What's New
Skip Navigation

Institute of Education Sciences


IES Centers
What's New for July 2014

Speak Out, Listen Up! Tools for Bringing Student Ideas into School Change (July 29, 2014)
REL West developed a toolkit for educators to elicit student' ideas about school-related issues and use their input for school improvement efforts.

Problem Solving Skills of 15-year-olds: Results from PISA 2012 (July 25, 2014)
This Data Point presents results from the 2012 administration of the Program for International Student Assessment (PISA) problem solving assessment. PISA is an international assessment that measures 15-year-old students'' reading, mathematics, and science literacy and, in 2012, general problem solving skills and financial literacy. The PISA computer-based assessment of problem solving assessed how well prepared students are to confront the kinds of problems that are encountered almost daily in 21st century life.

Principal Attrition and Mobility: Results From the 2012–13 Principal Follow-up Survey (July 24, 2014)
The Principal Follow-up Survey (PFS), first conducted in school year 2008-09, is a component of the 2011-12 Schools and Staffing Survey (SASS). The 2012-13 PFS was administered in order to provide attrition rates for principals in K-12 public and private schools. The goal was to assess how many principals in the 2011-12 school year still worked as a principal in the same school in the 2012-13 school year, how many had moved to become a principal in another school, and how many had left the principalship.

Help Students Achieve Success in Math With the Evidence-Based Resources from the WWC (July 23, 2014)
Visit What Works in Math, a central location at whatworks.ed.gov designed to connect teachers with valuable information on effective math programs, products, practices, and policies. Teachers can learn how to make math instruction more effective, improve results, and increase achievement. Educators can also compare the evidence and get research-based recommendations to help students succeed.

WWC Quick Review of the Report "Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence" (July 16, 2014)
This study measured the impact of sending text message reminders regarding annual Free Application for Federal Student Aid (FAFSA) renewal to first-year college students who were already receiving financial aid. Students in the comparison group did not receive text message reminders, but did have financial aid process assistance available to them. Overall, there was no statistically significant effect on the rates of student persistence into the second year of college. However, while the persistence rates were similar among intervention and comparison students attending a 4-year institution, intervention students attending a 2-year institution persisted at a higher rate than did students in the comparison condition (75% vs. 64%).

Study of College Possible Impacts Does Not Meet WWC Standards (July 15, 2014)
Designed for low-income students, College Possible is a 2-year after-school curriculum that offers SAT/ACT test preparation, financial aid consulting, and college admissions guidance. The WWC reviewed a 2013 study of the impacts of College Possible on ACT scores, college applications, and college enrollment and has determined that the research does not meet WWC design standards.

Request for Feedback on the Regional Educational Laboratory (REL) Program (July 15, 2014)
IES is seeking feedback about what is working in the current REL contracts, what needs to be improved, and the kinds of resources and services related to data and research that are most needed by educators and policymakers.

The Federal Interagency Forum on Child and Family Statistics Releases America’s Young Adults: Special Issue, 2014  (July 11, 2014)
Today, Friday, July 11, the Federal Interagency Forum on Child and Family Statistics releases America’s Young Adults: Special Issue, 2014. The indicators presented in this report provide a rich snapshot of the health, education, and well-being of America’s young adults.

IES Announces 15 FY 2014 Small Business Innovation Research (SBIR) Awards  (July 10, 2014)
The IES Small Business Innovation Research (SBIR) program awarded 15 contracts to small business firms in response to solicitations that closed March 24, 2014. For additional information, please visit the IES SBIR program webpage.

Lessons Learned in Helping State and District Leaders and Researchers Set Education Research Agendas (July 10, 2014)
This new REL Northeast & Islands report describes how they have guided their research alliances toward collaboratively identifying a shared research agenda. The report links to workshop materials that readers can use with their own research partnerships.

Postsecondary Institutions and Price of Attendance in 2013-14; Degrees and Other Awards Conferred: 2012-13; and 12-Month Enrollment: 2012-13: First Look (Preliminary Data) (July 10, 2014)
This First Look presents preliminary data findings from the IPEDS fall 2013 collection, which included three survey components: Institutional Characteristics for the 2013-14 academic year, Completions covering the period July 1, 2012, through June 30, 2013, and data on 12-Month Enrollment for the 2012-13 academic year.

