American Institutes for Research (AIR)
Associated IES Content
Grant
The Special Educator Workforce: A Research Collaborative
The purpose of the Special Educator Workforce: A Research Collaborative (SPARC) is to help address long-standing challenges related to the composition, distribution, stability, and effectiveness of the special education teacher workforce. SPARC will conduct a cohesive, mixed-methods program of research using state longitudinal data systems (SLDS) and qualitative data to explore factors shaping these challenges (state, district, and school contexts; teacher preparation; and state and di...
Federal funding program:
Award number:
R324C240002
Grant
An Efficacy Study of the Lindamood-Bell Learning Processes Complete Intervention for Upper Elementary Students
The purpose of this project is to test the impact of the Lindamood-Bell Learning Processes (LBLP) Complete program on interventionist behavior and the reading outcomes of students with or at risk for reading disabilities in upper elementary schools. There is a clear need for effective and scalable reading interventions that can accelerate growth in reading for students with or at risk for reading disabilities. The LBLP is an intervention package that is used by more than 500 school districts...
Federal funding program:
Award number:
R324A230040
Grant
Assessing the Potential of Outcomes-Based Licensure Test Standards
Researchers propose a framework for informing revisions to state licensure testing requirements, which researchers refer to as outcomes-based licensure test standards. Researchers plan to link domain-level test information for individual teacher candidates from the Massachusetts Tests for Educator Licensure (MTEL) to various measures of teaching effectiveness in Massachusetts. This will allow researchers to test how different domains of content knowledge predict teacher and student outcomes...
Federal funding program:
Award number:
R305A220058
Grant
Consequences of Selective Reporting Bias in Education Research
The most popular meta-analytic methods have serious limitations in diagnosing and adjusting for selective reporting, especially when there are dependencies among multiple effects from primary studies, a widespread occurrence. For meta-analysis of independent effects, selection models have shown promise in flexibly capturing complex reporting patterns while providing adjusted meta-analytic estimates, but no existing model also simultaneously addresses effect size dependencies. The purpose of ...
Federal funding program:
Award number:
R305D220026
Grant
Teaching Skills That Matter (TSTM)-SkillBlox Research Team
This project explores the rollout of the Teaching Skills That Matter (TSTM) initiative of the U.S. Department of Education's Office of Career, Technical, and Adult Education (OCTAE) and will develop and pilot test instructional resources for TSTM, delivered through an online platform called SkillBlox. The TSTM initiative seeks to align the skills teachers focus on in the classroom and students' needs and interests in part by providing the TSTM framework. This framework focuses on nine intra/...
Federal funding program:
Award number:
R305N210025
Grant
Exploration of Departmentalized Instruction
Researchers will investigate the effects of departmentalized instruction in primary schools with a focus on assessing implementation in routine settings and the contributions of specific causal mechanisms. Researchers will study whether the effects of departmentalization on student outcomes change with the number of years of implementation. Researchers will explore the extent of teacher specialization in the years following the policy change. This analysis will both provide evidence on the i...
Federal funding program:
Award number:
R305A210008
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
Rethinking Accessibility Using NAEP Process Data: Exploring Universal Design and Accommodations
Current knowledge about the use of accessibility features (AFs)-consisting of accommodations available only to students with disabilities (SWD) and universal design (UD) elements available to all students-is largely limited to information on students' interaction with mostly paper-and-pencil tests. Little is known about whether SWDs use the AFs available to them; what features or combination of features they use; the extent of use if they do use the features; and whether certain item, studen...
Federal funding program:
Award number:
R324P210002
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
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
Building and Sustaining the Capacity of Local Math Coaches to Support College- and Career-Ready Mathematics Instruction
In this project, the project team will develop, refine, and evaluate a coaching intervention for elementary math teachers to be implemented by local district coaches. A math-specific observational coding system, the Mathematical Quality of Instruction (MQI), guides 1:1 and group coaching activities that emphasize teacher video analysis and practice with feedback. The pilot study will assess the implementation and promise of the fully developed intervention on teacher practice and student ach...
Federal funding program:
Award number:
R305A190195
Grant
Measuring Implementation of Multi-Tiered Systems of Support (MTSS): Integrated MTSS Fidelity Rubric (IMFR)
The purpose of this study is to develop and validate the Integrated MTSS Fidelity Rubric (IMFR), a tool for measuring school-level implementation of integrated multi-tiered systems of support (MTSS). Integrated MTSS provides multiple levels of coordinated supports to meet the academic and behavioral needs of all learners. Although MTSS is being planned and implemented in schools around the country, there are several challenges related to the integration of academic (such as math and reading)...
Federal funding program:
Award number:
R324N190007
Grant
Efficacy Replication Study of the Impact of MyTeachingPartner-Secondary (MTP-S)
In this project, researchers will evaluate the impact of MyTeachingPartner-Secondary (MTP-S) on classroom practice, student engagement, and student achievement, and explore moderating and mediating effects. In contrast to two prior MTP-S trials, which relied on vendor-based coaches, this study will examine a scalable model for implementation in which school districts select local coaches who are to be trained and supported by Teachstone, the licensed vendor for MTP-S. This study will build...
Federal funding program:
Award number:
R305A180241
Grant
What is the Value of Apprenticeship for Teachers? Linking Preservice Mentor Quality to Inservice Teacher and Student Outcomes
Student teaching experiences are recognized as the key component of an effective teacher training program and often provide prospective teachers with their first teaching experiences before entering the workforce. Emerging literature suggests that the type and quality of student teaching placements is associated with increased student teacher satisfaction and self-efficacy and future teacher effectiveness. However, there is little empirical evidence linking any characteristics of cooperating...
