Professional Development grant from the U.S. Department of Education, and participants receive scholarships to cover tuition. This study explores whether TEAMS professional development had an impact on the academic outcomes of English learner students whose teachers participated in TEAMS. The study authors used a two-step matching procedure to identify a group of comparison teachers in TEAMS school districts who appeared likely to enroll in TEAMS. They then selected a subset of students who had statistically indistinguishable demographic characteristics, program enrollment, and academic achievement from TEAMS students. Due to complications related to the COVID-19 pandemic, reliable assessment data were only available for the academic year 2018/19. The study found that teachers' participation in TEAMS positively impacted English learner students' English language arts assessment outcomes. English language arts testing scores of English learner students taught by TEAMS teachers were 0.348 standard deviations higher than those of comparison students taught by comparison teachers. This difference is statistically significant and of moderate size, representing a 13.6 percentile point increase for an average English learner student. Teachers' participation in TEAMS had no impact on students' English language proficiency outcomes.

Many states and districts offer full-day kindergarten (FDK) to provide additional time for student learning in the hope that it will improve student outcomes. Prior research has shown an association between FDK and gains in student outcomes such as math and reading standardized assessment scores. In 2015/16, through a policy shift, Oregon changed its funding structure for kindergarten enrollment, which created incentives for districts to offer FDK. This study examines three aspects of FDK in Oregon. First, the study looked at the characteristics of Oregon districts that offered FDK in 2013/14 and 2014/15 (the two years before the policy shift) and how those FDK programs were structured. Next, the study estimated the impact of attending FDK in one large Oregon school district in 2013/14 and 2014/15 on academic and non-academic outcomes. Lastly, the study explored how FDK programs were implemented in 2017/18 (after the policy shift). The study found that in 2013/14 and 2014/15, a majority of Oregon districts offered FDK in some capacity to all students and used district funding to support it. In one large Oregon school district, approximately 30 percent of kindergarten students in 2013/14 and 2014/15 were in FDK, and they tended to be more economically advantaged than their non-FDK peers. Compared to attending half-day kindergarten, attending FDK in this district had a small positive impact on attendance in grades 1 and 3 for the 2013/14 cohort and in grades K--3 for the 2014/15 cohort; a negative impact on English language proficiency in grade 3 in certain domains for English learners; and no impact on grade 3 test scores in math or reading, grade retention, or discipline. The results for attendance varied for different student groups, but there was no impact on test scores for different student groups. Examining how FDK programs were implemented after the policy shift, only 22 percent of teachers responded to a survey, and those respondents reported a focus on teacher-directed activities and limited use of kindergarten entry assessment data in 2017/18. These findings cannot be generalized to all FDK teachers in Oregon and only apply to teachers who responded. In the same year, the 42 percent of principals who responded to the survey reported that a small number of FDK students only received a half day of instruction and that there was a lack of curricular and professional development alignment between preschool and kindergarten. Again, these findings cannot be generalized to all schools with FDK. The study's mixed findings indicate that FDK may slightly improve student attendance in early elementary grades for some student groups and in settings that are similar to the large district examined in this study. The study also reveals a need for more research on the barriers to offering, accessing, and implementing FDK, as well as the variation in the impact of FDK on student outcomes. Finally, the study points to a need for additional state guidance and support on how to implement high-quality FDK programs. [For the Study Snapshot, see ED616502.]

Education Northwest conducted a landscape analysis to support the Region 16 Comprehensive Center in gathering information about promising practices and innovative strategies for recruiting and retaining Indigenous educators in teacher education programs (TEPs) and the workforce. This landscape analysis included a review of the literature; a review of enrollment and graduation data from TEPs across the country (publicly available from the U.S. Department of Education through Title II of the Higher Education Act); and interviews with scholars, experts, and program administrators who were conducting research around supporting Indigenous educators or were working in TEPs that enrolled or graduated high numbers of Indigenous students. The report is intended to provide insights and recommendations for Tribes, TEPs, schools, districts, regional entities, and state agencies with a focus on three research questions: (1) How can TEPs successfully recruit and retain Indigenous students? (2) How can schools and districts successfully recruit and retain Indigenous educators in the workforce? and (3) How can these findings inform ongoing and future work in Washington State?

In 2015 Oregon became the second state in the country to implement a statewide promise program. Its program, Oregon Promise, seeks to promote students' postsecondary attainment by covering nearly all community college tuition. This study used student data from K-12 public schools, Oregon Promise applications, and postsecondary records to examine which public high school seniors the program reached and served and to assess the program's impact on high school graduates' postsecondary outcomes in its first two years. The study found that Oregon Promise applicants generally reflected the demographic composition of all Oregon public high school seniors in 2015/16 and 2016/17, although applicants were more likely to be female and less likely to have received special education services. While applicant characteristics were similar in the first and second years, there were fewer eligible applicants and recipients in the second year, when an expected family contribution limit was added, than in the first year, and they were more likely to be from low-income households and to be students of color. Using grade point average (GPA) data from the Portland metropolitan area, the study also found that lowering the GPA requirement would have increased the overall applicant pool, as well as the number of applicants from low-income households and applicants of color. Just over half of recipients in the first year of the program renewed their award and received it in their second year at a community college. These recipients had better high school attendance and were more likely to have participated in college-level coursework during high school than recipients who received an award only in their first year. Finally, among high school graduates in the Portland metropolitan area with a GPA close to the eligibility cutoff (2.5), the offer of an award had a positive impact on first-year persistence and on persistence or college completion within four years of high school graduation. Findings from the statewide exploratory analysis also found positive program impacts on first-year persistence and persistence or college completion within three or four years of high school graduation for all 2015/16 and 2016/17 seniors in the state. Oregon stakeholders can use the findings to better understand the reach and impact of the Oregon Promise program, implications of program requirements on the number and composition of applicants and recipients, and the high school experiences of recipients who renewed their award. [For the Study Snapshot, see ED615646. For the appendixes, see ED615648.]

