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A variety of relevant studies which are listed by coding results that relate to the articles that appeared in the book "REL Southwest: Regional Educational Laboratory At Edvance Research Inc." are presented.

References for the research "Assessing the Likelihood That Virginia Schools Will Meet the Proficiency Goals of the No Child Left Behind Act," by Louis Jacobson, are mentioned.

References for the report entitled "New data needed: improving survey research on two-year college experiences" published in the August 2007 of "Issues & Answers" are presented.

References for the paper "Analysis of Title IIB Mathematics and Science Partnerships in the Northwest Region," published in June 2007 are presented.

References for the articles published in the August 2008 issue of the "Implementation of the Weighted Student Formula Policy in San Francisco" are presented.

References for the articles published in the February 2008 issues of "Alternate Assessments for Special Education Students in the Southwest Region States" are presented.

References for the articles published in the January 2008 issue of the report titled "Formative Assessment Policies, Programs, and Practices in the Southwest Region" is presented.

References for the articles published in the June 1, 2007 issue of "REL Southeast: Evidence-based Decisionmaking: Assessing Reading Across the Curriculum Interventions" are presented.

References for the articles published in the September 2007 issue of "REL Mid-Atlantic" is presented.

The sources cited within this issue are presented including "Measuring up: A report on education standards and assessments for Montgomery County," "Measuring the content of instruction: Uses in research and practice," by A. C. Porter, and "Probing understanding," by R. T. White and R. Gunstone.

References for the research "Aligning Science Standards: Arkansas and the 2009 National Assessment of Educational Progress (NAEP)," by Michael Timms, Steven Scheider, Cindy Lee and Eric Rolfhus, are presented.

References for the article published in the July 2007 issue of "Aligning science assessment standards: Texas and the 2009 National Assessment of Educational Progress (NAEP)."

References for the articles published in the July 1, 2007 issue of "REL Soutwest: Aligning Science Assessment Standards: Oklahoma and the 2009 National Assessment of Educational Progress (NAEP)" are presented.

The sources cited within this issue are presented including "Measuring up: A report on education standards and assessments for Montgomery County," "Grade level expectations," and "Standards get boost on the hill," by L. Olson.

References for the articles published in the 2008 issue of "Regional Educational Laboratory (REL) Central" are presented.

The article presents the two recommendations based on the report on adequate yearly progress for schools in Mid-Atlantic Region in the U.S. First, is the need to consider other definitions of adequate yearly progress since the existing program has failed to achieve its goal. Second, is that school policymakers should look beyond pass or fail categorizations to investigate how the achievement of students in each No Child Left Behind subgroup compares with that of subgroups in similar schools.

The sources cited within this issue are presented including "The draw of home: how teacher's preferences for proximity disadvantage urban schools," "The 2006 comprehensive annual financial report," and "California's Inland Empire: the leading edge of southern California growth.

The article presents research regarding the aspects of college which provide labor market payoffs in the U.S. According to the article, several students enter college to obtain a good job after graduation, but they do not know what aspects of college lead to such a payoff. However, some students think a few college classes will enhance their earnings without a degree. Meanwhile, several studies suggest that jobs related to students' college majors lead to good career opportunities.

The article offers information on the implementation of the California Community College Personnel Preparation Project. The project aims to create an infrastructure in California's community colleges in providing high-quality preservice education for infants and toddlers with disabilities. Moreover, it claims that the project required that most community college child development faculty tech courses integrated with early intervention content.

The article lists several references that were used in the issue including "Journal of Psychoeducational Assessment," by S. P. Ardoin, J. C. Witt, E. J. Connell and L. J. Koenig, "Teaching Exceptional Children," by R. Bradley, L. Danielson and J. Doolittle and "Journal of School Psychology," by M. Burns and B. V. Senesac.

The article provides an overview of the findings of the study which explores the implementation of the education approach Response to Intervention in several states in the U.S. Southeast Region. It determined that the implementation status varies by state. It found out that states have adopted the problem-solving model and each of them provides the basic tier structure and defines key parts of the approach, however, many details and procedures are left to be determined locally.

The article discusses the math education practices for students with disabilities and other struggling learners employed by Willow School in Massachusetts. It highlights the collaboration of administrators and staff to improve the math learning of all students. It provides an overview of the school and the classroom placement for students with disabilities and other struggling learners.

The article discusses the math education practices for students with disabilities and other struggling learners employed by Beech Elementary School in New York City. It highlights the collaboration of administrators and staff to improve the math learning of all students. It provides an overview of the school and the classroom placement for students with disabilities and other struggling learners.

The article discusses the math education practices for students with disabilities and other struggling learners employed by Maple Elementary School in New York. It highlights the collaboration of leadership and staff to help all students succeed and the practices aimed at improving the math learning of all students. It provides an overview of the school and the classroom placement for students with disabilities and other struggling learners.

The article discusses the math education practices for students with disabilities and other struggling learners employed by Redwood Elementary School in New York. It highlights the leadership that empowers as the most important among practices and the classroom placement for students with disabilities. It places emphasis on the progress of the school from an extremely low-performing school to one that is recognized for gains in student achievement.

The article discusses the education practices employed by Cedar Elementary School in Massachusetts for students with disabilities and other struggling learners. It highlights having a math lead teacher who works with students and teachers as particularly important. It stresses that the knowledge gained by a math lead teacher demonstrates her efforts to support classroom instruction, curriculum planning and professional development.

The article explores on the status of preparation and hiring of school principals in the Pacific Region jurisdiction. It notes on the current requirements for principal instatement in the U.S. affiliated jurisdictions in the region including American Samoa, Guam, Hawaii, and Republic of the Marshall Islands to simplify comparisons of local practices with regional practice and policy. Moreover, it concludes on the findings on the definition and requirement for principal certification.

