Corinne Alfeld
About
Former IES employee at NCER
Associated IES Content
Request for Applications
Education Research and Development Center Program - 84.305C
Education Research and Development Center Program - 84.305C
Application deadline:
Mar 14, 2025 11:59:59 PM EDT
Improving Pandemic Recovery Efforts in Education Agencies
In FY 2022, IES established the Improving Pandemic Recovery Efforts in Education Agencies (Improving Pandemic Recovery) grant program to support research to counteract instructional and learning loss encountered by many learners during the COVID-19 pandemic.
Expanding the Evidence Base for Career and Technical Education (CTE) Research Network
In FY 2018, IES and the U.S. Department of Education's Office of Career Technical and Adult Education (OCTAE) co-sponsored a research network focusing on career and technical education (CTE) through the Research Network Focused on Critical Problems of Policy and Practice grant program.
Postdoctoral Research Training Program in the Education Sciences
This program funds groups of faculty research trainers who recruit, hire, and prepare postdoctoral researchers to conduct high-quality education research. IES encourages training programs to recruit fellows from underrepresented demographic groups including minority groups and those with disabilities, those coming from smaller or less well-known institutions, or those with non-traditional backgrounds including former practitioners or institutional researchers.
Minutes of Meeting: October 5, 2012
NBES meeting minutes on October 5, 2012
Minutes of Meeting: February 22, 2013
NBES meeting minutes on February 22, 2013
Minutes of Meeting: June 16, 2014
NBES meeting minutes on June 16, 2014
Minutes of Meeting: June 03, 2013
NBES meeting minutes on June 03, 2013
Minutes of Meeting: January 31, 2014
NBES meeting minutes on January 31, 2014
Career and Technical Education
The Career and Technical Education (CTE) topic supports research on the implementation and effects of CTE programs and policies on education and career outcomes.
Improving Education Systems
The Improving Education Systems: Policies, Finance, Organization, Management, and Leadership (Systems) topic supports research on system-level education improvements at the school, district, state, or national level.
Using Longitudinal Data to Support State Education Policymaking
In FY 2021, IES began the Using Longitudinal Data to Support State Policymaking grant program (Using Data for Policymaking) to expand State agencies' use of their State Longitudinal Data Systems* (SLDS) for generating evidence in support of education policy decisions.
Grant
Evaluation of the Learning Renewal – Social Emotional Learning Programs for Supporting Pandemic Recovery with Illinois State Board of Education
This network study has two goals: (a) to generate evidence about the effects of the Learning Renewal-Social Emotional Learning Programs (LR-SEL), as part of Illinois's efforts to support recovery from the impact of the COVID-19 pandemic, and (b) to generate useful feedback about effective strategies for implementing and scaling social and emotion-focused COVID-19 recovery programs for schools with high proportions of students experiencing economic disadvantage. Findings from the study are ex...
Federal funding program:
Award number:
R305X220015
Grant
Exploring Noncredit CTE Program Factors that Strengthen Workforce Pipelines
This project will explore malleable factors within postsecondary noncredit career technical education (CTE) programs that may influence students' academic and workforce outcomes. Despite the increasing role of noncredit CTE programs in workforce development, few research studies have addressed these programs, and very little is known about how to effectively support students enrolled in short-term CTE programs. Building on a long-standing partnership with the Virginia Community College Syste...
Federal funding program:
Award number:
R305A220224
Grant
The Impact of Texas's Additional Days School Year Initiative on Student Learning Loss
Through a partnership between the Texas Education Agency (TEA), RTI International, and the University of Michigan (UM), this project will assess the impact of the Additional Days School Year (ADSY) initiative on the outcomes of Texas elementary public-school students. Designed to address summer learning loss, ADSY is a critical tool for helping Texas schools and their students recover from COVID-19 disruptions. Established by Texas House Bill 3, ADSY provides half-day formula funding for sch...
Federal funding program:
Award number:
R305S220002
Grant
Increasing Educational Equity Through Culturally Responsive Schooling
This project will develop and validate research-based measures of culturally-responsive schooling. Educators have been working for greater equity for decades, but with few enduring solutions. The stubborn statistics attest to the intransigency of the problem. Black and Latinx students are three times more likely today to attend highly segregated schools than they were less than 25 years ago. Segregated schools have lower test scores and higher drop-out rates. Students of color are less likel...
Federal funding program:
Award number:
R305T210087
Grant
Evaluation of the Texas House Bill 3 Financial Aid Application Requirement for High School Graduation
This mixed-methods study will examine implementation and outcomes associated with enactment of a statewide policy requiring financial aid application completion as a high school graduation requirement. The specific goals of the project are to (1) examine how the financial aid application graduation requirement is being implemented in public school districts across Texas; (2) examine whether different implementation approaches are associated with higher financial aid application completion ra...
Federal funding program:
Award number:
R305A210271
Grant
The Distributional Effects of Secondary Career and Technical Educational (CTE) Programs on Postsecondary Educational and Employment Outcomes: An Evaluation of Delaware's CTE Programs of Study
The Delaware Department of Education and the University of Delaware will examine variability in participation rates among student subgroups in Delaware public high school CTE programs and link CTE high school participation to high school graduation, postsecondary enrollment, employment, and wages.
