Education Research Grants Program (CFDA 84.305A)

Through the National Center for Education Research, IES recently made 48 new awards under the Education Research Grants Program (CFDA 84.305A) to applications considered under the September 2013 deadline. The total amount spent on all awards under CFDA 84.305A will be approximately $95.3 million. The Institute anticipates announcing one additional award in mid-July Click on the title of each project to get more information about each award:

Cognition and Student Learning

Designing Contrasting Cases for Inductive Learning
Board of Trustees of the Leland Stanford Junior University, Daniel Schwartz

Story Talk: A Cognitive Research-based Vocabulary Intervention for Preschoolers
Temple University of the Commonwealth System of Higher Ed., Barbara Wasik

An Elementary-age Origami and Pop-up Paper Engineering Curriculum to Promote the 3-D Spatial Thinking and Reasoning Underlying STEM Education
Tufts University, Holly Taylor

Contributions to Mathematics Competency of At-Risk Students: The Impact of Executive Function, Approximate Number System and Early Mathematics Skills
Vanderbilt University, Dale Farran

Early Learning Programs and Policies

Development of a Dual Language Narrative Curriculum
ABOR for and on behalf of Northern Arizona University, Trina Spencer

Development and Validation of the Systematic Assessment of Book Reading
The Ohio State University, Jill Pentimonti

Building State-wide Quality Rating Strategies for Early Childhood System Reform: Lessons From the Development of Louisiana's Kindergarten Readiness System
The Rector and Visitors of the University of Virginia, Daphna Bassok

Sustaining the Boost: Longitudinal Impacts of the Boston Prekindergarten Program and Variation in Impacts
The Regents of the University of Michigan, Christina Weiland

Spatial Training in Preschool: Identifying the Malleable Factors
University Of Delaware, Roberta Golinkoff

Internet Implementation of Empirically-Supported Interventions that can be Remotely Delivered in Authentic Preschool Programs for Mothers and Teachers: Evaluation of Direct Child and Teacher Outcomes
The University of Texas Health Science Center at Houston, Susan Landry

Scalable Approaches for Preparing Early Childhood Teachers: Identifying Costs and Effectiveness of Evidence Based Approaches to Coaching
The University of Texas Health Science Center at Houston, Susan Landry

Education Technology

Linguistically-Informed Activity-Generation Technology to Support English Learner Content Learning
Educational Testing Service, Jill Burstein

Efficacy of ALEKS for Improving Student Algebra Achievement
RAND Corporation, John Pane

Individual Growth and Development Indicators: Automated Applications for Performance Evaluation of Early Literary (IGDI-APEL)
Regents of the University of Minnesota, Alisha Wackerle-Hollman

Effective Teachers and Effective Teaching

Math for All: Assessing the Efficacy of a Professional Development Program for Elementary School Teachers
Education Development Center, Inc., Babette Moeller

Teaching and Learning Literature-Related Argumentative Writing in High School English Language Arts Classrooms
The Ohio State University, George Newell

Measuring Effective Teaching Across Core Academic Content Areas for Kindergarten
Purdue University, Helen Patrick

Web-mediated Literacy Coaching for High-quality Reading Comprehension Instruction
University of Pittsburgh, Lindsay Matsumura

English Learners

Mathematics and English Language Development for English Language Learners: Project MELD for ELLs
American Institutes for Research, Diane August

Technology-interactive Classroom-embedded Modules for Measuring Challenging Math and Science Skills of ELs
Board of Regents of the University of WI System, Rebecca Kopriva

English Learner Vocabulary Acquisition (ELVA): Promoting the Vocabulary and Language Proficiency of Spanish Speaking English Learners in Second Grade
Southern Methodist University, Doris Luft de Baker

The CLAVES Intervention Project: Developing a Supplemental Intervention for Comprehension, Linguistic Awareness, and Vocabulary in English for Spanish Speakers
Trustees of Boston College, Charles Proctor

Writing for English Language Learners (WELLs): Exploring the Relationship Between Writing Instruction and Student Outcomes
University of Miami, Mileidis Gort

Improving Education Systems: Policies, Organization, Management, and Leadership

On the Importance of School Facilities Spending to Student Outcomes
The Regents of the University of Michigan, Isaac McFarlin

