From Tuesday’s inbox…
The latest news and updates from the REL Southeast
at Florida State University
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Greetings from the Regional Educational Laboratory Southeast!We are please to announce the release of three new products, Predicting math outcomes from a reading screening assessment in grades 3-8, A guide to developing and evaluating a college readiness screener, and Summary of 20 years of research on the effectiveness of adolescent literacy programs and practices. More information regarding these research-based publications may be found in this email, on our website, rel-se.fsu.edu, and the IES website,ies.ed.gov.
We look forward to delivering additional insightful, research-based products and resources in the future, and as always, thank you for helping to improve education in the Southeast.
Barbara Foorman, Ph.D.
Director, REL Southeast
A guide to developing and evaluating a college readiness screener
This guide describes core ideas for colleges to consider when developing a screening tool for estimating college readiness. A key focal point within the guide is a discussion of ways to improve how well a screening tool can identify individuals needing remedial or developmental education along with key considerations that a user or developer of such a tool must address. Specifically, the following steps are discussed:
- Creating an operational definition of success and college readiness
- Selecting potential predictors of college readiness
- Prioritizing types of classification error
- Collecting and organizing the necessary data
- Developing predictive models
- Evaluating the screening results and selecting the final model
Read the report at: http://bit.ly/2bTSw0n
Contact UsREL Southeast at Florida State University
http://rel-se.fsu.edu2010 Levy Avenue, Suite 100Tallahassee, FL 32310
Predicting math outcomes from a reading screening assessment in grades 3-8
District and state education leaders and teachers frequently use assessments to identify students who are at risk of performing poorly on end-of-year reading achievement tests. This study explores the use of a universal screening assessment of reading skills for the identification of students who are at risk for low achievement in mathematics and provides support for the interpretation of screening scores to inform instruction. The study results demonstrate that a reading screening assessment predicted poor performance on a mathematics outcome (the Stanford Achievement Test) with similar levels of accuracy as screening assessments that specifically measure mathematics skills. These findings indicate that a school district could use an assessment of reading skills to screen for risk in both reading and mathematics, potentially reducing costs and testing time. In addition, this document provides a decision tree framework to support implementation of screening practices and interpretation by teachers.
Read the report at: http://bit.ly/2dgOqz6
Summary of 20 years of research on the effectiveness of adolescent literacy programs and practices
This literature review searched the peer-reviewed studies of reading comprehension instructional practices conducted and published between 1994 and 2014 and summarizes the instructional practices that have demonstrated positive or potentially positive effects in scientifically rigorous studies employing experimental designs. Each study was rated by the review team utilizing the What Works Clearinghouse standards. The review of the literature resulted in the identification of 7,144 studies. Of these studies, only 111 met eligibility for review. Thirty-three of these studies were determined by the study team to have met What Works Clearinghouse standards. The 33 studies represented 29 different interventions or classroom practices. Twelve of these studies demonstrated positive or potentially positive effects. These 12 studies are described and the commonalities among the studies are summarized.
Read the report at: http://bit.ly/2cBN2XW
This Director’s Email was developed by REL Southeast under Contract ED-IES-12-C-0011 from the U.S. Department of Education, Institute of Education Sciences. The content does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government.