Mathematica
Associated IES Content
Contract
Changes in Parent PLUS Borrowing and Repayment Following Shifts in Program Provisions
To help families bridge the gap between high upfront college costs and funds they have available, the Department of Education enables parents of dependent undergraduate students to borrow Parent PLUS loans to pay for college expenses.
Federal funding program:
Contract number:
91990022A0017/91990024F0390
Contract
Understanding How Colleges Implement Satisfactory Academic Progress Requirements and Their Implications for Federal Financial Aid
While higher education remains a critical determinant for economic mobility in the United States, high tuition costs pose barriers for millions of students. Each year, the U.S. Department of Education’s Office of Federal Student Aid (FSA) provides approximately $112 billion in grant, work-study, and loan funds to help over 10 million students pay for postsecondary education.
Federal funding program:
Contract number:
9199022A017/9199002F0369
Contract
Study of Perkins V Accountability Changes: Defining Career and Technical Education (CTE) Concentrators
A major workforce challenge in the United States is the shortage of skilled workers particularly in critical industries such as health care and information technology. CTE—intended to create pathways for students to gain the academic and technical skills needed for in-demand careers—has long been a focus of federal support. To help ensure that federal support for CTE is paying off, Congress mandates states to report on a core group of students, referred to as CTE “concentrators,” for whom CTE ed
Federal funding program:
Contract number:
91990024D0012/91990024F0394
Contract
What Works Clearinghouse Technical Assistance for Studies of Effectiveness (WWC-TASTE)
WWC-TASTE provided technical assistance to the external evaluators of the projects funded by the Postsecondary Student Success Grant Program.
Federal funding program:
Contract number:
91990024F0304
Contract
Evaluating Implementation of the Statewide Family Engagement Centers Program
Despite the important role family engagement may play in children's educational progress, parents and guardians with lower incomes are significantly less likely than others to be involved in their child's schooling. The Statewide Family Engagement Centers (SFEC) is one of the key U.S. Department of Education programs designed to close this gap. Funded for the first time in 2018, SFEC builds on an earlier program and provides grants to partnerships of education organizations and their states. The
Federal funding program:
Contract number:
91990020R0018
Contract
Evaluation of Full-Service Community Schools
Children living in distressed communities face significant academic, social, and health challenges, many of which were exacerbated by the coronavirus pandemic.
Federal funding program:
Contract number:
91990020C0001
Contract
Evaluation of Promise Neighborhoods
The Promise Neighborhoods program provides distressed communities funding to directly address student academic, social, and health needs as well as employment and other challenges that might contribute to these needs. With more than $500 million invested under Title IV of the Elementary and Secondary Education Act (ESEA) since 2010, the program gives grantees the flexibility to define their Promise Neighborhood and offer a wide set of supports and services intended to improve academic outcomes
Federal funding program:
Contract number:
919900-20-C-0001
Contract
Evaluation of Teacher Residency Programs
Teacher residency programs are rapidly increasing in popularity, as a potential way to address persistent inequities in student access to high quality teachers. This form of teacher preparation combines coursework with extensive on-the-job training in schools under the guidance of experienced mentors. The programs also typically place new graduates in hard-to-staff positions, most often in the same low-income or lower-performing districts where they trained. This approach may be promising, as
Federal funding program:
Contract number:
91990019C0066
Contract
The Effects of a Systematic Approach to Improving Quality in Afterschool Programs: An Impact Evaluation to Inform the 21st Century Community Learning Centers (CCLC) Program
The time students spend outside of school hours, including after school, can be important opportunities for their social and academic development. The 21st CCLC program intends to provide these opportunities by funding a broad range of academic enrichment activities in community learning centers, particularly for students from disadvantaged backgrounds. But little is known about the extent and diversity of recent program activities, or whether a systematic approach to support program quality c
Federal funding program:
Contract number:
91990019C0056
Contract
Impact Evaluation to Inform the Teacher and School Leader Incentive Program