The "What Were the Reach and Impact of the Oregon Promise Financial Aid Program in Its First Two Years?" study examined Oregon Promise, a program that promotes students' postsecondary attainment by covering nearly all community college tuition. The study used student data from K-12 public schools, Oregon Promise applications, and postsecondary records to examine which public high school seniors the program reached and served and to assess the program's impact on high school graduates' postsecondary outcomes in its first two years. The study found that Oregon Promise applicants generally reflected the demographic composition of all Oregon public high school seniors in 2015/16 and 2016/17, although applicants were more likely to be female and less likely to have received special education services. Oregon stakeholders can use the findings to better understand the reach and impact of the Oregon Promise program. This document presents the following three appendixes that accompany the study: (1) Oregon Promise; (2) Methods; and (3) Supporting analysis. [For the full report, see ED615645. For the Study Snapshot, see ED615646.]

Although Oregon has made recent gains in its overall high school graduation rate, 21?percent of public school students entering grade?9 in 2014 did not graduate within four years, by 2018. To improve graduation rates, Oregon voters approved Ballot Measure 98 in 2016 to fund dropout prevention and college and career readiness initiatives in high schools. Many districts used the funding to adopt an early indicator and intervention system (EIIS) to identify students who are not on track to graduate on time by monitoring related indicators, such as chronic absenteeism, disciplinary infractions, course progression, and academic performance, through a frequently updated data system. Districts can tailor the system by setting their own on-track thresholds for each indicator to identify students at risk of not graduating on time, assigning those students to interventions, and monitoring student response to the interventions. This study took advantage of the additional funding being offered to districts across the state to look at first-year effects on chronic absenteeism, disciplinary infractions, course progression, and academic performance by comparing the outcomes in 65 districts that adopted an EIIS to the outcomes in a set of similar districts that used the additional funding for other dropout prevention or college and career readiness initiatives. The study offers insight into the effectiveness of early efforts to scale up EIISs, a popular school-level intervention. EIIS adoption appears to have reduced the percentage of students who were chronically absent by 3.9?percentage points but does not appear to have had positive effects on the three other student outcomes during the first year: the percentage of students with disciplinary infractions, the percentage of grade?10 students who had acquired enough credits by the end of grade?9 to be considered on track for on-time graduation, or the percentage of grade?11 students meeting or exceeding proficiency standards on state math and English language arts tests. The findings offer the Oregon Department of Education information on the early effects of its efforts to promote EIIS across Oregon. The findings can also be used by other state and district education leaders to inform their considerations to scale up EIIS or other similar programs. [For the Study Snapshot, see ED614631. For the appendixes, see ED614632.]

The "Professional Development Incentives for Oregon's Early Childhood Education Workforce: A Randomized Study" examined whether professional development incentives for the Oregon early childhood education (ECE) workforce members increased career lattice sign-up and increased education and training levels or workplace retention. The study found that sending emails encouraging career lattice sign-up had no detectable impact on career lattice sign-up or workplace retention. Sending emails about automatic enrollment in a scholarship program had no detectable impact on scholarship use, career lattice movement, college credit hours earned, or workplace retention. The findings suggest that low-touch interventions such as emails have promise for increasing training hours but are not sufficient to induce changes in career lattice sign-up, continuing postsecondary education, or workplace retention for Oregon ECE workforce members. The results have implications for future research, in addition to demonstrating how better messaging and supports can mitigate barriers to further education and training and how email campaigns can be leveraged for workforce communication efforts. This document presents the following three appendixes that accompany the study: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED614624. For the Study Snapshot, see ED614625.]

The "First-Year Effects of Early Indicator and Intervention Systems in Oregon" study provides information to the Oregon Department of Education and Oregon districts that are adopting or considering adopting an early indicator and intervention system (EIIS), as well as to other interested state and district education leaders who are considering a similar system. This appendix provides an overview of the literature on EIISs, including key indicators of high school dropout and graduation; which grade levels to focus on, as identified in the research for preventing high school dropout; and the evidence on EIISs that was available before this study. It then summarizes the history of Oregon Ballot Measure 98 and the High School Success Initiative during its first two years to provide additional context. Finally, it offers a more detailed description of each component of an EIIS. [For the full report, see ED614630. For the Study Snapshot, see ED614631.]

Many states seek to increase the education levels of their early childhood education (ECE) workforce to improve the quality of care for children. Oregon encourages all ECE workforce members to sign up for a career lattice, a career pathway system that helps them determine goals related to increasing their education. The state also offers incentives for reaching specific steps in the career lattice and scholarships for college credit and community-based training. This study used two randomized controlled trials in 2018 and 2019 to test whether sending emails and offering different financial incentives to Oregon ECE workforce members increased career lattice sign-up and increased education and training levels or workplace retention. The study found that sending emails encouraging career lattice sign-up had no detectable impact on career lattice sign-up or workplace retention. Sending emails offering a monetary incentive at an earlier-than-usual step on the career lattice had a positive impact on training hours recorded but no detectable impact on career lattice movement, college credit hours earned, or workplace retention. Sending emails about automatic enrollment in a scholarship program had no detectable impact on scholarship use, career lattice movement, college credit hours earned, or workplace retention. Lastly, after participants were randomly assigned to study groups, the email campaigns were implemented as planned, reaching all intended participants, although the interventions ended sooner than planned because of a state policy change. The findings suggest that low-touch interventions such as emails have promise for increasing training hours but are not sufficient to induce changes in career lattice sign-up, continuing postsecondary education, or workplace retention for Oregon ECE workforce members. These results have implications for future research, in addition to demonstrating how better messaging and supports can mitigate barriers to further education and training and how email campaigns can be leveraged for workforce communication efforts. This information is particularly relevant for state agencies and education and training providers. [For the Study Snapshot, see ED614625. For the appendixes, see ED614626.]