PISA 2012 Financial Literacy Data Tables (July 9, 2014)
These web tables document the performance of U.S. 15-year-old students on a first-ever administration of the 2012 Program for International Student Assessment (PISA) financial literacy assessment. The PISA financial literacy assessment was conducted in 18 of the 65 education systems that participated in main PISA, and assessed students’ knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks. Results include the average scores for the United States and other education systems; the percentages of students reaching five proficiency levels in financial literacy; and breakouts of performance by sex, socioeconomic status, and student race/ethnicity.

PISA 2012 Financial Literacy Data Point (July 9, 2014)
This Data Point uses data from the 2012 administration of the Program for International Student Assessment (PISA) financial literacy assessment. PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy and, in 2012, general problem solving and financial literacy. PISA is coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. The PISA financial literacy assessment assessed students’ knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks, as well as their ability to apply what they know to real-life situations involving financial issues and decisions.

The Effects of Increased Learning Time on Students’ Academic and Non-Academic Outcomes (July 9, 2014)
A new REL Appalachia evidence report presents findings about the effects of after-school, summer school, and extended school days on student outcomes.

Designing Strong Studies: A What Works Clearinghouse Webinar for Researchers (July 8, 2014)
Register now for a webinar on how to design studies that are consistent with WWC standards. Find out how to develop the strongest study design possible, how to identify and maintain an appropriate study sample, and how to address common problems in effectiveness research.

Pittsburgh Uses Professional Practice, Student Survey, and Value-Added Measures to Create a Comprehensive Measure of Teacher Effectiveness (July 8, 2014)
REL Mid-Atlantic analyzed data on three new measures of teacher effectiveness that have recently been implemented in the Pittsburgh Public Schools: professional practice measures, student survey measures, and teachers’ “value added” contributions to student achievement growth. This study describes how the ratings on the three measures are distributed across teachers and how the ratings are correlated.

Baccalaureate and Beyond: A First Look at the Employment Experiences and Lives of College Graduates, 4 Years On (B&B:08/12) (July 8, 2014)
This report presents initial findings about the employment outcomes of bachelor’s degree recipients approximately 4 years after they completed their 2007--08 degrees. These findings are based on data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor’s degree during the 2007--08 academic year. The study addresses questions related to bachelor’s degree recipients’ education and employment experiences and includes two follow-ups. The first follow-up, which was conducted 1 year after graduation, explored both undergraduate education experiences and early postbaccalaureate employment and enrollment. This second follow-up, conducted in 2012, examines bachelor’s degree recipients’ labor market experiences and enrollment in additional postsecondary degree programs through the 4th year after graduation.

Strategies for Early Childhood Instruction (July 7, 2014)
Find out how you can use the WWC to help preschoolers start their journey to academic success! Get tips and tools to develop strong language, literacy, mathematics, cognitive, and social skills. Open the gateway to math success, explore instruction for students with special needs, see how the Find What Works tool can steer you to evidence-based interventions, and discover the WWC's research and resources!

IES Announces New FY 2014 Grants under the Education Research Grants program  (July 1, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.

WWC Reviews Study of the IMPACT Teacher Evaluation System (July 1, 2014)
Researchers recently examined the effects of IMPACT, a teacher evaluation system used in the District of Columbia Public Schools, on teacher retention and performance. This research does not meet WWC regression discontinuity design standards due to the lack of information about attrition and baseline equivalence. Consequently, the WWC could not assess whether changes in teacher retention and performance were related to differences in the teacher characteristics at baseline.

Assessing the Effects of the TRIAD Math Intervention for Preschoolers (July 1, 2014)
Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) is a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. This study randomly assigned 42 schools to implement TRIAD or to not implement TRIAD, and the study found that the TRIAD intervention had positive effects on student math performance. The study meets WWC group design standards with reservations because it demonstrates baseline equivalence but has unknown levels of study attrition.

IES Announces New FY 2014 Evaluation of State and Local Education Programs and Policies Program  (July 1, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.

IES Announces New FY 2014 Research Grants under the Continuous Improvement in Education Research Program  (July 1, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.

IES Announces New FY 2014 Research Grants under the Researcher-Practitioner Partnerships in Education Research Program  (July 1, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.