Federal funding program:
Award number:
R305A180023
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
National Board Certification Efficacy Study
The purpose of this study is to examine the impact on student outcomes of being taught by a National Board Certified Teacher (NBCT) versus being taught by a teacher not certified by this system. The National Board for Professional Teaching Standards (National Board) has certified more than 112,000 teachers since 1987 through a standards-based, comprehensive assessment of teacher pedagogical and content expertise. The National Board launched the third version of its certification system in 20...
Federal funding program:
Award number:
R305A170131
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
Learning From the Source: Can We Elicit Better Applicant Information Directly From Professional References?
The collection of letters of recommendation from professional references (PRs) is a standard procedure during the teacher selection process in most school districts and enhancements of this process might help a school district to make better hiring decisions. In this study, PRs will be asked to rate teaching applicants relative to their peers on a series of criteria demonstrated to be predictive of positive teacher outcomes and student achievement. Researchers will explore how these ratings ...
Federal funding program:
Award number:
R305A170060
Grant
Identifying Malleable Factors in Blended Learning Environments Using Automated Detectors of Engagement
The purpose of this project is to use data-mining and machine learning methods to explore the relationship between affective and behavioral engagement with measures of student learning within an online adaptive mathematics learning system. Adaptive learning programs for students generate rich data, offering an important opportunity to identify when students are not learning productively and which system features and implementation factors may be most strongly related to productive learning s...
Federal funding program:
Award number:
R305A170167
Grant
Evaluating the Effectiveness of ASSISTments for Improving Math Achievement
This purpose of this project is to evaluate the effectiveness of a promising web-based adaptive mathematics tutoring and homework program. The study will contribute to an area where there is limited rigorous evidence in support of online programs that improve student outcomes in science, technology, engineering, and mathematics.
Federal funding program:
Award number:
R305A170243
Grant
The Special Education Teacher Pipeline in Washington State: A Comprehensive Analysis of Preservice Predictors of Special Education Teacher Career Paths and Effectiveness
The purpose of this study is to investigate relations between preservice teacher education experiences, special education teacher workforce entry and retention, and student education outcomes. An emerging literature suggests that preservice teacher experiences-specifically student teaching, coursework, and the match between student teaching experiences and early-career experiences-can have important implications for teachers' career paths and effectiveness. Despite increased attention to the...
Federal funding program:
Award number:
R324A170016
Grant
Efficacy of a Targeted Shared Book Reading Intervention for Children Who Meet Screening Criteria in Pre-K
The purpose of this study was to evaluate the efficacy of a targeted shared book reading intervention for improving the language and literacy skills of prekindergarten (Pre-K) children who meet screening criteria on the Preschool Early Literacy Indicators (PELI). Existing research suggests that shared book reading supports young children's knowledge and skill development in three areas most closely linked to later reading achievement: (1) oral language, (2) print knowledge, and (3) phonologi...
Federal funding program:
Award number:
R305A170064
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
Exploring Heterogeneity in Mathematics Intervention Effects Using Meta-Analysis
The purpose of this project was to better understand the conditions and contexts for why one study may find that a mathematics intervention works while another study on the same intervention may not find an effect. Unfortunately, this variation or heterogeneity in intervention effects are often not explored together to determine why the intervention worked in one context but not the other. By examining the heterogeneity in treatment effects, researchers and practitioners can have a better un...
Federal funding program:
Award number:
R305A170146
Grant
An Efficacy Study of Multi-Tiered Academic, Social, Emotional, and Behavioral Supports in High-Need, Urban Middle Schools
The purpose of this project is to generate rigorous evidence of the effects of the Whole School, Whole Child (WSWC) dropout prevention model and the unique value of Tier 2 services within that model. The WSWC model is a two-tiered model, developed and widely implemented by City Year (YR) that aims to provide a safe and supportive learning environment to students as well as support to students at risk of dropping out based on their academic performance, behavior, and absenteeism. City Year Am...
Federal funding program:
Award number:
R305A170227
Grant
A Multisite Randomized Controlled Trial (RCT) of Descubriendo la Lectura (DLL) Topic Area: English learners
This study evaluated the efficacy of Descubriendo la Lectura (DLL) program, the Spanish reconstruction of Reading Recovery, an English literacy program. The population of Spanish-speaking ELs in U.S. schools is large and growing, and many of these students choose to enroll in bilingual instructional programs in early grades. As the number of students receiving initial literacy instruction in Spanish increases, the need for a Spanish language early-intervention program for students at risk of...
Federal funding program:
Award number:
R305A160060
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
AIR Early College Follow-Up Efficacy Study
In this project, researchers assessed whether early college high schools (ECHS), as implemented under routine conditions in five states, produced significant gains in postsecondary outcomes for students who attended them, compared to students that attended other district high schools. This is a follow-up to a previous American Institutes for Research (AIR) efficacy study that followed students for a minimum of two and a maximum of four years after high school, depending on the year in which ...
Federal funding program:
Award number:
R305A160140
Grant
An Efficacy Trial of the HighScope Preschool Curriculum (HSPC)
The purpose of this project is to evaluate the impact of the HighScope Preschool Curriculum (HSPC) on child, teacher, and classroom outcomes in preschool programs serving children from low-income backgrounds. High quality early childhood education experiences can have a positive and lasting impact on children's development and school readiness skills, particularly for children from low-income families. It is important to examine questions about the efficacy of preschool curriculum because cu...
Federal funding program:
Award number:
R305A150049
Grant
Attrition Benchmarks Across Students and School Contexts: Evidence from Student Mobility in National Longitudinal Survey Data
This research provided empirical benchmarks for the amount of attrition that can arise from natural rates of student mobility. Student-level, school-based longitudinal evaluations of education practices and interventions often encounter participant attrition when students move away from, or drop out of, study schools. In some cases, this mobility-induced attrition simply decreases sample size, weakening the study's power to detect a treatment effect. Attrition can also introduce bias into an...