Federal funding program:
Award number:
R305S210008
Grant
Sub-baccalaureate Career and Technical Education: A Study of Institutional Practices, Labor Market Demand, and Student Outcomes in Florida
New changes to federal career and technical education (CTE) policy require postsecondary institutions to ensure their CTE offerings are validated by proximal labor market demand, yet there is a very limited base of knowledge and best practices for institutions to draw upon as they carry out this mandate. The purpose of this project is to address existing policy and research gaps by, first, administering a statewide survey to catalogue the institutional practices that Florida community and te...
Federal funding program:
Award number:
R305A210289
Grant
Increasing Equity in Advanced Course Taking Through Automatic Enrollment and Automatic Notification
Research shows that advanced course taking in high school benefits students in the short and long term. However, enrollments in advanced courses traditionally have disproportionately excluded students from racial/ethnic minority groups and students from low-income families. This project will explore the high school and postsecondary outcomes of automatic enrollment policies intended to increase access to advanced courses and will study the potential of an automatic notification tool embedded...
Federal funding program:
Award number:
R305A210022
Grant
Postsecondary and Labor Market Effects of Career and Technical Education in Baltimore City Public Schools
There is a growing body of empirical research into the efficacy of career and technical education (CTE) participation in high school in the United States. However, little of that work can be identified as truly causal, nor has much of this prior work empirically explored the theoretical mechanisms of change linked with CTE participation. This project used a unique selection process into CTE centers within a large school district, linked with longitudinal state data, to provide strong evidenc...
Federal funding program:
Award number:
R305A210049
Grant
An Evaluation of the Efficacy of Virtual Enterprises
For this project, the research team will provide evidence on the efficacy and cost-effectiveness of Virtual Enterprises (VE), a virtual work-based learning (WBL) program. Many high schools are struggling to ensure that all graduates are prepared for college and the workforce, and employers consistently report difficulty in finding workers with sufficient employability skills, such as teamwork and communication. A growing number of education practitioners and researchers have argued that inco...
Federal funding program:
Award number:
R305A210198
Grant
College and Career Readiness: Investigating California's Efforts to Expand Career Technical Education Through Dual Enrollment
The purpose of this project is to examine the result of policy changes due to California Assembly Bill 288 (AB288), enacted in 2015 to create the College and Career Access Pathways (CCAP) partnership. CCAP increased the prominence of Career and Technical Education (CTE) at the high school level by allowing high schools and community colleges to enter joint partnerships and offer dual enrollment courses that count towards both a high school diploma and an associate degree from California comm...
Federal funding program:
Award number:
R305A210217
Grant
Analyzing and Understanding the Educational and Economic Impact of Regional Career Pathways
The research team will conduct an evaluation of Tennessee Pathways (along with earlier career pathway programs), a state initiative to align K-12 education, postsecondary education, and employers so that high school students have a clear pathway to move into the workforce.
Federal funding program:
Award number:
R305S210027
Grant
Choice and Information: The Impact of Technology-Based Career Advising Tools on High School Students' CTE Choices and Academic Performance
The purpose of the study is to rigorously test two popular and widely used technology-based career advising tools for secondary school students. These tools provide attractive options for schools, which often lack capacity to increase depth or breath of current career and technical education (CTE) and career counseling services, even as the current Perkins V policy environment seeks to strengthen and increase CTE choices for students. However, despite the popularity and widespread use of the...
Federal funding program:
Award number:
R305A200307
Grant
The Impact of CSI Designation in Multiple Measure ESSA Accountability Systems
The purpose of this project is to examine accountability systems under the Every Student Succeeds Act (ESSA). Although research has examined the effects of accountability policies, little is known about why accountability is or is not showing results. The project team will examine causal pathways to help explain such results. Researchers will take advantage of newly introduced accountability measures to examine a richer set of outcomes beyond student test scores. This study will be one of th...
Federal funding program:
Award number:
R305A200254
Grant
The Impact of Integration: An Analysis of the METCO Voluntary Desegregation Busing Program
This project analyzes the impact of integration on Black, Hispanic, Asian, and White students' outcomes using the applicant records of the 50-year-old Metropolitan Council for Educational Opportunity (METCO) voluntary desegregation busing program. Findings from the study will increase understanding of the impact of reduced racial isolation and of access to high-performing suburban schools for urban students of color.
Federal funding program:
Award number:
R305A200060
Grant
Youth Participatory Action Research in the Secondary Curriculum
The purpose of this project is to develop and document the feasibility of a school-based youth participatory action research intervention intended to improve student academic achievement and engagement and school social and behavioral context.
Federal funding program:
Award number:
R305A200305
Grant
Does School-Level Fiscal Flexibility Reduce Inequality in Student Achievement? New Evidence From Title I
The purpose of this project is to evaluate the impacts of fiscal flexibility (namely, the ability to spend compensatory revenue school-wide rather than targeted to specific students) on student achievement and attainment. Mounting research evidence shows that increases in school spending in kindergarten through 12th grade settings (K-12) leads to significant improvements in student academic success, as well as subsequent adult socioeconomic accomplishment. However, concerns remain over how m...
Federal funding program:
Award number:
R305A200126
Grant
School Improvement in Indiana: Exploring Differences among Charter, Voucher Private, and Traditional Public High Schools
Most school choice research to date has examined impacts on K-8 students' test scores and non-cognitive outcomes, with comparatively little research on longer-term attainment outcomes such as high school graduation and college enrollment. This project will examine how school choice in different sectors (charter, Catholic, other private, and public schools) is related to student outcomes in high school and postsecondary education. The project will also explore whether attending different type...