A variety of topics and factors that relate to the methodology of the educational research on the perception of American Indian parents on their participation to the education of their children are presented.

A variety of literary resources that relate to the methodology of the educational research on the perception of American Indian parents on their participation to the education of their children are presented.

The article discusses the perspectives of the American Indians regarding parent involvement in the education of their children in the U.S. Results of the educational study show that parents often perceive school involvement as a positive aspect that contributes to the growth of their children. Parent participation includes communication about their children, attending parent-teacher conferences and soliciting feedback from teachers.

The article specifies the factors contributing to the conduction of the research on the perspectives of American Indians on parent involvement in their children's education. The study is specifically conducted in response to an identified need to improve student achievement and better understand the significant role of parents in education. It aims to identify and explain the home and school-oriented factors contributing to better education.

A variety of methods, research objectives and English language learner students enrollment finding analyses that relates to article that appeared in the June 2008 issue of the Regional Educational Laboratory report for the Appalachia Region is presented.

Several checklists for the state assessment system under the No Child Left Behind (NCLB) Act of 2001 that appeared in the March 2008 issue of " Rel Central" are presented.

The article provides information on the findings based on the three research questions of the study. It includes the question, what are the key requirements of No Child Left Behind (NCLB) of U.S. for a state standards and assessment system. It suggests that states must develop challenging academic content standards in mathematics, reading, and language arts.

In the state of Texas, whose standardized, high-stakes, test-based accountability system became the model for the nation's most com-prehensive federal education policy, more than 135,000 youth are lost from the state's high schools every year. Dropout rates are highest for African American and Latino youth, more than 60% for the students we followed. Findings from this study, which included analysis of the accountability policy in operation in high-poverty high schools in a major urban district, analysis of student-level data for more than 271,000 students in that district over a seven-year period under this policy, and extensive ethnographic analysis of life in schools under the policy, show that the state's high-stakes accountability system has a direct impact on the severity of the dropout problem. The study carries great significance for national education policy because its findings show that disaggregation of student scores by race does not lead to greater equity, but in fact puts our most vulnerable youth, the poor, the English language learners, and African American and Latino children, at risk of being pushed out of their schools so the school ratings can show "measurable improvement." High-stakes, test-based accountability leads not to equitable educational possibilities for youth, but to avoidable losses of these students from our schools. [ABSTRACT FROM AUTHOR]

References for the research "A Description of Foundation Skills Interventions for Struggling Middle-Grade Readers in Four Urban Northeast and Islands Region School Districts," by Judith Zorfass and Carole Urbano, are presented.

The article presents the research "A Description of Foundation Skills Interventions for Struggling Middle-Grade Readers in Four Urban Northeast and Islands Region School Districts," by Judith Zorfass and Carole Urbano. It examines how four midsize urban school districts in this U.S. region provide foundation skills assessments and programs to struggling middle-grade readers.

A variety of tables comparing the Southwestern States' alternate assessment policies and practices are provided.

The article offers information on the study concerning the No Child Left Behind Act and the Individuals with Disabilities Education Act of 2004 in the U.S. The study shows that the act have moved special education from "a culture of compliance to a culture of accountability for results." The areas for the assessment program are also provided, which include reading, math, communication, and computers.

The article offers information on research regarding the intention of alternate assessments regulation program initially for students with significant cognitive disabilities in the U.S. The No Child Left Behind Act will follow-up a count of assessment programs equally in the federal accountability. The area needed to provide additional evidence from the 2005/2006 alternate assessments are mentioned, which include academic achievement standards, full assessment system, and technical quality.

The article discusses the study methods and limitations in the report on formative assessment policies, programs and practices in the Southwestern States. It mentions that it used case study research from recent policy analyses, and case study methods provide specific advantages for the study. Other methods include review of literature, data collection, documentation of evidence and interviews.

The article discusses the need to develop formative assessment policies and programs in the U.S. It mentions that states need to have formative assessment to improve learning outcomes for all students, promote effective instructional practices and to achieve balance in the state's comprehensive assessment system. It states that formative assessments offer detailed information regarding errors, suggestions and misconceptions to prevent students from being discouraged and improve performances.

A variety of data analysis, database and tables that relate to articles that appeared in the December 2007 issue of "Measuring how benchmark assessments affect student achievement" are presented.

A variety methodologies that relate to the articles that appeared in the book "REL Southwest: Regional Educational Laboratory At Edvance Research Inc." are presented.

The article focuses on the issue over the shortage of effective teachers in the Pacific Region jurisdictions. It cites the factors which may contribute to the inability of teaching preparation programs to meet the demand for highly-qualified teachers. A table is also presented which shows the types of teacher certification and licenses in Pacific Area entities.

References for the research "Levers for Change: Southeast Region State Initiatives to Improve High Schools," by Julie A. Edmunds and Wendy McColskey, are presented.

The article presents the educational research "Assessing the Likelihood That Virginia Schools Will Meet the Proficiency Goals of the No Child Left Behind Act," by Louis Jacobson. It forecasts the reading and math proficiency in Virginia schools based on the observations from proficiency changes between 2002 and 2005.

A variety of evaluation reports reviewed by the state and program that appeared in the August 1, 2007 issue of "REL Southeast" are presented.

The article focuses on the assessment specifications alignment in New Mexico. This alignment involves two parts including examining the types of items found in the National Assessment of Educational Progress (NAEP) and in the New Mexico Standards Based Assessment (NMSBA), and comparing the distribution of NAEP and the NMSBA of items between the different science strands.

Information on the content alignment for grade 4 in New Mexico that relates to articles that appeared in the July 2007 issue of "Issues & Answers" is presented.