Federal funding program:
Award number:
R305D150026
Grant
Predictors of Intermediate and Postsecondary Outcomes for Students with Disabilities
The purpose of this project was to identify malleable factors in public high schools that are predictive of the academic, behavioral, transition, and postsecondary success of students with disabilities. Little empirical attention has been focused on the factors that influence outcomes for students with disabilities despite a large federal investment in special education services and the evidence that students with disabilities continue to lag behind their peers in terms of college access and...
Federal funding program:
Award number:
R324A150137
Grant
Development and Validation of the Systematic Assessment of Book Reading
The purpose of this project is to expand and validate a new version of an observational measure called the Systematic Assessment of Book Reading (SABR), developed with funding from previous studies funded by the Institute of Education Sciences. Measuring the quality of interactive shared book reading within the early childhood classroom represents a specific dimension of teacher-child interactions that is of great interest to researchers and practitioners. However, there are very few standar...
Federal funding program:
Award number:
R305A150587
Grant
Exploring Washington's College Bound Scholarship Program: Sign-Up Decisions and the Relationship between Program Eligibility and Performance, Incarceration, College Going, and Persistence
This project will address the income gap in college admission and completion by exploring Washington State's College Bound Scholarship Program, a program designed to improve college attainment for low-income Washington students. The Washington College Bound Scholarship Program (WSP) is a pledge-based scholarship program designed to help low-income students get on a path toward college and provide them resources to make college affordable. The WSP-and similar promise scholarship programs-diff...
Federal funding program:
Award number:
R305A140697
Grant
Robustness of Comparative Interrupted Time Series Designs in Practice
Much research in education is designed to address causal questions. By randomly assigning schools, classrooms, or students to treatment conditions, randomized controlled trials (RCTs) ensure that the treatment and control groups are equivalent in expectation, but RCTs are not always feasible to implement. When RCTs are not possible, education researchers rely on quasi-experimental research designs to address causal questions, but it is only appropriate to do so when these designs produce tru...
Federal funding program:
Award number:
R305D140030
Grant
Mathematics and English Language Development for English Language Learners: Project MELD for ELLs
Mastering math and the academic language of math is essential for all students, but especially for English Language Learners (ELLs) who are acquiring content knowledge and English proficiency concurrently. The goal of this study is to enable sixth-grade Spanish-speaking ELLs to acquire the skills and knowledge they need to meet the new Common Core Sate Standards for Mathematics and Literacy in the Technical Subjects. Researchers will develop, revise, and test an intervention called Project...
Federal funding program:
Award number:
R305A140199
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
Enhancing Accessibility for Students with Disabilities in Large-Scale Reading Assessments
Students with reading and language disabilities make up the largest group of students with disabilities. The majority of these students will participate in their state assessment with or without accommodations. Very little is known about the effects of these accommodations on standardized test scores, yet states continue to allow different accommodations for their state assessment. The purpose of this study is to identify a set of valid accommodations that could be provided to students with ...
Federal funding program:
Award number:
R324A120110
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
Assessing the Efficacy of Check & Connect for Improving Outcomes for At-Risk High School Students
Because the dropout problem has persisted in the United States over the previous decades, much work has focused on the development and implementation of dropout prevention programs in and outside of school. A review of the research on these programs suggests that some, but not many, dropout prevention programs have positive effects on school persistence and completion. Check & Connect is a dropout prevention program with demonstrated effectiveness for students with disabilities. The research...
Federal funding program:
Award number:
R305A110252
Grant
Assessing the Efficacy of Online Credit Recovery in Algebra I for At-Risk Ninth Graders
Failing Algebra I in the first year of high school significantly decreases a student's likelihood of graduating. Getting students back on track is a high priority, yet little rigorous evidence exists about credit recovery options. This study will test the efficacy of offering an online Algebra I course in the summer after 9th grade for first time 9th graders who failed the second semester of Algebra I.
Federal funding program:
Award number:
R305A110149
Grant
Methods for Parameter Inference, Model Comparison and Incomplete Data in Complex Psychometric Models for NAEP Survey Data
This project sought to extend the work done by the co-PIs on increasing the efficient analysis (both computational and statistical) of the large-scale, multi-level National Assessment of Educational Progress (NAEP). This project used data from the 2005 NAEP math survey in order to address two issues: (1) determining the best fitting model; and (2) missing data in the teacher questionnaire.
Federal funding program:
Award number:
R305D110008
Grant
Validation of an Assessment of Teacher Knowledge of Beginning Reading Instruction
Federal funding program:
Award number:
R305A100641
Grant
Professional Development to Support and Sustain a Classroom Behavior Management Strategy
The Good Behavior Game (GBG), a fully developed classroom behavior management strategy, is one of the few preventive interventions targeting aggressive/disruptive behavior that has shown both short-term and long-term improvements for classroom behavior in randomized field trials. In this study, the research team addresses a fundamental challenge in moving research to practice, the need to understand the level of professional development required for teachers to implement and sustain new prog...
Federal funding program:
Award number:
R305A090446
Grant
Scientific Evidence in Education Forum Series
This project will conduct activities that provide a critical link between the emerging scientific evidence base in education and those who most need it to design or administer policies that improve education.
Federal funding program:
Grant
Improving Educational Stability and Opportunities for California's Foster Youth Students
Students in foster care are one of the most vulnerable groups enrolled in California public schools. Using a mixed-method approach, this project team will study school mobility for foster youth students, examine the changes in foster youth outcomes since the pandemic, understand how districts support learning recovery for foster youth students (with a focus on maintaining educational stability), and identify promising district actions that support foster youth students' educational stability...
