IES Blog

Institute of Education Sciences

CTE Research Is Flourishing at IES!

Since its inception in 2017, the CTE portfolio in the National Center for Education Research (NCER) at IES has grown to 11 research grants and a research network! Several other CTE-related grants have been funded under other topics, such as “Postsecondary/Adult Education” and “Improving Education Systems” in the education research grants program, and in other grant programs such as “Using SLDS to Support State Policymaking.” Two CTE-related grants under the latter program were awarded in FY21—

The newest grants funded in FY21 in the CTE topic of the Education Research Grants program include—

As a causal impact study, the last project (on Virtual Enterprises) has been invited to join NCER’s CTE Research Network as its sixth and final member. Funded in 2018 to expand the evidence base for CTE, the CTE Research Network (led by PI Kathy Hughes at the American Institutes for Research) includes five other CTE impact studies (one project’s interim report by MDRC was recently reviewed by the What Works Clearinghouse and was found to meet standards without reservations). You can read more about the network’s mission and each of its member projects here.  

On AIR’s CTE Research Network website, you can find several new resources and reports, such as: 

The CTE Research Network has also been conducting training, including workshops in causal design for CTE researchers and online modules on data and research for CTE practitioners, shared widely with the field by a Network Lead partner, the Association for Career and Technical Education (ACTE). 

Last but certainly not least, if you are interested in getting your CTE project funded by IES, see the new FY22 research grant opportunities on the IES funding page. To apply to the CTE topic in the Education Research Grants program specifically, click on the PDF Request for Applications (ALN 84.305A). Contact Corinne Alfeld with any questions you might have.


Written by Corinne Alfeld (Corinne.Alfeld@ed.gov), NCER Program Officer 

 

Autism Awareness & Acceptance Month

April is Autism Awareness and Acceptance Month, a month dedicated to promoting true inclusion of individuals with autism spectrum disorder (ASD) and supporting them in reaching their full potential. In honor of this, we reached out to researchers aiming to improve outcomes for learners with ASD through Early Career Development and Mentoring grants from the National Center for Special Education Research (NCSER). We asked these principal investigators how they got involved in ASD research and about their current NCSER-funded work. Below is what they had to say.

Stephanie Shire, University of Oregon

I first interacted with young children with ASD as a teenage volunteer in a hospital playroom. As I learned more about children with special needs through summer camps and as an in-home aide, I grew more intrigued by the range of strengths and needs of these children. I found joy in finding ways to connect with children who had few or no words, but I lacked the tools to support their growth. This set me on a path to learn about the range of intervention practices and intervention science under the mentorship of Dr. Connie Kasari at the University of California, Los Angeles. My overall goal is to develop and test intervention programs to support the deployment of high-quality practices across the United States and abroad.

In the spirit of this goal, the purpose of my Early Career project, LIFT (Leveraging autism Intervention for Families through Telehealth), is to develop a technology-enabled version of an evidence-based, caregiver-mediated social communication intervention (JASPER; Joint Attention, Symbolic Play, Engagement, and Regulation) to be delivered by community-based early educators serving families of young children with ASD in rural areas. We are currently in Year 1 of our 4-year project. This development year is focused on the creation of the online JASPER intervention and training materials for early intervention and early childhood special education providers. Despite the demands of the pandemic, participating providers have engaged in training using video and role play and the majority are now able to put their skills to use with young children with ASD. We are currently conducting user testing of the online materials and preparing for next year’s randomized controlled trial.

Veronica Fleury, Florida State University

My first experience working with individuals with ASD was in a college course on behavior modification. The professor directed an ASD clinic that provided therapy using many of the strategies we discussed in class. I completed an internship in the clinic and was intrigued by the application of research techniques to promote prosocial behaviors for children with ASD. After college, I secured a full-time research assistantship at the University of Washington in a large ASD study focused on genetics and neurobiology. This was a pivotal experience because I realized this was not the kind of research that I wanted to pursue. The results of these efforts, while extremely valuable, did little to directly improve the lives of the participants. I realized that I wanted to be involved in applied research that allows for quicker uptake by practitioners and benefits for individuals with ASD. In order to be a good applied researcher, I needed practical experience working with children with ASD and their families. Although my entry into preschool special education teaching was initially a means to an end, it drew me in and further fueled my desire to serve children with disabilities. After this experience, I continued my graduate education and am now in an academic position that allows me to use science to address socially significant problems faced by individuals with ASD and their families.