Effective school leadership and teaching are at the heart of school improvement. Recognizing this, the 2015 update to the federal Elementary and Secondary Education Act established the Teacher and School Leader Incentive (TSL) program. TSL aims to help selected districts to improve their human capital management — the way in which they make and implement educator preparation, recruitment, hiring, placement, retention, dismissal, compensation, professional development, and tenure and prom
Federal funding program:
Contract number:
91990018C0044
Contract
Assessing Evidence of Effectiveness in Adult Education: Study of Career Navigator Training
Improving the skills and career pathways of the many adults who struggle with literacy, numeracy, and English proficiency is the key goal of federal adult education policy. Title II of the 2014 Workforce Innovation and Opportunity Act encourages state agencies and local providers to find ways to facilitate postsecondary enrollment, credential attainment and higher earnings for the nearly one million learners who participate in adult education programs. One promising approach is providing these
Federal funding program:
Contract number:
91990018C0057
Contract
The Individuals with Disabilities Education Act (IDEA) State and Local Implementation Study 2019
Federal policy has long played a key role in educating the more than one in every ten US children who are identified with a disability. But the context for those policies has been shifting. Court decisions, regulations, and guidance, students' increasing language diversity, and environmental and health issues like the opioid crisis are expected to have influenced both the extent of supports needed and the ways practitioners and officials work to meet those needs through early intervention and
Federal funding program:
Contract number:
ED-IES-17-C-0069
Contract
Evaluation of Departmentalized Instruction in Elementary Schools
Creatively redistributing existing teachers in a school may yield academic benefits for students at little additional cost. One such strategy is departmentalized instruction, where each teacher specializes in teaching one subject to multiple classes of students instead of teaching all subjects to a single class (self-contained instruction). Although common in secondary schools, departmentalization has only recently become more popular in elementary schools. This evaluation examines schools' ex
Federal funding program:
Contract number:
ED-IES-17-C-0064
Contract
Impact Study of Magnet Schools
Decades after the Supreme Court declared racial segregation in public schools to be unconstitutional, concentration in schools by race, ethnicity, and poverty persists. The federal Magnet Schools Assistance Program (MSAP) supports districts and schools in their efforts to reduce group isolation and improve student achievement through increased school choice options for families. MSAP schools seek to attract a diverse set of students and provide high quality academic programs, typically by orga
Federal funding program:
Contract number:
ED-IES-17-C-0066
Contract
Impact Study of Feedback for Teachers Based on Classroom Videos
Helping teachers be as effective as possible remains a key national priority, given their role in student success. Classroom management and instructional practices are foundational to effective teaching, but mostly a struggle for lower-performing teachers and those early in their career to do well. This is particularly problematic because these teachers disproportionately work in high-need schools where strong teaching is essential to close student achievement gaps. This study expands the curr
Federal funding program:
Contract number:
ED-IES-16-C-0021
Contract
Parent Information for School Choice: Evaluation of Information Display Strategies
School choice has increased dramatically in recent years, with the goal of providing parents the opportunity to selects those schools that best meet their families' needs. For school choice to work well, parents need to be able to understand and make use of information about the school characteristics they value most, such as where schools are located, academic performance, available resources, and safety. However, surveys suggest families struggle with the school choice information provided b
Federal funding program:
Contract number:
ED-IES-15-C-0048
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
Evaluation of Preschool Special Education Practices (EPSEP)
Experiences in early childhood programs can help young children, including those with disabilities, develop skills important for later learning. But many children need help to strengthen their social-emotional skills and engagement in classroom activities in order to reap those early learning benefits. Currently, there is limited evidence on how to effectively integrate supports for these skills into the general curriculum, particularly in classrooms where children with disabilities are serve
Federal funding program:
Contract number:
ED-IES-14-C-0001
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
Race to the Top—Early Learning Challenge: Descriptive Study of Tiered Quality Rating and Improvement Systems in Nine Round 1 States
The Race to the Top—Early Learning Challenge Program (RTT-ELC) aimed to improve early learning and development programs so children enter kindergarten ready to succeed.