Federal funding program:
Award number:
R305S240021
Contract
Study of Post-Pandemic Federal Accountability and Key Drivers of Identification of Low-Performing Schools
Federal law has long required states to identify and support their low-performing schools, with the goal of ensuring that all students have access to a high-quality education. The Every Student Succeeds Act (ESSA) sought to address several perceived shortcomings of its predecessor, the No Child Left Behind Act (NCLB), including a reliance on a limited range of measures and prescriptive methods for evaluating school performance. Specifically, ESSA expanded accountability measures beyond test scor
Federal funding program:
Contract number:
91990021D0003/ 91990024F0368
Grant
CALDER Recruitment & Retention (CALDER-R&R)
CALDER-R&R examines policies addressing teacher shortages and their impact on teachers, student learning, and equity. Two important perspectives undergird the Center's work. First is the understanding that teacher shortages are not a single phenomenon. Instead, they exist in specific subject areas (for example, science and mathematics), among teachers from specific backgrounds (for example, teachers from historically marginalized racial and ethnic backgrounds), in specific schools (for e...
Federal funding program:
Award number:
R305C240007
Grant
The Educational Divide: Transition, Retention, and Course Selection in Digital and On-Campus Immersion Students
In this study, the research team will examine differences in course taking and degree persistence between the online and on-campus programs at Arizona State University (ASU), a large Hispanic-serving institution (HSI). The research team will work with the Learning @ Scale (L@S) platform team at ASU, one of the five platform teams within the SEERNet Network, to carry out this work. The research team aims to analyze course-taking patterns throughout students' enrollment to identify common acad...
Federal funding program:
Award number:
R305N240042
Grant
Examining Heterogeneity in Nudging Intervention Effects on Postsecondary Student Outcomes
In this project, the researchers will employ a meta-analysis of rigorous studies conducted during the 21st century to assess the effects of nudging interventions on students' enrollment, persistence, and degree completion in postsecondary education, to draw clear conclusions to the mixed set of findings that have emerged from postsecondary nudging studies. Many researchers and decisionmakers in postsecondary education view nudging interventions, popularized in the behavioral economics litera...
Federal funding program:
Award number:
R305A240037
Contract
Income Driven Student Loan Repayment Plans: Lessons from Participation and Borrower Repayment Patterns
Approximately 43 million Americans have outstanding federal student loan debt, and many of these borrowers struggle to repay their loans. To make student loan repayment more manageable and decrease the risk of borrowers defaulting on their loans, the Department of Education offers some borrowers the option to enroll in income-driven repayment (IDR) plans.
Federal funding program:
Contract number:
91990022A0016/91990024F0361
Grant
Propensity Score Matching in Multilevel Educational Settings: Review of Design Considerations and Approaches
The purpose of the project is to provide applied researchers with clear, research-based strategies that build on recent methodological advances to improve the use of propensity score matching in education research. Propensity score matching has become a common tool for estimating causal effects in education research over the past 15 years. However, most of the methodological research and guidance regarding the use of propensity scores—and matching more generally—overlooks important compl...
Federal funding program:
Award number:
R305D240018
Grant
Understanding Lasting Teacher Impacts
In this study, the researchers aim to develop and validate a new measure to capture teacher effects on student outcomes. Teacher contributions to student growth are used not only in teacher evaluation but also in a range of state policy decisions such as educator preparation program accreditation and approval. However, there are concerns about the extent to which teacher contributions to student test score gains-typically measured by test-based value-added models (TVAMs)-capture teacher full...
Federal funding program:
Award number:
R305A240031
Grant
Replicating First Grade Peer-Assisted Learning Strategies in Kindergartens to Strengthen Reading Performance in an Era of Challenging Standards
In this study, the researchers will assess the impact of the First-Grade Peer-Assisted Learning Strategies (FG-PALS), an evidence-based peer-mediated program, on kindergarten students' reading performance. The research team will determine if and how the program's impact is affected by two implementation approaches: conventional researcher-driven or top-down (TD) approaches and researcher–teacher collaboration or top-down/bottom-up (TD/BU) approaches. The researchers will explore initial re...
Federal funding program:
Award number:
R305A240137
Contract
Evaluation of Grant Programs to Increase School-Based Mental Health Services
A series of school shootings and post-pandemic concerns about student emotional and psychological wellbeing prompted renewed federal interest in school-based mental health services. Congress responded with the Bipartisan Safer Communities Act of 2022 (BSCA) to support a variety of violence reduction strategies, including a significant boost in funding for two U.S. Department of Education programs that seek to increase the number and diversity of school-based mental health service providers in
Federal funding program:
Contract number:
91990024D0007/91990024F0006
Contract
National Study of Special Education Spending
Federal policy has long committed to cover a portion of the added costs of special education and related services that must be provided to students with disabilities under the Individuals with Disabilities Education Act (IDEA). But what are these costs? The best national estimates of special education spending, a proxy for cost, are more than 20 years old. Since then, there have been significant shifts in the number and composition of students with disabilities and in the policies and conditio
Federal funding program:
Contract number:
91990022D0001/91990023F0353
Grant
Extending the Reach of the Career and Technical Education (CTE) Research Network—Research Network Lead 2.0
This team will serve as a network lead team for the Extending the Reach of Career and Technical Education (CTE) Research network. As lead, they will coordinate the work of IES-funded CTE research teams and support the development and dissemination of new CTE research knowledge. They will coordinate a learning community of its member research teams, conduct an evidence review of work-based learning (WBL), offer a research training institute with a focus on equity in CTE research, and bridge r...