Federal funding program:
Award number:
R305A190340
Grant
The Relationship Between Course-taking Patterns and Postsecondary Outcomes
In this study, the researchers aimed to provide a current and comprehensive description of the relationship between curricular intensity (the number of academic courses students complete and the level or difficulty of those courses) and postsecondary outcomes. The team used recent data from a nationally representative study and a rigorous methodology that adjusts for self-selection issues. They focused on students with disadvantaged backgrounds, such as racial/ethnic minorities (Black, Hispa...
Federal funding program:
Award number:
R305A190073
Grant
A Lottery-Based Evaluation of the Impact of Public School Choice Programs on Short- and Medium-Term Academic and Behavioral Outcomes
The researchers conducted a retrospective evaluation of the impact of three types of public school choice programs: magnet schools, open enrollment, and a traditional busing system designed to integrate a district's schools.
Federal funding program:
Award number:
R305A190123
Grant
Are Gifted Programs Beneficial to Underserved Students? An Examination of Malleable Factors and Conditions Associated with Beneficial Academic and Social-Emotional Outcomes for Students
The goal of this project is to examine whether gifted education policies and programs in North Carolina contribute to beneficial academic and social-emotional outcomes. Through an in-depth examination of malleable factors that may moderate student success, the research team will examine what types of gifted education policies work, for whom, and under what conditions by asking: 1) Is gifted program participation associated with beneficial academic and social-emotional student outcomes?; 2) W...
Federal funding program:
Award number:
R305A190484
Grant
The Evaluation of Career and College Promise
In this project, the partnership will examine the implementation, impact, and cost of all components of Career and College Promise (CCP), a set of three structured dual enrollment pathways in North Carolina (College Transfer, Career and Technical Education, and Cooperative Innovative High Schools, which includes early colleges). The partnership will build the capacity of the participating state agencies to support a cross-sector research agenda; allow for an in-depth and comprehensive respon...
Federal funding program:
Award number:
R305H190036
Grant
Expanding the Evidence Base for Career and Technical Education (CTE) – Research Network Lead
This project team serves as a research network lead for the Expanding the Evidence Base for Career and Technical Education (CTE) research network. They are responsible for the CTE network administration and coordination, and they carry out research, training, and dissemination activities designed to increase the number and quality of CTE impact evaluations and strengthen the capacity of the field to conduct future CTE research and evaluation. The specific aims of this CTE Network are to incr...
Federal funding program:
Award number:
R305N180005
Grant
A Regression Discontinuity Study of the Impact of ALFA Lab on 9th-Graders' Reading Achievement, Motivation, and Reading Frequency
Many students from neighborhoods of concentrated poverty enter high school with underdeveloped reading skills, and skill gaps can create widespread achievement and engagement problems for students in high school, as well as college and career. The purpose of this project is to test the efficacy of ALFA (Accelerating Literacy for Adolescents) Lab, a small-group class that supports incoming high school students who are poor readers. The ALFA Lab was developed to enhance 9th grade students' rea...
Federal funding program:
Award number:
R305A180154
Grant
Does Applied STEM CTE Strengthen the College and Career Pipeline for Low-Income High School Students?
In this project, the researchers explored whether and how course taking in applied career and technical education (CTE) STEM (science, technology, engineering, math) prepared low-income students for college and careers in STEM or with STEM applications. Given the growth of STEM jobs in the economy, it is important to identify and reduce disparities in access to STEM courses in high school. Unlike traditional academic STEM courses (e.g., math, physics) that focus on abstract, theoretical prob...
Federal funding program:
Award number:
R305A190523
Grant
Reducing Achievement Gaps at Scale Through a Brief Self-Affirmation Intervention
In this study, researchers will test the effectiveness at scale of a low-cost self-affirmation mindset intervention on the achievement, behavior, and attitudes of 7th grade students testing specific hypotheses about the intervention's impact on Black and Hispanic students. These minority student groups are susceptible to the threat of conforming to or being judged by negative stereotypes about the general underperformance of their racial/ethnic group ("stereotype threat"). The hypothesis is ...
Federal funding program:
Award number:
R305A180230
Grant
Evaluation of Gifted and Talented Program Practices and Student Outcomes
Research on how best to meet the needs of gifted and talented (GT) students is limited. In states where gifted programming is mandated, schools implement a wide variety of strategies and instructional approaches to accelerate the standard school curriculum and/or provide enriched learning opportunities for advanced students. This project will use data from Washington State (approximately 1 million students in 300 districts) to examine the association between GT program features, classroom re...
Federal funding program:
Award number:
R305A180082
Grant
Exploring Academic Return on Investment as a Metric to Direct District-level Funding Towards Programs that Improve Student Outcomes
The overall goal of this partnership project was to investigate whether and how cycle-based budgeting and the concept of academic return on investment can be used to improve decision-making about education programs and strategies and ultimately lead to stronger student education outcomes. In particular, the research partnership sought to identify methods that districts could use to analyze the relative costs of programs to aid in decision-making. During the course of the project, the partner...
Federal funding program:
Award number:
R305H180003
Grant
Assessing the Implementation, Impact & Variation of CTE Innovation: NYC as a Lab for Rigorous CTE Research
In this project, researchers will estimate the causal impact of New York City's (NYC) Career Technical Education (CTE) programs on students' career and work-related learning experiences, social and behavioral competencies, high school diploma receipt, and transitions to college and the labor market. The study will examine variation across more than 200 of NYC's CTE programs to identify malleable factors that are associated with impacts. Despite the proliferation of CTE programs, only a few s...
