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IES Announces Low-Cost Grants to Study the Impact of Interventions Used by States or Districts
June 26, 2017

The Institute of Education Sciences has awarded five Low-Cost, Short-Duration grants for the study of education and special education interventions and programs. The low-cost evaluations are conducted as partnerships between researchers and state or local education agencies, and cover a wide range of educational topics.

The grants, from the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER), are for $250,000 or less and the work will be completed within two years. The evaluations will use randomized controlled trials, regression discontinuity designs, or experimental single case designs to determine the impact of interventions on student education outcomes, and will rely on administrative records or other sources of secondary data. Evaluation results are to be shared with the education agency and the public before the end of the grant.

While the evaluations will focus on a specific district or state, the results may be helpful to other education agencies looking to use a similar intervention or program and can serve as the foundation for further research. The Low-Cost Evaluations are a relatively new IES research program, with the first grants being awarded in 2016. Applications are currently being accepted for 2018 Low-Cost, Short-Duration Evaluation grants.

2017 Low-Cost, Short Duration Evaluation Grants

Low-Cost, Short-Duration Evaluation of Education Interventions (NCER)

An Experimental Evaluation of the Impact of HOME WORKS! The Teacher Home Visit Program—Partners: Concentric Research & Evaluation, St. Louis Public Schools, and the HomeWorks! (a non-profit organization, Description: This study will evaluate the effects of a teacher home visiting intervention that is being used by St. Louis Public Schools, Award Amount: $248,752, Award Period: July 1, 2017 through June 30, 2019.

Improving Student Learning and Engagement Through Gamified Instruction: Evaluation of iPersonalize—Partners: Marzano Research and Fullerton (California) School District, Description: This study will evaluate the impact of a personalized gamified learning on student engagement and student achievement. iPersonalize was developed by the Fullerton School District, Award Amount: $221,517, Award Period: July 1, 2017 through December 31, 2018.

Study of Effects of Transition Planning Process (TPP) on Adult Basic Skills Learners' GED® Attainment and Enrollment in Postsecondary Education—Partners: Abt Associates and the Oregon Higher Education Coordinating Commission, Office of Community Colleges and Workforce Development, Description: This evaluation will study a program designed to help Oregon students complete their GED® credential and enroll in postsecondary courses that will lead to a postsecondary credential. TPP was developed based on the findings of an IES-funded Researcher-Practitioner Partnership, Award Amount: $249,039, Award Period: July 1, 2017 through June 30, 2019.

Impact of an Orientation Course on Online Students' Completion Rates—Partners: Education Development Center, the Michigan Department of Education, and Michigan Virtual Schools, Description: This evaluation will study the effects of an orientation class for students who are taking their first Michigan Virtual School (MVS) online class. The class was developed in response to data that show that online courses have lower completion rates than in-person courses, Award Amount: $238,867, Award Period: September 1, 2017 through August 31, 2019.

2017 Low-Cost, Short-Duration Evaluation of Special Education Interventions (NCSER)

Evaluation of Structured Methods in Language Education (SMiLE): A Program Combining Literacy and Language Development for K–5 Students with Significant Cognitive Disabilities in NYC's District 75—Partners: Education Development Center and the New York City Department of Education District 75 Citywide Programs, Description: The goal of this study is to examine the impact of a multi-sensory reading program on students with significant cognitive disabilities who are not yet readers or are beginning readers, Award Amount: $250,000, Award Period: July 1, 2017 through June 30, 2019.

Media Contact: Dana Tofig, Communications Director, Institute of Education Sciences, 202-245-8235, dana.tofig@ed.gov