The goal of Project START (Students and Teachers Actively Reading Together), which is part of my Early Career project, is to develop an adaptive shared reading intervention for preschool children with ASD using a sequential, multiple assignment, randomized trial (SMART) design. The results will help determine whether a full-scale efficacy study is worth pursuing for the intervention in its current form or whether additional refinement and testing is necessary.

Melanie Pellecchia, University of Pennsylvania

I became interested in research focused on improving implementation of evidence-based treatments for young children with ASD in under-resourced communities after many years of working with young children with ASD as a behavior analyst overseeing publicly funded early intervention programs. While working within a large, urban public-service system, I observed the widespread disparities in access to high-quality intervention and challenges with implementing evidence-based interventions to scale for young children with ASD. I sought to pursue an academic research career focused on improving these implementation challenges.

As part of my Early Career project, I am iteratively developing a toolkit of implementation strategies designed to improve parent coaching for young children with ASD in Part C early intervention systems. I am currently in my third year of this project and am incorporating information learned from a variety of sources to develop the toolkit, including direct observations of early intervention sessions, qualitative interviews identifying barriers and facilitators to using parent coaching within early intervention, literature on best practices in parent coaching and parent-mediated interventions for young children with ASD, and feedback from expert and community advisory panels. The toolkit will include a series of infographics, videos, and a community of practice housed within an online platform. This year I plan to conduct a pilot study of the toolkit to assess its feasibility and promise for improving the use of parent coaching for young children with ASD in Part C service systems.

Marisa Fisher, Michigan State University

Most people assume I got into the field because I grew up with an older brother with Williams Syndrome. But I didn't really think of myself as a sibling of a person with a disability and how that experience had shaped my life until I was in graduate school. The real reason I entered the field was because of three little boys with ASD with whom I worked as a behavior therapist when I was in college. What was originally a job became a passion for supporting people with ASD and other disabilities and finding better ways to teach skills and improve outcomes. I knew I wanted to go to graduate school, and it was my experience with these boys and my work at an ASD research lab that pushed me to pursue a doctorate in special education so that I could continue to work with people with disabilities.

Through my work with individuals with ASD, I began to realize the social struggles they and my brother experienced and became interested in studying experiences of social victimization and finding out why people with disabilities are more socially vulnerable than individuals without disabilities. The goal of my Early Career project is to do just that. A key part of this project involves assessing students’ self-reported bullying experiences. Although my original plan was to adapt and expand on existing measures, this didn’t result in a feasible assessment. Therefore, I turned my attention toward developing and testing an assessment that was appropriate for students with ASD and plan to use it to better understand the risk factors and consequences of bullying for these students. In general, my research is evolving from identifying and describing the risk factors to developing interventions to address those risk factors and reduce experiences of social victimization. My approach is to teach individuals with ASD to recognize and respond to situations and to evaluate ways to change attitudes toward individuals with ASD and improve social inclusion.

This blog was written by Alice Bravo, virtual intern for IES and doctoral candidate in special education at the University of Washington, and Katie Taylor, program officer for NCSER’s Early Career Development and Mentoring program.

Learning to Use the Data: Online Dataset Training Modules

UPDATED Blog: New and Updated Modules Added

NCES provides a wealth of data online for users to access. However, the breadth and depth of the data can be overwhelming to first time users, and, sometimes, even for more experienced users. In order to help our users learn how to access, navigate, and use NCES datasets, we’ve developed a series of online training modules.