Developing a Model for Delivering School-Based Mentoring to Students in Military Families
University of Arkansas, Timothy Cavell

Mathematics and Science Education

The Impact of a Teacher-Led Early Algebra Intervention on Children's Algebra-Readiness for Middle School
Technical Education Research Centers, Inc, Maria Blanton

Postsecondary and Adult Education

Digital Messaging to Improve College Enrollment and Success
President and Fellows of Harvard College, Chris Avery

Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve Biology Grades
Temple University of the Commonwealth System of Higher Ed, Jennifer Cromley

Impact of Early College High School (ECHS) Model on Postsecondary Performance and Completion
The University of North Carolina at Greensboro, Julie Edmunds

Exploring Washington’s College Bound Scholarship Program: Sign Up Decisions and the Relationship Between Program Eligibility and Performance, Incarceration, College-going, and Persistence
University of Washington, Dan Goldhaber

Khan Academy Resources for Maximizing Mathematics Achievement: A Postsecondary Mathematics Efficacy Study
WestEd, Steven Schneider

Reading and Writing

Development of a Supplemental Instructional Course in Reading and Writing Arguments for Ninth Graders at Risk of Leaving School Before Graduating
The Research Foundation for the SUNY, University at Albany, Margaret Sheehy

Teaching the Vocabulary of Comprehension: A Technology-Enhanced System to Enhance At-Risk 3rd Graders’ Acquisition and Application of Essential Vocabulary
Texas A&M University, Deborah Simmons

Multiple-choice Online Cloze Comprehension Assessment (MOCCA): Refining and Validating a Measure of Individual Differences in Reading Comprehension Processes During Reading
University of Oregon, Gina Biancarosa

Measuring Oral Reading Fluency: Computerized Oral Reading Evaluation (CORE)
University of Oregon, Joseph Nese

Social and Behavioral Context for Academic Learning

A Classroom-based Training Program of Attention and Emotion Regulation
The Board of Regents of the University of Wisconsin System, Lisa Flook

Testing the Integration of an Empirically-supported Teacher Consultation Model and a Social-Emotional Learning and Literacy Intervention in Urban Elementary Schools
Fordham University, Joshua Brown

Enhancing the Capacity of School Nurses to Reduce Excessive Anxiety in Children
Johns Hopkins University, Kelly Drake

Efficacy Follow-up of ParentCorps: Long-term Impact of Early Childhood Family-Focused Intervention on Academic Achievement
New York University School of Medicine, Laurie Brotman

Multisite Study of School-Based Treatment Approaches for Adolescents with ADHD
Ohio University, Steven Evans

Promoting Adolescent Well Being and Academic Performance Through Mindfulness-based Emotion Regulation Skills Instruction
The Pennsylvania State University, Mark Greenberg

Student Outcomes of Integrative Mental Health Services
President and Fellows of Harvard College, John Weisz

Testing the Efficacy of a Developmentally Informed Coping Power Program in Middle Schools
The Rector and Visitors of the University of Virginia, Catherine Bradshaw

Exploring the Status and Impact of School-Based Behavior Screening Practices in a National Sample: Implications for Systems, Policy, and Research
University of Connecticut, Sandra Monachino Chafouleas

Consistency Management & Cooperative Discipline (CMCD): An Efficacy Trial with Students in Third and Fourth Grade Urban Schools
University of Houston, H. Jerome Freiberg

Testing the Efficacy of an Ecological Approach to Family Intervention and Treatment During Early Elementary School to Prevent Problem Behavior and Improve Academic Outcomes
University of Oregon, Elizabeth Stormshak

The Role of Native Language and Culture in Decreasing Discipline Problems and Increasing Academic Achievement for American Indian/Alaska Native Students
University of Oregon, Jeffrey Sprague

Pathways to Success: Developing a Teacher-Led, Teacher-Trained School-to-Jobs Intervention to Improve School Attendance and Academic Achievement
University of Southern California, Daphna Oyserman

SEALS II – Supporting Early Adolescent Learning and Social Success Across the Middle School Years
Virginia Commonwealth University, Thomas Farmer