IES Blog

The IES-funded R&D Center, the Center for the Success of English Learners (C-SEL), is undertaking a focused program of research aimed at improving access and outcomes for English Learners. One of C-SEL’s recent activities has been to develop resources to aid policymakers and practitioners working with middle school and secondary English learners. The research team at the Center, including Drs Diane August and Coleen Carlson, along with Maria Yolanda Cieslak and Kenneth Michael Nieser, recently released a brief on Educating English Learner Students During the Pandemic: Remote & In-person Instruction & Assessment-Recommendations and Resources for State and Districts. In this guest blog, the researchers provide an overview of the brief.

English Learners (ELs) benefit from specialized support to help them acquire second language proficiency and core content knowledge that builds on their cultural and linguistic assets. This specialized support is required by law, and the U.S. Department of Education reminded States that this is the case, even when learning is remote. Based on a review of the existing relevant literature, this brief provides detailed information related to the impact of remote learning on English Learners (ELs) and their teachers during the pandemic and the potential and limitations of using digital learning resources (DLRs) to educate these students. For instance, while DLRs have the potential to support learning and engagement for ELs, districts report barriers to their use, such as lack of home access to DLRs; teachers’ level of expertise and technology skills; and the lack of knowledge around what are the appropriate DLRs for ELs.

The brief also describes current legislation that authorizes funds for a variety of activities that could be used to support ELs and their families when instruction is delivered remotely. Some of these federal resources include:

• Formula Grant Programs Under the Every Student Succeeds Act
• CARES Act
• Coronavirus Response and Relief Supplemental Appropriations Act

In addition, the brief includes information about policies and resources for each of the 50 states in place in December 2020 that support districts and schools in instructing and assessing EL students remotely. It also includes a reading list of recent resources focused on remote learning for ELs, with brief descriptions of each resource and links to the resource.

In March 2021, the Center hosted a webinar to discuss recent recommendations for states and districts. One set of recommendations focuses on methods to enhance the learning and emotional well-being of EL students who have lost ground during the pandemic. