REL Appalachia serves state and local education agencies and other stakeholders in Kentucky, Tennessee, Virginia and West Virginia. This region reaches students and families served by diverse education systems ranging from large urban and metropolitan school systems to remote rural districts in the heart of Appalachia. Each REL is charged with focusing on high-leverage education problems in their regions that have the potential to result in substantial improvements in student outcomes.
In coordination with education leaders in the four Appalachia states, SRI is forming research partnerships to focus on regional priorities, including early literacy, student success in Algebra I, rural college readiness, workforce readiness, communicating data, and postsecondary transitions. The REL Appalachia team will leverage SRI's innovative approach of combining rigorous research with responsive training, coaching, and technical support along with practitioner-focused information sharing to ensure that evidence can inform practice in a timely manner and benefit students.
The REL program is one of the largest investments by IES in supporting state and local use of scientific evidence in the education system, with the goal of applying research to improve teaching and learning in ways that benefit students.
About SRI Education
SRI Education, a division of SRI International, is tackling the most complex issues in education and learning to help students succeed. We work with federal and state agencies, school districts, major foundations, nonprofit organizations, and international and commercial clients to address risk factors that impede learning, assess learning gains, and use technology for educational innovation. SRI International, a research center headquartered in Menlo Park, California, creates world-changing solutions making people safer, healthier, and more productive.
The Regional Educational Laboratory Program is funded by the Institute of Education Sciences at the US Department of Education. Any opinions, findings, and conclusions or recommendations expressed in this material belong to the authors and do not necessarily reflect the views of IES.
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SOURCE SRI International