Federal funding program:
Award number:
R305N230016
Grant
A Researcher-Practitioner Partnership to Improve Pandemic Recovery Efforts in California
The Public Policy Institute of California (PPIC) in collaboration with the California Department of Education, the University of California-Berkely, and the University of California-San Diego will examine California's $4.6 billion pandemic recovery grant program for K-12 school districts known as the Expanded Learning Opportunity (ELO) grant program. The project team will examine the ELO for California's more than 1000 school districts from 2021-22 through 2024-25 and look at how the ELO gra...
Federal funding program:
Award number:
R305X230002
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
PreK–12 RESTART Network Lead (Research on Education Strategies to Advance Recovery and Turnaround)
The PreK-12 Recovery Network Lead will facilitate the convenings and cooperation of Network research teams studying PreK-12 pandemic recovery strategies, will conduct a scan and synthesis of recovery strategies, and will support the training of early career researchers across the network. As part of its leadership and dissemination efforts, the Lead will convene a national forum of stakeholders who will provide input and feedback to the network. In addition, the Lead will enact a multifacete...
Federal funding program:
Award number:
R305X220009
Grant
Classwide Fraction Intervention With Peer-Assisted Learning Strategies to Support Learning Acceleration
The purpose of this project is to adapt, evaluate, and prepare to scale CFI+PALS, a product for fifth grade students that combines Classwide Fraction Intervention (CFI) with Math Peer-Assisted Learning Strategies (PALS). COVID-19 learning loss has impacted students in high-poverty elementary schools, particularly in math. To accelerate math learning, teachers in these schools need innovative, evidence-based methods that incorporate a dual focus on grade-level content and content from earlier...
Federal funding program:
Award number:
R305N220008
Grant
Modifying an Evidence-Based Peer-Mediated Reading Program to Differentiate Instruction and Accelerate Learning Among Underrepresented Groups: Implementing PALS in the Rio Grande Valley
The purpose of this project is to modify Peer-Assisted Learning Strategies (PALS) Reading, an existing evidence-based literacy program, to make it more responsive to the learning needs of a greater number of children. The adaptations proposed are intended to accelerate the learning of students from underrepresented groups who have been negatively affected-and differentiallynegatively affected-by the pandemic. PALS Reading is a supplemental program that has been repeatedly shown to improve th...
Federal funding program:
Award number:
R305N220010
Grant
Efficacy Study of the Simulated Instruction in Mathematics Professional Development
The Simulated Instruction in Mathematics Professional Development (SIM PD) program is an innovative professional development (PD) program that offers (1) a focus on research-based math instructional strategies and (2) the unique opportunity to practice implementing these strategies in a mixed-reality environment with support of a coach and teacher colleagues. The program responds to the critical need in the field for ways to develop math teachers' ability to use the focal strategies, which h...
Federal funding program:
Award number:
R305A220035
Grant
Efficacy of TeacherRead-MaestrosLeer for Enhancing the Foundational Language and Literacy Skills of Dual Language Learners
Interventions that improve the language and literacy outcomes of dual language learner (DLL) children before they enter kindergarten can improve the long-term academic outcomes of these children and produce long-term savings in supplemental and remedial education supports. Evidence about promising early interventions for DLLs is therefore highly policy relevant, especially since DLLs are a large and growing share of the U.S. student population. The purpose of this randomized controlled trial...
Federal funding program:
Award number:
R305A220086
Grant
A Multisite Randomized Controlled Trial of the Second Step Middle School Program
The importance of social-emotional learning (SEL) has become widely recognized within the research and policy communities. Evidence suggests that SEL competencies are malleable, can be taught through school-based programs, and can have enduring impacts on academic and employment outcomes. This randomized controlled trial (RCT) of Second Step, a widely-used SEL program designed to impact a range of SEL competencies, will inform current and potential users regarding program impacts and will of...
Federal funding program:
Award number:
R305A220066
Contract
Impact Evaluation of Parent Messaging Strategies on Student Attendance
Attending school is critical for student success, yet in low-income communities a quarter of all young students are chronically absent (defined as missing 10 percent or more of school days). One potentially cost-effective way to improve attendance is to text message parents, providing basic information about the importance of students being in school, tips for getting to school, and personalized alerts when students are absent and then adapting or intensifying messages for families that continue
Federal funding program:
Contract number:
ED-IES-16-C-0017
Grant
Adult Skills Network Lead
The Adult Skills Network (ASN) lead serves two primary roles. First, the lead will provide ASN coordination and management to facilitate the work of all ASN grantees in meeting their shared goal to address the needs of adults with low basic skills or academic attainment. Second, the lead will provide national leadership in knowledge generation and translation and guides large-scale dissemination of research-based resources to practitioners and other stakeholders in a form they can effectivel...
Federal funding program:
Award number:
R305N210014
Grant
Evaluating the Longer Term Impact of Early College High Schools on Workforce and Life Outcomes
The proposed study will address a gap in the literature on whether attending an Early College High School (EC) results in significant gains in longer-term outcomes including college degree completion, workforce outcomes, college debt, and other life outcomes compared with not attending an EC. ECs are a type of dual enrollment program in which (1) it is expected that all students take college-level courses and (2) the prescribed curriculum facilitates the accrual of 2 years of college credits...
Federal funding program:
Award number:
R305A210017
Grant
Examining Heterogeneity in English Learner Program Effects With Meta-Analysis
Researchers in this study conducted a systematic review to identify rigorous studies of interventions aimed to improve English learner (EL) student learning outcomes and meta-analyze the studies. Researchers used meta-analysis to identify factors related to program effectiveness including characteristics of the studies and their methods, program features, outcome characteristics, sample characteristics, and study settings.