Federal funding program:
Award number:
R305A170498
Grant
An Evaluation of the New Graduation Requirements in Texas
This project is a partnership between the American Institutes of Research (AIR) and the Texas Education Agency (TEA) to investigate the impact of 2013 Texas House Bill 5 (HB 5) on student outcomes. With the enactment of HB 5, the state's previous high school graduation requirements, which included a requirement that all students complete Algebra II, were replaced with were replaced with the Foundation High School Program (FHSP), which gives students who want to go directly into career and t...
Federal funding program:
Award number:
R305H170006
Grant
Implementing A Comprehensive Data-Based Coordinated System Of Care For School Districts To Promote Youth Academic Success And Social Emotional Development: A Researcher-Practitioner Partnership
The goals of this project were to: validate the Early Identification System (EIS) currently in use by the BCSMHC, a universal assessment system designed to summarize county, district, school, grade, and individual student level social, behavioral, emotional, and academic risk factors
Federal funding program:
Award number:
R305H170023
Grant
Career Academies, Pathways, and Elective Courses: Exploring Variation in Work-Based Learning Experiences and Student Outcomes
In this project, researchers will compare three modes of career technical education (CTE) delivery: career academies, career pathways, and elective CTE courses. Although CTE is increasingly used as a means to prepare students for college and careers, the modes of delivery can vary. Most prior studies of CTE effectiveness have examined students enrolled in one mode. Without attention to variation in how students experience CTE instruction, including work-based learning opportunities, it is di...
Federal funding program:
Award number:
R305A170383
Grant
P-TECH 9–14 Schools: An Impact, Implementation and Cost Study
In this project, researchers will assess the implementation, impact and cost of the P-TECH 9-14 school model (P-TECH) in New York City (NYC). The evaluation will provide long-term evidence for P-TECH and policymakers about a model that has been rapidly expanded and scaled nationally. P-TECH is an approach to career and technical education that begins in high school and includes pathways to college and careers, employer and college partnerships, work-based learning, and opportunities to earn ...
Federal funding program:
Award number:
R305A170250
Grant
Florida CTE Certifications Study
This exploratory project focused on industry certifications earned by high school students with support from the state of Florida. The study had two aims: (1) to identify which high school practices and labor demand factors are associated with higher rates of earning certifications and (2) to test whether obtaining a certification is associated with increased rates of on-time high school graduation, postsecondary enrollment, and degree attainment.
Federal funding program:
Award number:
R305A170222
Grant
Assessing the Efficacy of Online Credit Recovery on Student Learning and High School Graduation
In this project, researchers will investigate how online credit recovery affects student content knowledge, credit accumulation, and graduation, relative to retaking failed courses in a standard face-to-face format. They will also describe the ways in which online credit recovery provides students with different instructional experiences compared to repeating the standard face-to-face (f2f) course. School districts across the country are increasingly using online courses to expand credit rec...
Federal funding program:
Award number:
R305A170152
Grant
The Distributional Implications of Computer-based Testing on Students, Teachers, and Schools
In this study, the researchers examined the rollout of computer-based tests (CBTs) in Massachusetts to investigate test mode effects on student achievement outcomes. CBTs have been spreading rapidly as a way to assess student achievement because they have a more flexibility in test item design, access to a large repository of items, and faster turnarounds for score receipt. As of the 2020s, dozens of states administer online exams. Through this project, the researchers aimed to help inform...
Federal funding program:
Award number:
R305A170119
Grant
Randomized Controlled Trial of the Supporting Knowledge in Language and Literacy (SKILL) Program for Children who are At-Risk for Language and Literacy Difficulties
In this project, the researchers rigorously evaluated the Supporting Knowledge of Language and Literacy (SKILL), an intervention they had developed in a previous IES grant to teach students about story structure and higher level aspects of academic language. Through this efficacy study, they aimed to determine whether training in oral narration impacted the use of higher level language, reading comprehension, and written language. Narration has been shown to be a foundational skill for liter...
Federal funding program:
Award number:
R305A170111
Grant
Postdoctoral Training Program in Experimental and Quasi-Experimental Methods for Education Research
The University of Michigan Postdoctoral Training Program in Experimental and Quasi-Experimental Methods for Education Research prepared five fellows to conduct education research relevant to NCER topic areas Early Learning Programs and Policies, English Learners, Literacy, Improving Education Systems, and Postsecondary and Adult Education. The fellows received training in research methods that would meet the methodological standards of an IES Exploration, Initial Efficacy, Effectiveness, or ...
Federal funding program:
Award number:
R305B170015
Grant
Does Early Intervention Benefit Social-Emotional and Academic Development in Middle School? A Follow-up Study of INSIGHTS
Researchers investigated whether experience with the INSIGHTS into Children's Temperament intervention in kindergarten and first grade has continued benefits for students when they are in middle school. INSIGHTS helps students, parents and teachers understand how temperament influences behavior and learning in school. In 2008, IES supported an efficacy trial of INSIGHTS with 22 high poverty urban elementary schools randomly assigned to INSIGHTS or an attention control condition (supplemental...
