Putting Data to Good Use: The Regional Educational Laboratories (RELS)

1. Putting Data to Good Use:The Regional Educational Laboratories (RELS) Ruth Curran Neild National Center for Education Evaluation and Regional Assistance Institute of Education Sciences February 12, 2013

2. What would help SEA and LEA staff use data and research as a more regular part of their practice?

3. Greater supply of data and research Stronger demand for data and research

4. What would be characteristics of a good supply of data and research? • Data and research “meet practitioners where they are” – at their existing level of skill • Research is clearly relevant to practitioner needs, including the context • Data and research reports are presented in a clear and engaging way • The research is conducted and released in a timely way • Tools for analyzing and presenting data are easy to use • Research summaries are available in a variety of formats and media

5. What could increase demand for data and research? Staff know which variables are available in their data systems, and opportunities and challenges of these variables Staff have first-hand experience in seeing how data and research can help them Staff have experience in critically reviewing data and research Staff are skilled at asking researchable questions Staff know the limits of various research designs

6. RELS try to increase both the “supply” and the “demand” SUPPLY • Applied research studies (descriptive and impact) • Systematic reviews of research literature • Research presentations, through various media DEMAND • Analytic technical assistance, including data inventories, indicator creation, interpretation of research results, etc. • Close partnerships in developing research questions and design

8. The priorities of the RELs are the priorities of the SEAs and LEAs they serve • Each REL has a Governing Board comprised of key regional education stakeholders • RELs work with SEAs and LEAs to use data and research to understand and seek to improve an education concern • RELs are authorized to conduct research on Pre-K through postsecondary concerns

9. RELs help with questions like: • How well are students who are English language learners succeeding in the different programs offered in my district? • What is the impact on retention of the teacher mentoring program that we have introduced in our state? • What supports to teachers do states in this region offer for teaching the Common Core standards?

10. RELs work primarily through Research Alliances Groups of researchers, education practitioners, policymakers, and others who work over time to apply data and research to an education concern

11. Example: REL West Silicon Valley Research Alliance • 11 LEAs in Silicon Valley, STEM focus, meet several times/year • Workshops: Using state and local data to examine student performance in Algebra • Technical assistance: Data inventory of existing variables related to tracking math course taking and performance • Research study: Math grades of Algebra 1 repeaters in districts with “Algebra for All” policies

12. Example: REL Midwest Virtual Education Research Alliance • Two states involved: Iowa and Wisconsin • Webinar (open to all states): Implications of Virtual Education for State Longitudinal Data Systems • Technical assistance: Assessment of variables in Iowa’s and Wisconsin’s SLDSs as they relate to virtual education • Research project: TBD

13. Research alliances • Are to work toward a clear education goal (no “research for the sake of research”) • Are to be both strategic and flexible as needs and opportunities arise (can form or disband as necessary) • Are geared toward increasing capacity in the states and districts

14. How to reach a REL • REL contact information is listed on the IES website at: http://ies.ed.gov/ncee/edLabs/regions/