Federal funding program:
Award number:
R305A200082
Grant
The Effects of PACT on Social Studies Knowledge and Comprehension Among 8th Grade Students
The purpose of this project is to test the effectiveness of a variation of the Promoting Accelerated Reading Comprehension of Text (PACT) intervention. Previous research on PACT (including this WWC-reviewed study) has shown positive effects for specific social studies content knowledge and more generalized social studies reading comprehension among eighth graders. To build on the extant evidence and to address the need to build adolescents' comprehension skills in content courses, including ...
Federal funding program:
Award number:
R305R200002
Contract
Implementation Evaluation of the Title III National Professional Development Program
A key challenge for states and school districts nationwide is how to meet the demand for teachers with the knowledge and skills to support English learners' English proficiency and mastery of content knowledge. The National Professional Development (NPD) program, authorized by <em>Title III</em> of the <em>Elementary and Secondary Education Act (ESEA)</em>, supports institutions of higher education in partnership with states and districts as they strive to meet this demand and improve classroo
Federal funding program:
Contract number:
91990019C0060
Contract
Study of Schools Identified for Comprehensive Supports Under ESSA
Decades of educational reforms have demonstrated that turning around the lowest-performing schools in the U.S. remains a complex challenge. To address perceived shortcomings in prior federal law, the Every Student Succeeds Act (ESSA) of 2015 provided new rules and regulations, as well as some new flexibilities, for how states identify their lowest performing schools and then assist and hold them accountable. This nationwide study examines which schools have been identified as those needing com
Federal funding program:
Contract number:
ED-PEP-16-A-0004/91990019F0396, 91990023F0313, 91990024F0370
Contract
Evaluation of Title I State Assessment Pilots That Provide Flexibility Under the Every Student Succeeds Act
State testing has long been a cornerstone of federal education policy, but interest in reforming these assessments has been growing. Academic assessments can ideally serve multiple purposes: diagnosing what students know in order to tailor instruction, assessing school performance for accountability, and monitoring both students and schools for improvement. To encourage the development of novel assessments that better serve all of these purposes, Congress created the Innovative Assessment and
Federal funding program:
Contract number:
91990019C0059
Contract
National Evaluation of Title III Implementation
English learners (ELs) face disproportionate educational challenges because they must master subject-matter content while also developing English proficiency.
Federal funding program:
Contract number:
91990019C0060
Contract
National Implementation Study of Career and Technical Education under Perkins V
Even with constant change in the nature of work and the economy, the education decisions students make today will influence their later career direction and success. Helping secondary and postsecondary students develop skills that have value in the workplace is the key goal of career and technical education (CTE). Congress has supported CTE for over a century, most recently through the reauthorization of the Carl D. Perkins Career and Technical Education Act in 2018 (Perkins V). Many provision
Federal funding program:
Contract number:
919900-19-D-0002
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
Reducing Summer Melt: Text Messaging Effectiveness
This project willconceptually replicate and test whether Castleman and Page's “summer melt” text messaging intervention increases college enrollment, persistence, and credential attainment for college-intending seniors at high-poverty high schools when implemented at scale in routine educational settings. Researchers will also test a persistence enhancement that will provide additional supports during the first year of college. Text messaging is a popular and inexpensive strategy...
Federal funding program:
Award number:
R305A190074
Contract
Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School
With a third of US students failing to develop foundational reading skills by 4th grade, calls have grown to renew the focus on this critical learning and to use scientifically-based teaching methods. Many elementary schools are seeking to adopt a more strategic approach to improve the quality of reading instruction and the ways struggling students are identified and provided with extra help. These efforts, often under the umbrella term <em>multi-tiered systems of support for reading</em> (MTS
Federal funding program:
Contract number:
91990018C0046
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 Longitudinal Efficacy Study of the Montessori Preschool Model on Academic and Social-Emotional Outcomes
The purpose of this study is to investigate the impact of Montessori preschool education on children's kindergarten readiness skills. Although the Montessori model has expanded into public schools and Head Start programs in recent years, no large-scale evaluation of the efficacy of the Montessori preschool model for developing children's academic, social, and emotional skills has been conducted. In this project, researchers will compare children who enter Montessori at age 3 and attend for t...
Federal funding program:
Award number:
R305A180181
Grant
Promoting School Belongingness and Academic Performance: A Multisite Replication Trial of a Scalable Student Mindset Intervention
The purpose of this study is to test the efficacy of a brief writing exercise designed to promote school belongingness and academic performance in middle school students. This study is a direct replication of a prior IES efficacy study to understand more fully how, for whom, and under what conditions a brief, inexpensive, school belongingness mindset intervention may impact students' achievement at the transition to middle school.
Federal funding program:
Award number:
R305A180220
Grant
Cleveland Partnership for English Learner Success
For this project, the Cleveland Metropolitan School District (CMSD) will partner with the American Institutes for Research (AIR) to form the Cleveland Partnership for English Learner Success (CLE-PELS). CLE-PELS has two primary purposes. One is to explore and better understand how EL high school students in the district fare in terms of postsecondary readiness (meeting specific benchmarks during high school) and success (enrolling in any postsecondary institution). The other is to increase t...
Federal funding program:
Award number:
R305H180021
Contract
National Evaluation of the Comprehensive Literacy State Development (CLSD) and Striving Readers Comprehensive Literacy (SRCL) Programs
Boosting literacy among school-age children remains a national priority. Nearly one-third of students in the U.S. have not developed the foundational reading skills needed to succeed academically, with those living in poverty, those with disabilities, and English learners (ELs) especially at risk. Since 2010 Congress has provided funds for preschool through grade 12 literacy improvement efforts, including through the Striving Readers Comprehensive Literacy (SRCL) program and the newer Comprehe
Federal funding program:
Contract number:
91990018C0020
Grant
An Experimental Evaluation of Corequisite Developmental Education in Texas
The partnership assessed whether placing incoming college students testing near college-ready in writing into a corequisite model that paired a college-level English Composition I course with a concurrent developmental education support produced higher rates of college success than requiring these students to complete a developmental (remedial) Integrated Reading and Writing course prior to enrolling in credit-bearing courses. The evaluation responded to prior research evidence showing that ...