Federal funding program:
Award number:
R305A160177
Grant
A Research Synthesis of the Effects of Classroom Structure on Student Motivation, Engagement, and Achievement
The researchers conducted a research synthesis and set of meta-analyses focused on the role of classroom structure in preschool through high school students' academic competence beliefs, engagement, and achievement. By classroom structure, the researchers meant an overall approach to creating a predictable classroom environment that includes an assortment of practices implemented by teachers meant to organize and guide students' school-relevant behavior and in turn, support students' in effe...
Federal funding program:
Award number:
R305A160406
Grant
Validation of a Measure to Assess the Social-Emotional Health of Secondary Students
The project, a collaboration involving UC Santa Barbara, WestEd, and the California Department of Education, refined and validated the Social Emotional Health Survey-Secondary (now identified as SEHS-S-2020). This measure assesses students' essential social-emotional assets during the secondary school years (Grades 9-12), a developmental stage characterized by increasing academic demands, diverse and complex social interactions/relationships, and challenges associated with the crucial transi...
Federal funding program:
Award number:
R305A160157
Grant
Improving Low-Income Students' Odds of Being "On-Track" and College Ready in Chicago Public Schools: The Respective Roles of Child Self-Regulation and Preschool vs. High School Intervention
The purpose of this project is twofold: 1) to evaluate the long-term impact of a preschool self-regulation and school-readiness intervention on later self-regulation skills, and 2) to evaluate the impact of a new mindset intervention to improve self-regulation and, ultimately, college readiness in high school students. The preschool intervention (Chicago School Readiness Project, or CSRP) was aimed at supporting low-income students' chances of success in navigating the preschool to kindergar...
Federal funding program:
Award number:
R305A190521
Grant
Alignment, Timing and Support: The Effect of Early Intervention on Student College Readiness
Weak academic preparation before college matriculation is often cited as a key reason for persistently low college graduation rates. To address this issue, about 40 states provide high school-to-college transition interventions at the state and local levels. This study examined the efficacy of one such effort-Kentucky's Targeted Interventions Program (TIP)-and explored the conditions under which TIP may help close the college readiness gap. The study focused on transition interventions that ...
Federal funding program:
Award number:
R305A160188
Grant
Implementation of Common Core and Next Generation Science Standards: Changes in Classroom Instruction and Student Achievement
Researchers explored the implementation of district and school-level plans to realize the goals of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) in mathematics and science in Chicago Public Schools (CPS). Across the country, districts and schools are expending considerable resources to enable students to meet the new standards through revised instructional materials, professional development, and other strategies. The ways in which the strategies are imp...
Federal funding program:
Award number:
R305A160162
Grant
An Evaluation of Turning Around North Carolina's Lowest Performing Schools: A State Partnership Evaluation
The research team investigated the implementation and impact of a school turnaround plan for low-performing schools in North Carolina. The plan, called the North Carolina Transformation (NCT) program, identified and targeted increasing each school's leadership and instructional capacities. Rather than the expected positive effects of NCT on student and teacher outcomes, their regression discontinuity study found that student achievement gains were lowered and that teacher turnover increased ...
Federal funding program:
Award number:
R305E190002
Grant
Development of Project DREAM: An After-School Program to Promote Academic Success via Social and Emotional Learning and Connectedness with Adults
In this study, researchers developed and tested an afterschool prevention program. The program was designed to promote better social and emotional competencies and relationships with non-parental adults for disconnected middle school students to support their academic achievement. Research indicates that disconnected adolescents are in need of supportive relationships with non-parental adults to support their social and emotional competencies and help them remain engaged in school. Project D...
Federal funding program:
Award number:
R305A150028
Grant
Boston Public Schools Expanded Learning Time Research Collaborative
This researcher-practitioner partnership systematically studied practices used during extended learning time (ELT), a school improvement strategy widely used in Boston Public Schools (BPS), in order to guide continuous improvement and refinement of the BPS ELT initiatives. Through a combination of School Improvement Grants (SIG), Investing in Innovation (i3) grants, and other grants, BPS implemented ELT in low-performing schools since 2006 and had 36 schools offering ELT in 2014-15. In BPS, ...
Federal funding program:
Award number:
R305H150013
Grant
The Center for Research Use in Education (CRUE)
The Center for Research Use in Education (CRUE) aimed to study what drives research use, from the production of knowledge to sharing and application of research knowledge. CRUE had two major lines of work: a structured program of research and national leadership and dissemination activities. CRUE researchers designed, produced, piloted, and validated two parallel surveys for researchers and practitioners: the Survey of Evidence in Education for Schools (SEE-S) and the Survey of Evidence in E...
Federal funding program:
Award number:
R305C150017
Grant
Improving Teacher Capacity to Implement High Quality Service Learning in Elementary Science Classrooms
The project team developed, tested, and evaluated a program called Connect Science (CS). The program is designed to help upper elementary school teachers create service-learning opportunities for their students as part of their science instruction. Currently, educators are looking for evidence-based curricular approaches that engage students in authentic, meaningful work while also meeting required academic standards. Service-learning is a project-based learning approach that answers that ne...
Federal funding program:
Award number:
R305A150272
Grant
VESIP: Virtual Environment for Social Information Processing Assessment Tool for Upper Elementary and Middle School Children
The purpose of this measurement project was to further develop and validate the Virtual Environment for Social Information Processing (VESIP), a computer-based assessment of social information processing skills in third through seventh grade students. VESIP uses an interactive, simulated environment with customizable avatars to assess students' understanding of different types of social encounters (e.g., bullying/teasing, joining a group of peers already playing together) typical in school s...