The Distance Learning Dataset Training  (DLDT) resource is an online, interactive tool that allows users to learn about NCES data across the education spectrum and evaluate it for suitability for specific  research purposes. The DLDT program at NCES has developed a growing number of online training modules for several NCES complex sample survey and administrative datasets.  The modules teach users about the intricacies of various datasets, including what the data represent, how the data are collected, the sample design, and considerations for analysis to help users in conducting successful analyses. 

The DLDT is also a teaching tool that can be used by individuals both in and out of the classroom to learn about NCES complex sample survey and administrative data collections and appropriate analysis methods.

There are two types of NCES DLDT modules available: common modules and dataset-specific modules. The common modules help users broadly understand NCES data across the education spectrum, introduce complex survey methods, and explain how to acquire NCES micro-data. The dataset-specific modules introduce and educate users about particular datasets. The available modules are listed below and more information can be found on the DLDT website

 

         AVAILABLE DLDT MODULES

Common Modules

  • Introduction to the NCES Distance Learning Dataset Training System
  • Introduction to the NCES Datasets
  • Introduction to NCES Web Gateways: Accessing and Exploring NCES Data
  • Analyzing NCES Complex Survey Data
  • Statistical Analysis of NCES Datasets Employing a Complex Sample Design
  • Acquiring Micro-level NCES Data
  • DataLab Tools: QuickStats, PowerStats, and TrendStats

Dataset-Specific Modules

  • Common Core of Data (CCD)
  • Introduction to MapED
  • Fast Response Survey System (FRSS)
  • Early Childhood Longitudinal Study Birth Cohort (ECLS-B)
  • Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 (ECLS-K)
  • Early Secondary Longitudinal Studies (1972 – 2000)
    • National Longitudinal Study of 1972 (NLS-72)
    • High School and Beyond (HS&B)
    • National Education Longitudinal Study of 1988 (NELS:88)
  • Educational Longitudinal Study of 2002 (ELS:2002)
  • High School Longitudinal Study of 2009 (HSLS:09)
  • Introduction to High School Transcript Studies
  • Integrated Postsecondary Education Data System (IPEDS) – UPDATED!
  • National Assessment of Educational Progress (NAEP)
    • Main, State, and Long-Term Trend NAEP
    • NAEP High School Transcript Study (HSTS)
    • National Indian Education Study (NIES)
  • National Household Education Survey Program (NHES)
  • National Teacher and Principal Survey (NTPS) – NEW!
  • Postsecondary Education Sample Survey Datasets
    • National Postsecondary Student Aid Study (NPSAS)
    • Beginning Postsecondary Student Longitudinal Study (BPS)
    • Baccalaureate and Beyond Longitudinal Study (B&B)
  • Postsecondary Education Quick Information System (PEQIS)
  • Private School Universe Survey (PSS)
  • Schools and Staffing Survey (SASS)
    • Teacher Follow-up Survey (TFS)
    • Principal Follow-up Survey (PFS)
    • Beginning Teacher Longitudinal Study (BTLS)
  • School Survey On Crime and Safety (SSOCS)
  • International Activities Program Studies Datasets
    • Progress in International Reading Literacy Study (PIRLS)
    • Trends in International Mathematics and Science Study (TIMSS) – UPDATED!
    • Program for International Student Assessment (PISA) – UPDATED!
    • Program for the International Assessment of Adult Competencies (PIAAC)

Modules under Construction

  • Accessing NCES Data via the Web
  • Fast Response Survey System (FRSS)
  • Introduction to the Annual Reports and Information Group
  • NCES Longitudinal Studies
  • NCES High School Transcript Collections
  • Mapping Education Data (MapED)
  • Postsecondary Education Quick Information System (PEQIS)

 

This blog was originally posted on July 12, 2016 and was updated on January 11, 2019.

 

By Andy White

New Data Explore Adults’ Nondegree Credentials

By Lisa Hudson

Despite a national interest in nondegree credentials—such as postsecondary certificates, occupational certifications, and occupational licenses—there hasn’t been comprehensive, national data on these programs. However, a new report from NCES fills this gap using data from our new Adult Training and Education Survey (ATES).