Federal funding program:
Award number:
R305H170085
Contract
National Study of the Implementation of Adult Education Under the Workforce Innovation and Opportunity Act
Higher-level skills are increasingly required to succeed in the American workforce, and yet many adults in the United States face barriers in attaining them. Over 25 million adults have not earned a high school diploma or its equivalent. Even among those with at least a secondary credential, a lack of proficiency with the English language can be a significant barrier to a family-sustaining income and to full integration as citizens. Congress has sought to help individuals address these challen
Federal funding program:
Contract number:
ED-PEP-16-A-0004/TO03
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 Teacher Pipeline in Massachusetts: Connecting Pre-service Performance Measures to In-service Teacher Outcomes
As part of its efforts to develop its teaching workforce, the Massachusetts Department of Elementary and Secondary Education (ESE) has teacher evaluation systems that span the entire teacher pipeline. These include surveys of supervising practitioners and teacher candidates during the preservice clinical internship; a new practice-based preparation program completion assessment (the Candidate Assessment of Practice, or CAP); surveys of first-year teachers and their principals; and the state'...
Federal funding program:
Award number:
R305H170025
Grant
College Completion Network Lead
The College Completion Network Lead provides the organizational structure needed to ensure that the College Completion Network runs smoothly and accomplishes its goals and objectives. The Network Lead coordinates annual meetings of the entire Network as well as ongoing working group meetings focused on crucial completion-related topics. The Lead will conduct independent research to inform the network and the broader public, including a gap analysis of current college completion research and ...
Federal funding program:
Award number:
R305N170003
Grant
The New York State Literacy Zone Researcher-Practitioner Partnership
New York State established "Literacy Zone" funding to improve the outcomes of adult education programs located in its poorest neighborhoods. These Literacy Zone grants help adult education programs to fund comprehensive case management services to help adult learners access and succeed in education and training programs by leveraging wraparound services intended to address health concerns, childcare needs, or other needs that may create a barrier to program participation. The IES partnership...
Federal funding program:
Award number:
R305H160023
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
Continuous Improvement Research to Support the Implementation of a Statewide Reform to Postsecondary Developmental Education—A RAND-THECB Research Partnership
This partnership engaged in continuous improvement strategies and research to help Texas colleges develop and implement effective approaches to complying with the state's developmental education reform policy. Historically, institutions have committed substantial resources to developmental education to prepare students for college-level coursework, yet many students never completed their developmental course sequence or moved on to credit-bearing coursework. Low rates of success in developme...
Federal funding program:
Award number:
R305H150069
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
Contract
Impact Evaluation of Support for Principals
Principals are increasingly required to be instructional leaders, not just managers, as schools seek to improve their academic climate and performance. States and districts can provide professional development to help principals become more effective in this role, with new opportunities to use funds from the federal Title II, Part A program of the updated Elementary and Secondary Education Act. Given this recent shift in federal policy and the limited information about how to help principals i
Federal funding program:
Contract number:
ED-IES-14-C-0028
Contract
Impact Evaluation of Training in Multi-Tiered Systems of Support for Behavior
Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent these incidences, schools across the country report adopting multi-tiered systems of support for behavior (MTSS-B). The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students, and then identifying and providing supplemental support to students who need it. Given the limited evidence on whi
Federal funding program:
Contract number:
ED-IES-14-C-0003
Contract
Effectiveness of Promising Strategies in Federal College Access Programs: Study of Enhanced Advising to Improve College Fit in Upward Bound
Growing concern over college enrollment, completion, and costs has heightened interest in how to help low-income students, including those in college access programs funded by the U.S. Department of Education.
Federal funding program:
Contract number:
EDIES12C0087
Contract
Elementary School Math Professional Development Impact Evaluation
Title II, Part A of the Elementary and Secondary Education Act provides monetary resources to improve teacher quality. One way to affect teacher quality, and thus teacher effectiveness, is by providing in-service teacher training, also called professional development (PD). Currently there is relatively little rigorous empirical evidence on the components of an effective PD program (i.e., the importance of emphasizing content knowledge and how that knowledge might be delivered to teachers and t
Federal funding program:
Contract number:
ED-IES-12-C-0080
Grant
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Since 2006, the National Center for Analysis of Longitudinal Data in Education Research (CALDER) has conducted a focused program of research on current State or district education policies intended to improve student achievement and other education outcomes (e.g., high school graduation rates) in any grades from prekindergarten through Grade 12.