Federal funding program:
Award number:
R305A150189
Grant
Missouri Interdisciplinary Postdoctoral Research and Training Program
The Missouri Interdisciplinary Postdoctoral Research and Training Program addressed an area of ongoing need in education research, the capacity of researchers to design and conduct rigorous high quality research that is relevant for policy and practice
Federal funding program:
Award number:
R305B150028
Grant
Access to Eighth-Grade Algebra: Helping Schools Understand Prospects for All Students
Researchers in this study will examine short and long term outcomes of taking Algebra I in eighth grade for students with different levels of readiness for algebra. In response to research that demonstrates that Algebra I acts as a "gateway" to more advanced course taking and success in high school, policymakers have recently expanded access to Algebra I. However, limited evidence exists about what readiness means or what the outcomes are for students with different levels of readiness. Poli...
Federal funding program:
Award number:
R305A150403
Grant
Virtual Courses: The Introduction and Expansion of Virtual Schooling in Florida and Its Effects on Student Academic Outcomes
This project explored how taking virtual (online) courses in high school affects students' course progression and academic achievement. Online courses are widely used, but policymakers have little rigorous evidence on whether online courses promote student achievement. Some states, such as Florida, require all students to take at least one online course prior to graduation. This project used data from Florida to examine the use of online courses, potential effects of online courses on studen...
Federal funding program:
Award number:
R305A150163
Grant
Development of College- and Employer-based Career Pathways Models that Build on the Year Up Program Logic
In this study, the researchers developed and piloted cost-effective, scalable versions of the Year Up's original "core" program for young adults aged 18-24 with a high school diploma or equivalent.
Federal funding program:
Award number:
R305A150214
Grant
Early College High Schools at Scale: Probing Impacts and Generalizability with a Quasi-Experiment Benchmarked Against an RCT
This project provides evidence about the effectiveness of Early College High Schools (ECHS) in North Carolina (NC) which are small schools of choice primarily located on campuses of two- or four-year colleges or universities. Students who attend ECHS have the opportunity to earn, at no financial cost to them, two years of transferable college credit or an associate's degree while simultaneously satisfying high school graduation requirements. This study leveraged existing data to provide info...
Federal funding program:
Award number:
R305A150477
Grant
National Center for Research on Gifted Education
Many policymakers, educators, and parents want assurance that the nation's gifted and talented students receive instruction that is sufficiently challenging and that will allow these students to reach their full potential. Recent studies of gifted and talented programs indicate that the extent and quality of services available to gifted students varies from state to state, district to district, and even from school to school within school districts. Overall, the field knows little about how ...
Federal funding program:
Award number:
R305C140018
Grant
Testing the Integration of an Empirically-supported Teacher Consultation Model and a Social-emotional Learning and Literacy Intervention in Urban Elementary Schools
In recent years, efforts to improve student academic outcomes have expanded to incorporate a focus on children's social and emotional well-being and competencies as a path to success in school. The 4Rs+MTP program represents the systematic integration of two distinct programs, Reading Writing, Respect and Resolution (4Rs) and MyTeachingPartner (MTP), that was supported by an IES Goal 2 Development and Innovation award. The 4Rs+MTP program supports teachers in their implementation of the 4Rs ...
Federal funding program:
Award number:
R305A140559
Grant
On the Importance of School Facilities Spending to School Outcomes
U.S. school districts invest billions of dollars to upgrade school facilities on the assumption that this will improve student outcomes. Empirical evidence about the allocation of facilities spending and its effect on student performance is necessary to enable financially constrained school districts to judiciously invest their resources. The purpose of this project is to inform policies regarding capital investments in school facilities. Researchers will examine the following questions: (1)...
Federal funding program:
Award number:
R305A140363
Grant
Foundation for Alliance for Education
The purpose of the AllEd partnership was three-pronged: (a)to root AllEd in the relevant programs in Connecticut by carrying out the needed qualitative research, (b) to inform AllEd by carrying out the needed quantitative research using existing datasets, and (c)to prepare the foundation for the implementation of AllEd by forming a network of stakeholders and receiving critical feedback on the existing draft of AllEd for its improvement.
Federal funding program:
Award number:
R305H140050
Grant
Promoting Adolescent Well Being and Academic Performance Through Mindfulness-based Emotion Regulation Skills Instruction
The demands and risks of adolescence often lead youth to make poor decisions that negatively affect their mental health and academic engagement and achievement. The sheer number of challenges adolescents face in navigating this developmental stage may overwhelm their available cognitive and emotional resources, especially for those who have experienced less than optimal conditions in infancy and childhood. At the same time, attention and emotion regulation skills are developing during adoles...
Federal funding program:
Award number:
R305A140113
Grant
National Center for Research in Policy and Practice
The National Center for Research in Policy and Practice developed measures and tools to document research use in schools, described the conditions under which research is used and the factors that promote or inhibit research use in schools and school districts, and identified and examined researcher practices that were associated with greater use of research. In addition, the Center engaged in leadership and outreach activities that helped school and district leaders apply study findings, in...
Federal funding program:
Award number:
R305C140008
Grant
Strategic School Funding for Results Project, Phase II
Urban school districts' standard resource allocation practices are often based on top-down decision making that leaves schools with little or no discretion about how their resources are used. Moreover, the distribution of resources across schools within these districts relies substantially on standardized staffing formulas based on total school enrollment or allocation mechanisms prescribed by categorical funding programs (e.g., Title I). In many districts, principals have little or no auth...