Federal funding program:
Contract number:
EDIES10C0077
Contract
Effectiveness of Promising Strategies in Federal College Access Programs: Study of College Transition Text Messaging in GEAR UP
The complex process of applying to, enrolling in, and staying in college is one of many barriers to postsecondary success that low-income students face. Emerging research suggested that customized text message reminders that also connect students to advisors could help. This demonstration evaluated a promising text messaging strategy that addressed hurdles that are both procedural – registration, course selection, tuition payments, getting to office hours, FAFSA refiling – and psyc
Federal funding program:
Contract number:
ED-IES-12-C-0087
Contract
Evaluation of the Pell Grant Experiments Under the Experimental Sites Initiative
Federal Pell grants are considered the foundation of higher education financial aid for low-income students. However, under current rules, otherwise income-eligible students who already have a bachelor's degree (BA) or who want to enroll in short-term (less than 15 weeks and 600 hours) programs are restricted from obtaining these grants. Given unemployment rates above 8.5 percent in 2011, and reports of unfilled openings for skilled jobs in some occupations, postsecondary institutions called f
Federal funding program:
Contract number:
ED-IES-12-C-0097
Contract
Evaluation of Support for Using Student Data to Inform Teachers' Instruction
Most districts help teachers use data to improve student learning, often supporting this effort with Title II, Part A funds. But many teachers feel unprepared to use student data to inform their instruction — referred to as data-driven instruction (DDI) — and there is little evidence of whether it improves student achievement. This study assessed an intensive approach to supporting teachers' use of student data to tailor their instruction. The support included funding for a data co
Federal funding program:
Contract number:
ED-IES-12-C-0086
Contract
Implementation of Title I/II-A Program Initiatives
Promoting equal access to high-quality schooling is a central goal of federal education policy. The Title I and Title II-A programs of the Elementary and Secondary Education Act (ESEA) further this goal by providing funds meant to help schools and districts better serve low-income students and improve teacher and principal quality. Some aspects of these two core programs, accounting for three-quarters of ESEA funding, shifted as a result of the law's latest update as the Every Student Succeeds
Federal funding program:
Contract number:
ED-IES-11-C-0063, 91990022F0051
Contract
National Longitudinal Transition Study 2012 (NLTS 2012)
Despite improvements over time, students with disabilities continue to face challenges in graduating and achieving other milestones towards independence after high school. The federal Individuals with Disabilities Education Act (IDEA) seeks to address these challenges by requiring schools to provide the supports students need to complete high school and pursue postsecondary education and work. This study will provide an updated national picture of students' paths through high school and beyond,
Federal funding program:
Contract number:
ED-IES-10-C-0073 (Phase I); ED-IES-15-C-0046 (Phase II)
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
Implementation Evaluation of Teaching Residency Programs
For many teachers, the early years represent a difficult transition period—first-year teachers tend to be less effective classroom teachers than their experienced counterparts, and newer teachers are more likely to leave the profession. These difficulties are often attributed to lack of adequate teacher preparation and support, issues that teaching residency programs (TRPs) are designed to address. TRPs involve a year-long "clinical" experience (the "residency") shadowing and co-teaching
Federal funding program:
Contract number:
ED-IES-10-C-0001
Contract
Impact Evaluation of the Teacher Incentive Fund
The purpose of the Teacher Incentive Fund (TIF) program and its successor, the Teacher and School Leader (TSL) Incentive program, is to develop and implement performance-based compensation systems for teachers, principals, and other personnel in high-need schools to improve student achievement. This mandated evaluation was of 62 TIF grants awarded to school districts in fiscal year 2010 totaling approximately $600 million. The 2010 grant competition required four core program components: (i) m
Federal funding program:
Contract number:
ED-04-CO-0112/0012; ED-IES-14-C-0115
Contract
Exploratory Study of Instructional Practices that Foster Language Development and Comprehension in Prekindergarten through Grade 3
The National Assessment of Educational Progress (NAEP) found that one-third of fourth-grade students performed below a basic level in reading in 2011. Gaps in reading and language development between disadvantaged children and their more advantaged peers begin early, as documented by the Early Childhood Longitudinal Study. Recent efforts to improve reading instruction and achievement have centered on the use of scientifically based reading instruction. However, while IES evaluations of these t
Federal funding program:
Contract number:
ED-04-CO-0112/0011
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