The "State-Funded Preschool in the Last Frontier: Alaska's Pre-Elementary Grant Program" study examined the implementation of Pre-Elementary Grant (PEG) programs in Alaska, the characteristics of PEG districts and the students served, and the student outcomes related to participating in state-funded preschool, including participating in a PEG program. Based on analyses of documents, interviews, and administrative data, the study found that PEG districts served a higher proportion of Alaska Native students, English learner students, and students in rural remote schools than did non-PEG districts and that these differences increased between 2016/17 and 2018/19 as more districts received funding. The study findings have important implications for Alaska's efforts to expand preschool and might also be of interest to other predominantly rural states that are considering similar efforts. Specifically, the implementation findings can help practitioners, program directors, and state agency staff members in Alaska provide more targeted support to districts and modify the grant program in future years. This document presents the following four appendixes that accompany the study: (1) About the study; (2) Methods; (3) Supporting analysis; and (4) Interview and document analysis. [For the full report, see ED614560. For the Study Snapshot, see ED614561.]

Created in 2016, Alaska's Pre-Elementary Grants (PEGs) allow school districts to design, develop, and expand affordable and accessible preschool in their communities. PEGs aim, in particular, to serve historically disadvantaged students. This study aimed to help Alaska stakeholders better understand how districts implemented the grants and what were the characteristics and outcomes of children who participated in PEG programs. Based on analyses of documents, interviews, and administrative data, the study found that PEG districts served a higher proportion of Alaska Native students, English learner students, and students in rural remote schools than did non-PEG districts and that these differences increased between 2016/17 and 2018/19 as more districts received funding. PEG districts used the program's flexibility primarily to provide or support part-day preschool. In addition, students' participation in state-funded preschool between 2013/14 and 2017/18, including PEG participation, was positively related to kindergarten readiness, kindergarten and grade 2 English language proficiency, kindergarten and grade 1 attendance, and grade 3 assessment scores in math but not to grade 3 assessment scores in reading. The study findings have important implications for Alaska's efforts to expand preschool and might also be of interest to other predominantly rural states that are considering similar efforts. Specifically, the implementation findings can help practitioners, program directors, and state agency staff members in Alaska provide more targeted support to districts and modify the grant program in future years. The promising findings on the relationship between PEG participation and student outcomes point to the need for more rigorous research on this topic--an effort that would benefit from improved data collection. [For the Study Snapshot, see ED614561. For the appendixes, see ED614563.]

The "Pathways to Teaching: Teacher Diversity, Testing, Certification, and Employment in Washington State" study examined the state's shortage of teachers of color. The study investigated six steps in the teacher preparation and career pathway at which teacher candidates and teachers are likely to drop out or leave the profession: three teacher preparation tests, certification, employment, and retention. Among all teacher candidates who took at least one of these steps during 2010-19, Hispanic candidates and non-Hispanic candidates of color were less likely than White candidates to complete each step, took longer to complete each step, and were less likely to become a certificated educator in a Washington K-12 public school. The descriptive findings suggest that education policymakers consider revising policies and programs to increase the number of teachers of color. This document presents the following two appendixes that accompany the study: (1) Methodology; and (2) Supporting analyses. [For the full report, see ED613183. For the Study Snapshot, see ED613184.]

The number and percentage of students of color are growing in Washington state, yet the teacher workforce remains largely White (non-Hispanic). This means that few students of color have teachers who share their race or ethnicity, which could have consequences for student achievement and wellbeing. To better understand the state's shortage of teachers of color, this study investigated six steps in the teacher preparation and career pathway at which teacher candidates and teachers are likely to drop out or leave the profession: three teacher preparation tests, certification, employment, and retention. Among all teacher candidates who took at least one of these steps during 2010-19, Hispanic candidates and non-Hispanic candidates of color were less likely than White candidates to complete each step, took longer to complete each step, and were less likely to become a certificated educator in a Washington K-12 public school. The descriptive findings suggest that education policymakers consider revising policies and programs to increase the number of teachers of color. The state has already made changes, such as revising testing requirements for teacher candidates. [For the Study Snapshot, see ED613184. For the appendixes, see ED613185.]

Districts and schools that implement programs related to student well-being, academic, and life skill development (WALSD) improve school climate, academics, and discipline (Kendziora & Yoder, 2016). The programs also have significant effects on how students function in school and work as well as their emotional and mental health, even into adulthood (Hawkins et al., 2005). Supporting a positive instructional environment where students can learn and practice well-being, academic, and life skills is a process, not a program. It is important to align and integrate efforts across districts and within schools to allow continuous growth among students and school community members. Collaboratively developing, managing, and supporting a WALSD vision builds ownership and ensures that WALSD programs and practices align with the district's system efforts. This self-assessment can help districts identify areas of growth and success while undertaking or expanding whole child supports across their systems. It is intended to be used by district teams to guide reflection and engage in collaborative planning.

These are the appendixes for the report "Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification." The study sought to inform Alaska stakeholders about the identification, classification, service provision, and reclassification patterns of Alaska Native English learner (EL) students. More broadly, it also sought to inform policymakers, practitioners, and researchers regarding EL policy as it affects Indigenous students. Indigenous students, including Alaska Native, American Indian, and Native Hawaiian students, are underrepresented in EL policy research (Carjuzaa & Ruff, 2016). Much research focuses on immigrant-origin students--specifically, Spanish-speaking students. Although the Spanish-speaking EL population accounts for roughly 80 percent of the EL population in the United States (U.S. Department of Education, n.d.), there are many EL students with other racial/ethnic, linguistic, and national backgrounds. This gap in EL policy research is important because EL students have highly disparate outcomes that often correlate with racial/ethnic and linguistic characteristics. Research on this important group of students is critical for education stakeholders as they work to ensure that Indigenous EL students receive high-quality, equitable, and appropriate education services and supports. The appendixes include: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED612515. For the study snapshot, see ED612516.]