Federal funding program:
Award number:
R305A100630
Grant
The Science Writing Heuristic Post-doctoral Fellowship
The Science Writing Heuristic Postdoctoral Fellowship trained four fellows on topics in the areas of science and special education. Educational and applied experiences ensured that each fellow acquired the skills necessary to conduct rigorous education research. Fellows worked with faculty on an efficacy study of the science writing heuristic approach, which embeds science argument in typical inquiry lessons to improve student understanding of science.
Federal funding program:
Award number:
R305B100005
Grant
Misattribution of Teacher Value-Added
With the added emphasis on incorporating evidence of student learning into teacher evaluations, many states are using value-added modeling as part of their approach to evaluating teachers. The evidence typically comes in the form of year-to-year changes in student scores on annual standardized tests administered in spring, with the spring teacher assumed to be the only teacher in the intervening year. This approach misattributes a teacher's value-added for at least three reasons. First, ther...
Federal funding program:
Award number:
R305A120310
Grant
Early Truancy Prevention Project
Across the United States, high school dropout has emerged as a critical education policy problem. On average, one in four students who begin public high school in the United States will not graduate. Educators and policymakers have struggled to find the appropriate context and methods to intervene with students before they decide to drop out of high school. Most dropout prevention programs currently in place in American schools begin in adolescence, either toward the end of middle school or ...
Federal funding program:
Award number:
R305A120526
Grant
Getting Students to the Finish Line: An Efficacy Study of a Ninth Grade Early Warning Indicator Intervention
Each year in the United States, more than a million students fail to graduate with their high school class. The process of disengagement with schooling which culminates in students dropping out generally manifests itself behaviorally in high absenteeism, behavior problems, and course failure, including both the failure to complete assignments and failure to pass courses. These three factors-the ABCs-are the strongest predictors of dropping out, are often interrelated, and can serve as early ...
Federal funding program:
Award number:
R305A120677
Grant
The Impact of School Accountability Sanctions on Student Outcomes: Evidence from North Carolina
This study examines whether various forms of sanctions included in school accountability policies, including the No Child Left Behind Act and North Carolina's ABC program, improve student achievement with particular attention to traditionally underperforming disadvantaged students.
Federal funding program:
Award number:
R305A090019
Grant
The Impact of Incentives to Recruit and Retain Teachers in "Hard-to-Staff" Subjects: An Analysis of the Florida Critical Teacher Shortage Program
This project will evaluate the efficacy of programs created under the statewide Florida Critical Teacher Shortage Program (FCTSP) and a related set of teacher bonuses, the Teacher Recruitment and Retention Fund (TRRF). Components of the programs were in place starting in 1984 and ending in 2010 and provided a variety of incentives to become fully certified to teach in hard-to-staff disciplines like math, science and special education.
Federal funding program:
Award number:
R305A110967
Grant
A Multisite Evaluation of the Implementation and Impact of Supplemental Educational Services
The project will evaluate the efficacy of supplemental education services provided to low-income students as required under the No Child Left Behind Act of 2001. As part of this work, the project will: (1) estimate the net impacts of supplemental education services on student achievement; (2) identify the particular design elements and curricular and instructional components of programs that contribute to these impacts; (3) investigate whether those students who are most in need of extra aca...
Federal funding program:
Award number:
R305A100995
Grant
Developing More Effective Test-Based Accountability by Improving Validity Under High-Stakes Conditions
Research on test-based accountability has documented a variety of distortions of educational practice that can lead to test score inflation. Specifically, this means that gains in scores on the tests used for accountability can be far larger than the actual gains in student learning they are intended to signal. The goal of this project is to: (1) evaluate the limitations of current assessment systems, including the features of tests that are most vulnerable to score inflation and the types...
Federal funding program:
Award number:
R305A110420
Grant
Strategic Responses to School Accountability
The project investigates two ways in which schools and teachers might behave strategically when facing pressure from school accountability systems based on student test scores. First, schools might provide more attention to students who have full academic year eligibility. Under the No Child Left Behind Act of 2011 (NCLB), a school is only accountable for a student's performance if that student has attended that school for a certain number of days and states are required to define that time,...
Federal funding program:
Award number:
R305A110968
Grant
Alignment Across K–12 Writing Standards, Assessments, Achievement, and Postsecondary Expectations: A State-by-State Analysis
This study will analyze all 50 states' writing content standards and large-scale assessments to identify relationships between them. The project will further examine the relationships between these state policy instruments and (1) student writing achievement on the National Assessment of Educational Progress (NAEP) for fourth grade; (2) research-based writing assessment and instructional practices; and (3) postsecondary expectations in the domain of writing.
Federal funding program:
Award number:
R305A100040
Grant
Postdoctoral Research Training Fellowship in Early Childhood Education Sciences
The University of North Carolina at Chapel Hill Postdoctoral Research Training Program in the Early Childhood Education Sciences provided five fellows experience in the design and evaluation of interventions for young children, as well as methods including clinical trial studies and quasi-experimental evaluations.
Federal funding program:
Award number:
R305B100028
Grant
Carnegie Mellon and RAND Traineeships (CMART) in Methodology and Interdisciplinary Research
This program trained four fellows and was carried out in collaboration with the RAND Corporation, whose team applies quantitative and methodological training to scientifically rigorous education research.