Impact Evaluation of Two Highly-Selective Routes to Alternative Certification
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 2008, targets high-poverty districts and funds a broad array of allowable activities such as support for certification including alternative certification.Highly-selective programs that provide alternative routes to teacher certification are v
Federal funding program:
Contract number:
ED-04-CO-0112/0009
Contract
Impact Evaluation of Title I Supplemental Educational Services
The Title I program which began in 1965 as part of the Elementary and Secondary Education Act (ESEA) targets resources primarily to high-poverty districts and schools to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. Under Title I of ESEA (as amended by the No Child Left Behind Act), districts with schools that missed AYP for a third year were required to offer Supplemental Educational
Federal funding program:
Contract number:
ED-04-CO-0112/0008
Contract
Impact Evaluation Of Moving High-Performing Teachers to Low-Performing Schools
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 $2.5 billion in Fiscal Year 2012, 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-0112/007
Contract
Impact Evaluation of Mandatory Random Student Drug Testing
The Grants for School-Based Mandatory Random Student Drug Testing (MRSDT) Programs was authorized under Title IV, Part A of the Elementary and Secondary Education Act of 1965 (as amended by the No Child Left Behind Act). The program, administered by the Office of Safe and Drug-Free Schools, awarded grants to districts to implement school-based drug-testing programs for students to reduce substance use. In MRSDT programs, students enrolled in school-sponsored, competitive, and extracurricular a
Federal funding program:
Contract number:
ED-04-CO-0041
Contract
Evaluation of Early Elementary Math Curricula
Title I, Part A of the Elementary and Secondary Education Act (as reauthorized in 2001 by the No Child Left Behind Act) is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. As the largest federal program supporting elementary and secondary education (funded at $13.9 billion in Fiscal Year 2008), these resources are targeted primarily to high-poverty districts and schools.There
Federal funding program:
Contract number:
ED-04-CO-0112/0003
Contract
Impact Evaluation of Teacher Induction Programs
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-0112/001
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
Evaluation of Reading Comprehension Programs
Title I, Part A of the Elementary and Secondary Education Act (as reauthorized in 2001 by the No Child Left Behind Act) is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. As the largest federal program supporting elementary and secondary education (funded at $13.9 billion in Fiscal Year 2008), these resources are targeted primarily to high-poverty districts and schools.In 200
Federal funding program:
Contract number:
ED-01-C0039/0010
Contract
An Evaluation of Teachers Trained Through Different Routes to Certification
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 2008, targets high-poverty districts and funds a broad array of allowable activities such as support for certification including alternative certification. This evaluation studied alternative certification routes with common features and thus
Federal funding program:
Contract number:
ED-01-CO-0039/0009
Contract
Evaluation of the Effectiveness of Educational Technology Interventions
The Enhancing Education Through Technology program was authorized under Title II, Part D of the Elementary and Secondary Education Act, as amended by the No Child Left Behind Act and funded at $267.5 million in Fiscal Year 2008. The primary purpose of the program was to improve student achievement through the use of technology in elementary and secondary schools. Grants were awarded to states based on their proportionate share of Title I, Part A funds. This evaluation, mandated by Congress, fo
Federal funding program:
Contract number:
ED-01-CO-0039/0007
Contract
National Evaluation of Early Reading First
Early Reading First (ERF) was a discretionary grant program authorized by the No Child Left Behind Act and funded at $113 million in Fiscal Year 2008. ERF was designed to improve pre-reading and language instruction in early childhood programs and targeted funding toward early childhood programs that served primarily low-income children, including Head Start centers, Title I preschools, Even Start Centers, State pre-kindergartens, and independent child care centers. This study was congressiona
Federal funding program:
Contract number:
ED-01-CO-0027/0002
Contract
When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program
The 21st Century Community Learning Centers Program is a state-administered grant program to provide opportunities for academic enrichment to meet state and local student academic achievement standards in core academic subjects, such as reading and mathematics. This program is authorized as part of Title IV of the Elementary and Secondary Education Act and was funded at $1 billion in Fiscal Year 2008. The funding supports after-school programs and is targeted towards high-poverty schools, with
Federal funding program:
Contract number:
ED-99-CO-0134
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