This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient. Alaska is one of several states where Indigenous students make up a large segment of the EL population. Drawing on Alaska state data from 2011/12 to 2018/19, this study found that roughly a quarter of Alaska Native kindergarten students statewide were classified as EL students. Alaska Native EL students are a diverse group. The Alaska Native EL students in the study spoke 24 different home languages and had varied demographic and education characteristics. Compared with non-Alaska Native EL kindergarten students, Alaska Native EL students had lower English proficiency levels and higher rates of economic disadvantage in a cash-based economy (defined in box 1). The percentage of kindergarten students who were Alaska Native EL students was highest in schools that were rural, schools that had higher rates of economic disadvantage, and schools that employed fewer English as a second language teachers. In interviews, four district leaders shared that identification, classification, service provision, and reclassification practices were the same for Alaska Native EL students as for other Alaska EL students. These interviewees shared that limited financial and human resources compromised the quality and availability of EL supports. However, a review of 26 district EL Plans of Service revealed that less than a third of districts described policies and services directed specifically toward Alaska Native EL students, including heritage language programs, community outreach, and collaboration between Alaska Native education programs and EL programs. Statewide, EL reclassification rates were low for all EL students but especially low among Alaska Native EL students. By the end of grade 7, only 11 percent of Alaska Native EL students had been reclassified compared with 30 percent of non-Alaska Native EL students. This report identifies implications for Alaska, and for other states serving Indigenous EL students, for ensuring that EL education policy, funding, and service provision support Alaska Native and other Indigenous EL students equitably and with excellence. [For the study snapshot, see ED612516. For the appendixes, see ED612517.]

These are the appendixes for the report, "Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon" (ED610682). Students in grades K-5 who receive exclusionary discipline are more likely to experience chronic absenteeism, academic failure, and disciplinary problems throughout their school career. In the long term they are at greater risk of delinquency, substance abuse, and dropout. Elementary school students in schools with higher rates of exclusionary discipline report lower ratings of classroom order, feelings of safety, and have lower academic achievement than students in schools that use positive behavioral supports. Further, removing students for minor disruptive behaviors does not improve academic outcomes for students in the school who are not suspended. These studies provide evidence that school discipline is an important concern. However, additional research is needed to determine whether exclusionary discipline causes these negative student outcomes. This study used University of Oregon Schoolwide Information System (SWIS) data to examine the use of exclusionary and nonexclusionary discipline practices in grade K-5 from 2011/12 through 2017/18 in a voluntary sample of schools implementing Positive Behavioral Interventions and Supports (PBIS). The data covered the four years before implementation of the 2015 school discipline policy change (2011/12-2014/15) and the three years following implementation (2015/16-2017/18). Three appendixes are included: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED610682. For the study snapshot, see ED610683.]

Racial equity is a high priority in Oregon, which along with many other states has enacted reforms in the past decade to improve racial equity in school discipline practices. One common approach has been to focus on reducing the use of exclusionary discipline, which removes students from classroom instruction. In 2015 the Oregon legislature limited the use of exclusionary discipline for students in grades K-5 to situations that pose a direct threat to the safety of other students and adults. The 2015 legislation built on 2013 policies that required schools to reduce the unnecessary use of exclusionary discipline and increase the use of nonexclusionary discipline. This study was conducted in response to a request from Oregon education leaders for information on the association between the 2015 state policy reform and school discipline and how the association differed by student race/ethnicity. Using data from a voluntary sample of 401 schools that served grades K-5, the study found that the numbers of office discipline referrals that resulted in exclusionary discipline and in nonexclusionary discipline increased after the 2015 policy reform relative to pre-policy trends, especially for Black students. During the post-policy years Black students experienced the largest increase in exclusionary discipline and were twice as likely as students overall to experience exclusionary discipline. For most student racial/ethnic groups the 2015 policy reform was associated with a significant shift in the post-policy years from exclusionary to nonexclusionary discipline. However, this finding did not hold for Black students, for whom office discipline referrals became more likely to result in exclusionary discipline and less likely to result in nonexclusionary discipline after the 2015 policy reform. For White students and some other racial/ethnic student groups, the 2015 policy reform was also associated with a shift from exclusionary to nonexclusionary discipline for minor, disruptive, and aggressive behavioral infractions that were not considered a threat to safety. However, the reform was associated with a shift toward exclusionary discipline for office discipline referrals issued to Black students for disruptive infractions and to Hispanic students for aggression. [For the study snapshot, see ED610683. For the appendices, see ED610684.]

These are the appendices for the report, "The Implementation and Outcomes of Lesson Study in Community College Mathematics." The report describes a project undertaken by Community College Research Center (CCRC), Education Northwest, and three community colleges in Oregon to adapt lesson study for use among faculty teaching a precollege (developmental) quantitative literacy course. Lesson study is a collaborative professional development approach that has been implemented among K-12 mathematics teachers with promising results for both teachers and students. There are four appendices in the document. [For the full report, see ED615171.]

This report describes a project undertaken by CCRC, Education Northwest, and three community colleges in Oregon to adapt lesson study for use among faculty teaching a precollege (developmental) quantitative literacy course. Lesson study is a collaborative professional development approach that has been implemented among K-12 mathematics teachers with promising results for both teachers and students. There has been limited research on its application in higher education. The authors discuss findings from a mixed-method study of the adapted model's implementation among faculty in the community colleges as well as limited findings on student learning and progression in developmental mathematics. Data sources for the study include interviews with participating faculty and college administrators, a survey of all mathematics faculty at the three colleges, observations of lesson study activities, an assessment of student learning, and administrative data. Although lesson study is different from typical professional development available in community colleges, faculty at the colleges were able to implement lesson study successfully. Participants largely enjoyed their lesson study experience, particularly its focus on improving mathematics pedagogy and the opportunities it provided for intensive and productive collaboration. And faculty adopted new teaching practices as a result of their participation in lesson study. Owing to study design and time limitations, the authors were not able to rigorously evaluate lesson study's impact on student outcomes. Drawing on qualitative analysis, they present a theory of change for lesson study and offer suggestions for future research that could assess the impacts of lesson study on student learning and outcomes in community colleges. [For the appendices, see ED615173.]