Federal funding program:
Award number:
R305B100012
Grant
Postdoctoral Training Program in Mathematical Thinking, Learning, and Instruction
The Postdoctoral Training Program in Mathematical Thinking, Learning, and Instruction focused on math education and provided opportunities for five fellows to focus on a range of scientifically rigorous methods, including data analysis techniques that support causal inference within experimental, quasi-experimental, and observational designs.
Federal funding program:
Award number:
R305B100007
Grant
Summer School and Summer Learning: An Examination of Selection, Implementation, and Program Effects in a Multiyear Randomized Trial
The purpose of this study is to conduct a rigorous evaluation of a multiyear summer school literacy program initiative delivered to kindergarten, first, and second grade students identified as at-risk for future reading difficulty and aimed at closing the performance gap between strong and struggling readers and to ensure that struggling readers gain the skills requisite to meet reading proficiency targets.
Federal funding program:
Award number:
R305A090369
Grant
Postdoctoral Training in Children's Mathematics Learning
This postdoctoral program trained three fellows on contemporary theories of and methods for studying cognitive development.
Federal funding program:
Award number:
R305B100001
Grant
University of Illinois at Urbana-Champaign Postdoctoral Research Training Program in Mathematics Education
The University of Illinois at Urbana-Champaign Postdoctoral Research Training Program in Mathematics Education trained five fellows on mathematics learning, mathematical measurement, quasi-experimental and experimental design, and analysis of large-scale evaluations.
Federal funding program:
Award number:
R305B100017
Grant
Postdoctoral Field Based Research Methodology Training
The Postdoctoral Field Based Research Methodology Training Program at Vanderbilt University trained fellows to develop their statistics, measurement, and experimental design skills in the context of field-based randomized control trials.
Federal funding program:
Award number:
R305B100016
Grant
Modeling Longitudinal Effects of New York City's 5th Grade Promotion Policy on Student Achievement through a Regression Discontinuity Design
This project will examine the effects of grade retention and supportive interventions under the promotion policy currently in place for 5th graders in New York City. This project is taking place within an already existing larger evaluation of the New York City promotion policy and is focusing specifically on the subset of at-risk students who qualify for support in both English and math. These students have been left out of similar past studies but are to be included in this study through th...
Federal funding program:
Award number:
R305A090039
Grant
Post Doctoral Research Training in Education Sciences
The Postdoctoral Research Training Program in Education Sciences provided interdisciplinary training in methods for education research, including statistical methods, measurement methods, evaluation methods, and research design to seven fellows
Federal funding program:
Award number:
R305B100027
Grant
Do Small Schools Improve Student Performance in Large Urban Districts? Evidence from New York City
This project examines the potential impacts of small high schools, compared to their larger counterparts, on high school outcomes for students overall and across subgroups of students. The analysis also examines characteristics of small and large schools to better understand the relationships between school size and outcomes, and disentangle the possible effect of size from that of other school characteristics associated with size. The small school reform stands out among high school refo...
Federal funding program:
Award number:
R305A080522
Grant
Postdoctoral Fellowships in Progress Monitoring in Reading and Mathematics
This postdoctoral fellowship program trained five fellows to conduct research on in measurement tools used to document progress with learning to read and solve mathematics problems in U.S. elementary and middle schools.
Federal funding program:
Award number:
R305B080004
Grant
Interdisciplinary Postdoctoral Research and Training Fellowship in the Educational Sciences (IPoRT Fellowships)
The Interdisciplinary Postdoctoral Research and Training Fellowship in the Educational Sciences (IPoRT Fellowships) prepared future leaders in educational science and technology research.
Federal funding program:
Award number:
R305B080007
Grant
A Curriculum Engagement: Micro-Process Interventions in Middle and High School to Improve Attendance, Behavior, Achievement and Grade Promotion for At-Risk Ninth Graders
Prior research points to the possibility of improving student outcomes by directly addressing students' academic engagement/disengagement. The purpose of this project is to develop and conduct a feasibility study for an intervention designed to improve attendance, behavior, achievement, and grade promotion for ninth-graders at-risk for dropping out of high school.
Federal funding program:
Award number:
R305A080211
Grant
The Consequences for High School Students of Failing State Exit Exams: Evidence from Massachussetts
Over the past two decades, a growing number of states have implemented high-stakes exit examinations that students must pass to graduate from high school. Exit exams are often justified as a means to verify that high school graduates have mastered important knowledge and skills. However, concerns have been raised that exit exams may cause students, particularly those from low income and urban backgrounds who are already struggling in the educational system, to drop out of high school or de...
Federal funding program:
Award number:
R305A080127
Grant
National Research Center on the Gifted and Talented
The National Research Center on the Gifted and Talented (NRCGT) conducts research on a host of issues surrounding gifted education, namely: Who are the gifted? What characterizes "giftedness" and how can the term's definition be used to identify students for gifted programs and services? What programs and services most benefit gifted students and can those programs and services yield positive results for students not identified as gifted, as well as for students identified as gifted under tr...
Federal funding program:
Award number:
R305A060044
Grant
An Experimental Design Evaluation of Full-Day Kindergarten
At the time of this study, full-day kindergarten was used increasingly as a strategy to address achievement gaps and promote early learning and school readiness. In this project, the researchers compared the academic results of full-day kindergarten with those of half-day kindergarten. Through this comparison, the researchers expected the results to show whether providing full-day kindergarten in two high-poverty schools improved academic performance and attendance rates and reduced special ...
Federal funding program:
Award number:
R305F050256
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