Federal funding program:
Award number:
R305C120008
Contract
Impact Evaluation of Teacher and Leader Performance Evaluation Systems
Educator performance evaluation systems are a potential tool for improving student achievement through increasing the effectiveness of the teacher and principal workforce. The Every Student Succeeds Act of 2015 allows the use of Title II Part A funds for the development and support of evaluation systems. This study was designed to examine the implementation of a package of performance evaluation system components and the impact of their use for formative purposes. These are components that sta
Federal funding program:
Contract number:
ED-IES-11-C-0066
report
Compendium
The Condition of Education 2011
The Condition of Education 2011 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education, in addition to a closer look at postsecondary education by institutional level and control. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2011 print edition
May 26, 2011
Publication number:
NCES 2011033
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
Contract
Implementation and Impact Evaluation of Race to the Top and School Improvement Grants
The American Recovery and Reinvestment Act of 2009 (ARRA) was a $831 billion economic stimulus package that included $100 billion for states and districts to secure teachers' jobs and promote innovation in schools. Among the federal education programs that ARRA provided funding for were Race to the Top (RTT, $4 billion) and School Improvement Grants (SIG, $3 billion). RTT was a competitive discretionary grant program announced in 2009 that funded states and districts planning to implement compr
Federal funding program:
Contract number:
ED-IES-10-C-0077
Contract
Study of the Distribution of Effective Teaching
There is a persistent achievement gap in the United States where students from high-income families outperform those from low-income families on achievement tests. There is also substantial variation in the effectiveness of teachers available to students. A key question for policy makers is whether there is inequitable access to effective teachers and, if so, could providing equal access to effective teachers reduce the achievement gap. This study provided information about the extent to which
Federal funding program:
Contract number:
ED-IES-10-C-0065
Contract
Case Studies of Schools Receiving School Improvement Grants
The federal School Improvement Grants (SIG) program was authorized by Title I, Section 1003(g) of the No Child Left Behind Act of 2001. The purpose of the grants was to help turn around the nation's persistently lowest-achieving schools. States received SIG funds from the U.S. Department of Education based on Title I funding formulas. They then competitively distributed the funds to districts applying on behalf of their eligible schools. The first cohort of SIG, which is the focus of this stud
Federal funding program:
Contract number:
ED-04-CO-0025/0022
Contract
Study of School Accountability for Students with Disabilities
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) is the most recent authorization of a law passed in 1975 to promote a free appropriate public education for children with disabilities. Funded at $12.6 billion in Fiscal Year 2012, IDEA supports early intervention services for infants and toddlers, special education services for children ages 3 through 21, and early intervening services for students not in special education but in need of academic or behavioral sup
Federal funding program:
Contract number:
ED-04-CO-0025/0013
Grant
Model Identification of Student School and Interaction Factors Affecting Item Responses on the 2005 NAEP Math Test
Model Identification of Student School and Interaction Factors Affecting Item Responses on the 2005 NAEP Math Test
Federal funding program:
Award number:
R902B070064
Grant
Development of Tools for the Analysis of NAEP Data
Development of Tools for the Analysis of NAEP Data
Federal funding program:
Award number:
R902B070066
Contract
Evaluation of Conversion Magnet Schools
Since the mid-1970s, magnet schools have been critical to school district efforts to implement voluntary desegregation plans and, in some cases, court desegregation orders.
Federal funding program:
Contract number:
ED04CO0025/0013
Grant
Center for Analysis of Longitudinal Data in Education Research (CALDER)
Supported by a five-year, $10 million grant from the Institute for Education Sciences at the U.S. Department of Education, CALDER is a federally funded National Research and Development Center. The center will harvest state and district administrative data on individual teachers and students for insights into how state and local policies, especially teacher policies, governance policies, and accountability policies affect teachers (e.g., who teaches what students) and students (e.g., academic a
Federal funding program:
Award number:
R305A060067
Contract
Study of Teacher Preparation in Early Reading Instruction
The No Child Left Behind Act (NCLB) of 2001 created the Reading First program to help ensure that all students can read at or above grade level by the end of third grade. The program targeted low-income, low-performing schools and was funded at $393 million in Fiscal Year 2008. The Reading First legislation required "a measurement of how well students preparing to enter the teaching profession are prepared to teach the essential components of reading instruction." This study addressed that req
Federal funding program:
Contract number:
ED-04-CO-0062/0001
Contract
Middle School Mathematics Professional Development Impact Study
Title II, Part A, the Improving Teacher State Formula Grants program, is the primary federal funding under the Elementary and Secondary Education Act to support a high-quality teacher in every classroom. The program, funded at $2.9 billion in Fiscal Year 2010, targets high-poverty districts and funds a broad array of allowable activities such as support for certification including alternative certification, teacher mentoring and induction, intensive professional development, recruitment, reten
Federal funding program:
Contract number:
ED-04-CO-0025/0005
Contract
The Impact of a Reading Intervention for Low-Literate Adult ESL (English as a Second Language) Learners
The Adult Education and Family Literacy Act (AEFLA) authorized grants to states to fund local programs of adult education and literacy services. Funded at $554 million in Fiscal Year 2008, the programs provided instruction in reading, numeracy, GED preparation, and English literacy. The AEFLA also authorized National Leadership Activities. Such activities, which were designed to enhance the quality of adult education and literacy programs nationwide, included the identification of the most suc
Federal funding program:
Contract number:
ED-01-CO-0026/0025
Contract
Impact Evaluation of Supplemental Literacy Interventions in Freshman Academies
The Smaller Learning Communities (SLC) Program (funded at $88 million in Fiscal Year 2009), authorized in 2000 by the Elementary and Secondary Education Act, awarded discretionary grants to school districts to support the implementation of SLCs and activities to improve student academic achievement in large public high schools. Because, according to the National Assessment of Educational Progress, over 70 percent of students nationally arrive in high school with reading skills that are below p
Federal funding program:
Contract number:
ED-01-CO-0111/0001
Contract
Elementary School Reading Professional Development Impact Study
Title II, Part A, the Improving Teacher State Formula Grants program, is the primary federal funding under the Elementary and Secondary Education Act to support a high-quality teacher in every classroom. The program, funded at $2.9 billion in Fiscal Year 2010, targets high-poverty districts and funds a broad array of allowable activities such as support for certification including alternative certification, teacher mentoring and induction, intensive professional development, recruitment, reten
Federal funding program:
Contract number:
ED-01-CO-0026/0020
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