This is the appendixes for the report, "Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions?" This study examined the association between state-level policy reforms and suspension and expulsion rates for grades K-12 in Oregon public schools. The findings suggest that the policy shift has led to some short-term progress on two of the state's main goals--reducing unnecessary removal of students from classroom instruction for disciplinary reasons and reducing exclusionary discipline for weapons offenses that do not involve firearms. Across all grade spans the use of exclusionary discipline declined from school year 2008/09 to 2016/17, with greater reductions for grades 9-12 and 6-8 than for grades K-5. Oregon's policy reforms were associated with short-term reductions in some forms of exclusionary discipline after pre-policy trends and other factors were adjusted for. For example, the 2013 policy reforms were associated with short-term reductions in the number of out-of-school suspensions per student for grades 9-12 and 6-8, and the 2015 policy reforms were associated with a reduction in out-of-school suspensions for grades K-5. For grades 6-8 and K-5 the policy reforms were also associated with reductions in the number of expulsions per student. However, many disciplinary actions reverted--or appeared to be reverting--toward pre-policy trends within a few years. Meanwhile, for all grade spans the policy reforms were not associated with reductions in the use of in-school suspensions after other factors were adjusted for. The declining rates of exclusionary discipline indicate progress, but growth in out-of-school suspensions in recent years suggests the need for further monitoring and additional support. For example, strengthening efforts to reduce suspensions for minor infractions, especially for grades 9-12 and 6-8, could reduce unnecessary suspensions overall--a priority of Oregon's school discipline policy reforms. Four appendixes are included in the document. [For the full report, see ED607760; for the study snapshot, see ED607762.]

In 2013 and 2015 Oregon enacted legislation that shifted school discipline policies from a zero-tolerance approach to one that emphasizes preventing behavioral problems and reducing unnecessary suspensions and expulsions. Suspensions and expulsions are often referred to as exclusionary discipline because they remove students from classroom instruction. This study examined the association between state-level policy reforms and suspension and expulsion rates for grades K-12 in Oregon public schools. The findings suggest that the policy shift has led to some short-term progress on two of the state's main goals--reducing unnecessary removal of students from classroom instruction for disciplinary reasons and reducing exclusionary discipline for weapons offenses that do not involve firearms. Across all grade spans the use of exclusionary discipline declined from school year 2008/09 to 2016/17, with greater reductions for grades 9-12 and 6-8 than for grades K-5. Oregon's policy reforms were associated with short-term reductions in some forms of exclusionary discipline after pre-policy trends and other factors were adjusted for. For example, the 2013 policy reforms were associated with short-term reductions in the number of out-of-school suspensions per student for grades 9-12 and 6-8, and the 2015 policy reforms were associated with a reduction in out-of-school suspensions for grades K-5. For grades 6-8 and K-5 the policy reforms were also associated with reductions in the number of expulsions per student. However, many disciplinary actions reverted--or appeared to be reverting--toward pre-policy trends within a few years. Meanwhile, for all grade spans the policy reforms were not associated with reductions in the use of in-school suspensions after other factors were adjusted for. The declining rates of exclusionary discipline indicate progress, but growth in out-of-school suspensions in recent years suggests the need for further monitoring and additional support. For example, strengthening efforts to reduce suspensions for minor infractions, especially for grades 9-12 and 6-8, could reduce unnecessary suspensions overall--a priority of Oregon's school discipline policy reforms. [For the appendixes, see ED607761; for the study snapshot, see ED607762.]

This study summarizes the secondary career and technical education (CTE) landscape in Oregon under its last CTE state plan, which was implemented under the federal Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV), and it provides baseline information to guide implementation of Oregon's updated state plan under Perkins V. This study is the first to examine secondary CTE participation and outcomes under Perkins IV in Oregon, and it uses data from 2007/08 through 2017/18. To examine depth of CTE experience, this study classified students into four categories: nonparticipants (secondary students who earned fewer than 0.5 CTE credits), participants (secondary students who earned 0.5 or more CTE credits in a single CTE program), concentrators (participants who earned one or more CTE credits in a single secondary CTE program; this aligns with Oregon's Perkins IV definition of a concentrator), and concentrators+ (concentrators who earned two or more CTE credits in a single secondary CTE program; this aligns with Oregon's Perkins V definition of a concentrator). This study found that the number of secondary CTE programs has increased since 2015, with the steepest increase in urban schools, and that public high schools offered, on average, three CTE programs by 2017/18. Paralleling patterns in school CTE offerings, student participation in secondary CTE programs declined from the class of 2011 to the class of 2015 and increased starting with the class of 2016. At 67 percent, the class of 2018 had the highest participation rate of all previous cohorts in the study period. Although secondary CTE participation and concentration increased overall, disparities persisted across student demographic groups (as defined by gender, economic disadvantage, special education status, and English learner status). This study also found that CTE concentrators graduated from high school in four years at higher rates than students who did not participate in CTE or those who participated but did not concentrate, controlling for other important factors. In-state employment rates in 2018 were similar for CTE concentrators and nonconcentrators for the classes of 2011 and 2012, but CTE concentrators had higher annual earnings, after adjusting for other factors associated with workforce outcomes. The study concludes with considerations and implications for CTE leaders in Oregon that will support their efforts in continuing to ensure equitable access to and outcomes in CTE programs throughout the Perkins V years.

These are the appendixes for the report, "Implementation of Career- and College-Ready Requirements for High School Graduation in Washington" (ED606463). The study looked at differences in the percentages of 2018 graduates who met the requirements and of 2018 graduates who did not across student groups (by socioeconomic status, English learner status, race/ ethnicity, and prior achievement). It also examined changes in student academic outcomes for districts that had increased total, science, fine arts, or world languages credit requirements each year between the class of 2013 and the class of 2018. The study found that the percentage of districts that had implemented all the CCR graduation requirements increased from 9 percent for the class of 2018 to 56 percent for the class of 2019. The districts that had implemented the CCR graduation requirements for the class of 2018 tended to have more teachers and more courses per student across content areas than districts that had not. About 27 percent of 2018 graduates statewide met all the requirements; gaps across student groups suggest that barriers exist for students who are eligible for the national school lunch program and students who attend schools in which more than 75 percent of students are eligible, current English learner students, students of color, and students with low scores on grade 8 state assessments. Finally, district-level increases in total, science, fine arts, or world languages credit requirements between the class of 2013 and the class of 2018 showed little impact on student academic outcomes. Three appendixes are included: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED606463; for the study snapshot, see ED606468.]

