2012 Priority Areas in Education

For fiscal year 2012, the Institute has two priorities for its SBIR solicitation in education. These priorities consist of (1) the development of products to improve student learning directly or indirectly (e.g., through teacher practices) in authentic education delivery settings (e.g., schools, after-school programs, or distance learning programs), or (2) the development of tools to facilitate research in the field of education. Products must fall within one of the two priority areas below:

(1) R/R&D of products used by students or teachers (or other instructional personnel)

Products for student use must be designed to improve student outcomes in one of more of the following areas: reading, writing, mathematics, the sciences (e.g., biology, physics, computer science, social sciences), engineering, economics, history, social studies, civics, geography, foreign languages, social skills and behaviors that support academic and other important school-related outcomes (e.g., attendance or high school graduation rates)¹ , or general study skills.

Products for teacher use (or other instructional personnel) must be intended either (a) to facilitate instruction (e.g., interactive whiteboards or handheld computers) in one of the following areas: reading, writing, mathematics, the sciences (e.g., physical sciences, chemistry), engineering, economics, history, social studies, geography, civics, foreign languages, social skills and behaviors that support academic and other important school-related outcomes (e.g., attendance or high school graduation rates), or general study skills, or (b) to improve the efficiency or accuracy with which teachers carry out their administrative responsibilities (e.g., recording and calculating grades, or managing the classroom).

Products may be in the following forms, but are not limited to: software (e.g., intelligent tutors or assessment engines), digital format readers, multi-media products (e.g., DVDs, videotapes, videoconferencing, or television programs), on-line instruction (e.g., "e-learning" products, distance learning products, or virtual worlds), or other education technology (e.g., interactive whiteboards, clickers, personal computing devices, tables, or handheld devices).

Products may be, but are not limited to, products that: replace existing curricula or instruction, supplement existing curricula or instruction, or assess student learning to inform teacher instructional practice.

Other specifications:

• Products for students or teachers that address academic content areas (e.g., reading, writing, mathematics, the sciences, engineering, economics, history, social studies, geography, civics, or foreign languages) or general study skills must be for any level from prekindergarten through college (Grade 16).
• Products for students or teachers that address social skills and behaviors that support academic and other important school-related outcomes (e.g., attendance or high school graduation rates) must be for any level from prekindergarten through Grade 12.
• Products for students or teachers in adult education programs must address basic or secondary reading, writing, or mathematics skills, or English language learners.
• Products may address the needs of students in regular education classes. Proposals addressing the needs of infants, toddlers, or students in the areas of special education should be submitted though the Institute's special education track.
• Products may address the needs of students who are English language learners.

For a Phase I and Phase II projects, the scope of the proposed project (in terms of time needed to complete the R/R&D work and resources needed to do so) must be appropriate for the Department's SBIR program. ED recognizes that R/R&D requirements for some education technology exceed the time and resources provided by the SBIR program. In such cases offerors should consider other avenues for funding.

For more information on the specific interests of the Institute of Education Sciences in the U.S. Department of Education, or for other funding opportunities for education technology development and evaluation, offerors are strongly encouraged to consult the National Center for Education Research (NCER) funding opportunity webpage for information on research grant competitions http://ies.ed.gov/funding/.

For additional information on the types of projects the Institute has funded through its research grant competitions, please see descriptions of projects funded through NCER at http://ies.ed.gov/ncer/projects/.

(2) R/R&D of tools used by researchers in the field of education

Through this priority area ED intends to fund the R/R&D of tools to facilitate education research, including statistical analyses. ED is very interested in the development of practical tools that can be used by mainstream education researchers (rather than by statisticians or researchers with highly sophisticated statistical skills) to improve, simplify, or make more efficient: survey or research design, collection of data, analysis of data, and interpretation of findings.

Tools used by researchers may be (but are not limited to) the following types:

• Tools to inform study design (e.g., power analysis software programs);
• Tools to facilitate collection of observational data research performed at a distance (e.g., remote video systems);
• Tools to improve statistical analyses of data from experimental or quasi-experimental education research;
• Tools to improve statistical analyses of data from single case experimental designs;
• Tools to improve statistical analysis of observational data.

Other specifications:

• The research that the tools will be used to improve must be relevant to the specifications listed under Priority 1. For example, it would be acceptable to develop tools to improve data collection for research that addresses teaching basic reading skills for adults or tools (e.g., software programs) that enable quantitative analysis of single case experimental data on behavioral interventions for children with disabilities. Development of tools to improve research other than as specified under Priority 1 will not be reviewed.

For a Phase I or Phase II project, the scope of the proposed project (in terms of time needed to complete the R/R&D work and resources needed to do so) must be appropriate for the Department's SBIR program. ED recognizes that some project's R/R&D requirements exceed the time and resources provided by the SBIR program. In such cases offerors should consider other avenues for funding.

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