These data show that 27 percent of adults have a nondegree credential and that 21 percent have completed a work experience program (such as an apprenticeship or internship). The ATES data also show that the completion of degree programs and nondegree programs are related. For example, having a certification or license is more common among adults who have a college degree than among adults with lower levels of education.  

The ATES is one component of the NCES National Household Education Surveys Program (NHES), which collects information on education-related topics that cannot be addressed through school-based surveys. It includes a suite of surveys designed to capture data related to learning at all ages. This most recent NHES administration, conducted from January to September 2016, was the first administration of the ATES. This survey was completed by a national sample of about 47,700 adults between the ages of 16 and 65.

The data show that nondegree credentialing and work experience programs are particularly common in the health care field. In fact, health care was the most common field in which both certifications and licenses were held, and the most common field for which adults had completed a work experience program.

The ATES also found that adults perceive nondegree credentials to be useful for many labor market outcomes. For example, 82 percent of adults who have a certification or license reported that it was very useful for “getting a job”, 81 percent reported that it was very useful for “keeping you marketable to employers or clients”, and 66 percent reported it that was very useful for “improving your work skills” (see figure). 

The ATES data will be available to researchers in the coming months. Check the NHES website for updates.

Sharing our Recipe: Online Training in WWC Standards

By Christopher Weiss, Senior Education Research Scientist, WWC

Many individuals and organizations have special ways of doing things, specific procedures that make them unique —Coca-Cola has its formula; sports teams have their playbooks; and grandparents have their secret recipes for biscuits, barbecue, and other family favorites.

It’s the same for the What Works Clearinghouse (WWC). Our “special sauce” is in how we review effectiveness research to help determine what is working in education. But unlike Coke, coaches, and grandma, the WWC doesn’t keep it a secret.

On December 15, the Institute of Education Sciences (IES) launched a set of video training modules – the WWC Group Design Standards Online Training – to share our procedures. These modules are designed to help you learn more about the elements that go into a WWC rating and the features of a research study that WWC examines during evaluation.  The online training will help education decision-makers and researchers better understand key elements of the WWC review process. These modules describe and explain key topics and concepts of the WWC’s Group Design standards and how the WWC uses these standards to identify and evaluate high quality, rigorous research.

The series is designed to address the needs of both consumers and future producers of the WWC’s reviews of educational effectiveness research. Whether you’re a researcher who’s hoping your study will meet the WWC’s standards or someone trying to make an evidence-based decision related to education, this training series will help! And no background in research is needed –we’ve also developed an extensive set of materials to support you as you learn.

Each of the five modules follows a similar structure, including an overview of module objectives, detailed information about the topic, examples, and knowledge checks to reinforce what you’ve learned. (We've embedded the first video in the series at the end of this post, but if you are going to take the training, start it through the WWC website.)  

Each module focuses on a specific aspect of the standards.

  • Group designs – or overall research designs – and the types of research that can be reviewed using the WWC Group Design Standards;
  • Attrition, or loss of participants in a research study, and why this is important;
  • Baseline Equivalence, which assesses how similar two groups are at the beginning of a research study;
  • Confounding Factors, which are study components that make it difficult or impossible to distinguish the effect of an educational intervention from the effect of that component; and
  • Outcome Measures, or what is measured to assess the effectiveness of an intervention.

If you view all five of the training modules, you will earn a certificate of completion. Details about how to view the session and earn this certificate are available on the What Works Clearinghouse website.

The online training takes about seven hours to complete, but the modules are designed so that you can complete them at your own pace. We’ve included a feature that allows you to take a break from the training at any point – then pick it up again where you left off when you’re ready to continue.

These modules cover the same material that WWC reviewers learn through their in-person certification training – and completion of the online training course is one step toward becoming a certified reviewer in WWC Group Design Standards. Certification also requires completing WWC Procedures training and successful completion of a certification exam. We expect to be able to offer online versions of the WWC Procedures training and the certification exam later in 2017.

We hope this online training brings more transparency and understanding to the WWC review process. Then we can work on that secret biscuit recipe.