In 2014 the Washington state legislature approved career- and college-ready (CCR) requirements for high school graduation that better align with career pathways and with admissions standards at the state's public universities than previous requirements did. The CCR requirements increased the total number of credits needed to graduate, from 20 to 24, by requiring an additional credit of laboratory science, an additional credit of fine arts, and two credits of world languages, though students can replace one fine arts credit and two world languages credits with credits in other content areas that align with their postsecondary plans. The requirements took effect for the class of 2019, though some districts implemented them earlier and others received a waiver to delay implementation until the class of 2021. State and local education leaders in Washington asked the Regional Educational Laboratory Northwest to study districts' progress in implementing the requirements for the classes of 2018 and 2019. The study looked at differences in the percentages of 2018 graduates who met the requirements and of 2018 graduates who did not across student groups (by socioeconomic status, English learner status, race/ ethnicity, and prior achievement). It also examined changes in student academic outcomes for districts that had increased total, science, fine arts, or world languages credit requirements each year between the class of 2013 and the class of 2018. The study found that the percentage of districts that had implemented all the CCR graduation requirements increased from 9 percent for the class of 2018 to 56 percent for the class of 2019. The districts that had implemented the CCR graduation requirements for the class of 2018 tended to have more teachers and more courses per student across content areas than districts that had not. About 27 percent of 2018 graduates statewide met all the requirements; gaps across student groups suggest that barriers exist for students who are eligible for the national school lunch program and students who attend schools in which more than 75 percent of students are eligible, current English learner students, students of color, and students with low scores on grade 8 state assessments. Finally, district-level increases in total, science, fine arts, or world languages credit requirements between the class of 2013 and the class of 2018 showed little impact on student academic outcomes. [For the appendixes to this report, see ED606466. For the study snapshot of this report, see ED606468.]

Many states, including Washington, are attempting to reduce teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in further support for these teachers to seek full certification, Washington policymakers want to understand the interest of limited certificated teachers in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. This study presents the results of a statewide survey of limited certificated teachers on those topics. More than two thirds of respondents expressed interest in becoming fully certificated many in a subject area in which there is a staffing shortage. Respondents who expressed interest in becoming fully certificated identified substantial barriers to doing so, including time and financial concerns. This was true particularly for limited certificated teachers of color, who identified a broader range of supports needed to pursue full certification than White teachers did. The findings have important implications for the state's efforts to reduce teacher shortages and to increase the diversity of its teacher workforce and for designing state policies and programs to help limited certificated teachers become fully certificated. [For the appendixes, see ED600823; for the study brief, see ED600824; and for the study snapshot, see ED600825.]

Many states, including Washington, are attempting to reduce teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in further support for these teachers to seek full certification, Washington policymakers want to understand the interest of limited certificated teachers in becoming fully certificated, the barriers they face to doing so, and the supports they report needing in order to pursue full certification. This study presents the results of a statewide survey of limited certificated teachers on those topics. More than two-thirds of respondents expressed interest in becoming fully certificated many in a subject area in which there is a staffing shortage. Respondents who expressed interest in becoming fully certificated identified substantial barriers to doing so, including time and financial concerns. This was true particularly for limited certificated teachers of color, who identified a broader range of supports needed to pursue full certification than White teachers did. The findings have important implications for the state's efforts to reduce teacher shortages and to increase the diversity of its teacher workforce and for designing state policies and programs to help limited certificated teachers become fully certificated. [For the full report, see ED600822; for the appendixes, see ED600823; and for the study snapshot, see ED600825.]

This document is designed to help school district teams engage in meaningful and productive conversations about how federal American Rescue Plan (ARP) Act funds can be used to address students' academic and social-emotional needs in the wake of the COVID-19 pandemic. This document offers considerations, examples of evidence-based strategies, and supporting resources in three critical areas: (1) Addressing the academic impact of lost instructional time; (2) Conducting meaningful family and community engagement; and (3) Providing social-emotional and mental health supports.

In the past few decades, the cost of college has risen significantly, while federal, state, and institutional financial aid and family income have remained stagnant or declined (Goldrick-Rab, 2018). As a result, many college students struggle to afford the full cost of college attendance and may experience basic needs insecurity, including the lack of access to healthy food, stable housing, reliable transportation, affordable child care, physical and mental health care services, the internet and technology, and other necessities they need to survive and thrive in a postsecondary academic setting. To support students' postsecondary success, ECMC Foundation launched the Basic Needs Initiative (BNI) in 2019, funding seven grantee organizations to further the development and sustainability of basic needs services at postsecondary institutions through direct service, technical assistance, and research. This evaluation report primarily draws on data collected in spring 2022, including survey data from nearly 60 postsecondary institutions who partnered with the BNI grantees and interviews with college staff members leading basic needs centers and students who accessed basic needs services at 5 postsecondary institutions. The evaluation found that the postsecondary institutions working with BNI grantees provided their students with a wide variety of basic needs services, with food assistance and emergency aid being most common. Case study findings revealed promising implementation practices, and students shared practical actions colleges can take to alleviate the stigma associated with accessing services. Moving forward, postsecondary institutions would benefit from implementation support and advocacy for basic needs services.

This study was conducted at the request of education policymakers who participate in the Montana Rural Recruitment and Retention Task Force. Like many states, Montana is struggling to recruit and retain qualified educators, especially in certain subject areas and in more rural parts of the state. The purpose of this study is to provide information that will help the task force address these challenges. Task force members asked REL Northwest to examine the following questions: (1) What is the extent of educator shortages in the state in 2017/18? How do educator shortage patterns vary by characteristics of school systems?; (2) To what extent did educators stay in their position and school system, move to a different position within the school system, move to a different school system, or leave the public education system between 2016/17 and 2017/18? How do educators' decisions to stay, move, or leave school systems and/or positions vary by the characteristics of educators and school systems?; and (3) To what extent were teachers and principals in Montana employed in multiple roles within their school systems and/or within multiple school systems in 2016/17? How did patterns in holding multiple roles differ by the characteristics of school systems? To examine these questions, REL Northwest used statewide administrative data from 2016/17 and 2017/18 .Task force members were also interested in the intended mobility of educators in the following school year (2018/19), including factors associated with accepting their current position, and--for administrators--the top barriers they faced to hiring teachers. To meet this request, we examined data from an existing statewide survey of teachers, principals, and superintendents, and we provide the findings in an appendix. Task force members and other policymakers in Montana will use this information as they determine how to address the state's educator workforce challenges. Given the high percentage of schools located in rural areas in Montana, the study findings may be useful to other states with similar demographics. Educator mobility in Montana: Understanding issues of educator shortages and turnover. Key findings: (1) Educator shortages in Montana: (a) In the 2017/18 school year, district administrators in Montana reported that 62 percent of positions in shortage subject areas, such as math and science, were difficult to fill or unable to be filled; and (b) In the 2017/18 school year, rural school system administrators reported a higher percentage of positions as difficult to fill or unable to be filled, as compared to non-rural school system administrators; (2) Educator mobility and attrition in Montana: (a) In the 2017/18 school year, 86 percent of teachers and 87 percent of principals in Montana returned to the same position and school system they were working in the previous school year; (b) Among educators who did not stay in their position and school system from 2016/17 to 2017/18, more than half left the Montana public education system; (c) The percentage of teachers who stayed in their position and school system was higher in school systems with a below-average proportion of American Indian students, school systems located in non-rural areas, and school systems with higher enrollment; (d) Among teachers who moved between school systems, more teachers moved from rural to non-rural areas (29 percent) than from non-rural to rural areas (21 percent), indicating that rural school systems lost teachers to non-rural school systems from 2016/17 to 2017/18; and (e) The percentage of principals who stayed in their position and school system was higher in school systems with a below-average proportion of American Indian students, those with lower levels of poverty, those with higher enrollment, and those located in non-rural areas; and (3) Multiple educator roles: In the 2016/17 school year, 29 percent of Montana teachers and 24 percent of principals held multiple positions. This percentage was higher in school systems located in the most remote rural areas, where 36 percent of teachers and 40 percent of principals held more than one position. [This project was conducted in partnership with the Rural Recruitment and Retention Task Force, which is convened by the Montana Office of the Commissioner of Higher Education and RISE4MT (Recruiting Incredible School Educators for Montana).]

This study examines trends in educator turnover and retention, and the relationships of those trends to educator and school characteristics, during a six-year period (2012/13 to 2017/18, with 2011/12 as the base year) in Alaska. Turnover refers to educators leaving their positions, while retention refers to educators staying in their positions at schools and districts. The study also summarizes the retention strategies used by eight school districts from across the state. Regional Educational Laboratory (REL) Northwest conducted this study in response to a request from a group of school superintendents who are members of the Alaska State Policy Research Alliance, a REL Northwest partnership. The alliance brings together policymakers and education stakeholders, including the Alaska Department of Education and Early Development, the Alaska Superintendents Association, and the University of Alaska, to use research and evidence to inform state and local education policy. These stakeholders were seeking a more in-depth understanding of educator turnover and retention patterns in Alaska to inform the development and prioritization of recruitment and retention strategies by state and district policymakers. To address the stakeholders' request, the study team explored the following research questions: (1) What were the teacher, principal, and superintendent (educator) turnover rates by year in Alaska during the 2012/13 to 2017/18 school years? (2) What community, school, educator, and student characteristics are associated with educator turnover? and (3) What is the relationship between superintendent and principal turnover and teacher turnover? Key findings: (1) From 2012/13 to 2017/18, statewide turnover rates for teachers remained steady at around 22 percent. Rates for principals varied from 23 to 33 percent. Rates for superintendents fluctuated from 19 to 40 percent. Most of the teachers, principals, and superintendents who turned over were leavers, meaning they left the state or remained in the state but were no longer educators; (2) Turnover rates were higher in rural areas than in urban areas, with the highest rates in more remote schools; (3) Many teachers who changed districts moved from one rural school to another rural school; (4) Teachers and principals who were prepared outside Alaska and teachers who were in their first year in either their school or the Alaska K-12 school system were more likely to turn over the following year; (5) Lower salaries, holding more than one position, and teaching at more than one school site were related to increased teacher turnover; (6) High-poverty, high-diversity, and smaller schools were more likely to experience teacher turnover; and (7) Principal and teacher turnover were linked: Schools that experienced principal turnover also had high teacher turnover. We found no evidence that superintendent turnover was related to teacher or principal turnover. Implications: This study suggests that state and local policymakers may want to consider increasing the supply of Alaska-educated teachers; improving teacher working conditions, especially in rural schools; and equipping principals to better support teachers and leverage their input to improve educator retention. The implications of this study may also apply to rural districts and other communities that have many non-local educators.

These are the appendixes for the report "Limited Certificated Teachers in Washington: Barriers to Becoming Fully Certificated and Needed Supports." The study findings are based on analysis of responses to the Limited Certificated Teacher Survey administered in 2017 by the State of Washington Professional Educator Standards Board. The study team analyzed survey responses using descriptive statistics, calculating the percentage of respondents who answered each item. The study team also analyzed responses by race/ethnicity (teachers of color and White teachers), and differences of at least 5 percentage points between groups were classified as meaningful. Three appendixes are included in the document. [For the full report, see ED600822; for the study brief, see ED600824; and for the study snapshot, see ED600825.]

Education Northwest partnered with Oregon Mathematics, Engineering & Science Achievement (MESA) to measure the effect of program participation by comparing academic outcomes of two groups of students: those who participated in MESA and a matched group of peers who did not. All things that we could measure and are linked to student academic outcomes--prior achievement, federal program eligibility, and demographic characteristics--were the same or similar among individual MESA students and their matched peers. The only observable difference among data collected by the Oregon Department of Education is that one group participated in MESA, and the other did not. We found that MESA students were significantly more likely to graduate from high school than their peers. Specifically, students who participated in MESA were 3.13 times more likely to graduate from high school in four years than students who did not participate in the program. Stated another way, participating in MESA appears to increase the probability of graduating from high school in four years by 21 percentage points. We did not find any differences in how MESA interacts with graduation outcomes by students' gender, race/ethnicity, eligibility for the free or reduced-price lunch program, or English learner status. This means MESA is likely to boost the likelihood of high school graduation in four years for all students.

Oregon has invested resources to expand access to accelerated learning programs (i.e., educational experiences that allow students to earn college credit in high school), and education leaders are committed to ensuring they are sustainable, equitable, and effective. Conducted in partnership with practitioners from secondary and postsecondary systems and institutions, this REL Northwest study is intended to guide policy and practice focused on improving accelerated learning programs in Oregon. The study found that one in three Oregon public high school students participated in accelerated learning (dual credit, direct enrollment, Advanced Placement, and/or International Baccalaureate) in 2015/16. However, equity gaps remain, particularly for students who were eligible for free or reduced-price lunch, and schools with a higher percentage of students who were economically disadvantaged had lower accelerated learning participation rates. The study also found a link between accelerated learning and student outcomes: In the class of 2015, accelerated learning participants were 30 percentage points more likely to graduate from high school, 25 percentage points more likely to enroll in college, and 22 percentage points more likely to persist in college than their peers who did not take accelerated learning in high school--and findings were consistent for students of color. However, the study also found that some students experienced challenges with transferring college credits earned in high school. Specifically, 15 percent of students in the class of 2015 transferred less than half the credits they earned in high school to the Oregon public university they attended after high school. In addition, nearly 25 percent of students who earned credit from dual-credit math in high school took the same or a lower-level course at the community college or university they attended after high school. The report concludes with considerations for Oregon education leaders that will support the state's continued policy focus on using accelerated learning as a strategy to help students graduate from high school and successfully navigate the transition from high school to college.

Many school districts in the United States are facing severe teacher shortages (Bordonaro, 2017; Palmer, 2017; Seattle Pacific University, 2017; Whaley, 2017). In several states--including Idaho--the difficulty of hiring qualified candidates has expanded beyond historical high-need content areas such as special education and mathematics to include English language arts and elementary education (Cross, 2017). Several factors are contributing to these shortages, including an aging workforce, decreased enrollment in teacher preparation programs, and persistently high attrition from the profession (Goldring, Taie, & Riddles, 2014). In Idaho, schools struggling to fill vacancies increasingly hire less experienced and unlicensed teachers (Wootton, 2017). Meanwhile, local and state education agencies are exploring policies to support teacher recruitment and retention, such as a four-day school week or more robust salaries and a well-defined career ladder. Understanding how and where Idaho's teacher workforce has changed relative to the size and characteristics of its student population can inform state and local efforts to support teacher recruitment, development, and retention. To that end, this report describes statewide data from the 2011/12 through 2016/17 school years on changes in student enrollment and demographics, teacher preparation, the composition of the teacher workforce, and teacher turnover.

Lesson Study (LS) is a structured, collaborative professional development approach that gives instructors a framework for actively investigating how to improve student learning in their classrooms. Despite evidence of LS improving teacher practice and student learning in K-12 settings, there have been few documented examples of its use among instructors in higher education. The Adapting Lesson Study for Community College Mathematics Instruction project is investigating whether the model can be feasibly implemented by community college mathematics faculty and will eventually document whether and how it influences instructors' pedagogical practices and student outcomes. In this short report, we describe LS and provide a rationale for its implementation in the community college context. We then report on activities from the first year of the project and share some early observations about LS implementation that could have implications for the effectiveness and sustainability of LS in community colleges.

The Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA) in 2015, recognizes the important role educators play in improving education outcomes for students of color and students from low-income families--groups that historically have included large numbers of English learners (ELs). ESSA requires state education agencies (SEAs) to have a plan to ensure that these students are not served disproportionately by "ineffective, out-of-field, or inexperienced" teachers. One way to ensure that all students have equitable access to well-prepared, effective teachers is to establish evidence-based systems that clearly articulate the competencies a teacher must possess to be successful in educating all students to high standards and that encourage, guide, and support teachers as they work to improve their knowledge base and instructional practices. This document reports on a three-year collaboration among three organizations--the American Institutes for Research (AIR), Education Northwest, and the Council of Chief State School Officers (CCSSO) English Language Learner State Collaborative on Assessment and Student Standards (ELL SCASS). The two widely used teacher evaluation and support systems are the Danielson Group's Framework for Teaching and the Marzano Focused Teacher Evaluation Model. The goal of the collaboration was to integrate attributes that are characteristic of effective teachers of ELs (i.e., critical attributes) and exemplars of effective instructional practices (i.e., examples, resources, and exhibits) for ELs into two widely used teacher evaluation and support systems. This document begins with an overview highlighting the transformational impact that targeted, iterative, and regular observation and feedback can have on improving teaching practice. It also highlights the need to provide specialized support for teachers with ELs in their classrooms. It then turns to a description of the process that the two working groups engaged in to produce the tools and concludes with the competencies that well-prepared teachers of ELs should demonstrate.

This report summarizes findings from a 2016 study that estimated the time it takes English learner students to be reclassified as former English learner students in seven Washington state school districts. The study found that it took students who entered kindergarten as English learner students a median of 3.8 years to develop the English proficiency necessary to be reclassified as former English learner students. English learner students entering kindergarten with advanced English proficiency were more likely than those entering with lower levels of English proficiency to be reclassified in their first eight years of school, and female English learner students were more likely than male English learner students to be reclassified in their first eight years of school. Speakers of Chinese, Vietnamese, or Russian or Ukrainian (combined) were more likely than speakers of Somali or Spanish to be reclassified in their first eight years of school. This study's findings may help school districts and state education agencies set expectations for the amount of time it takes English learner students to gain English proficiency. [For the full report, see ED565624.]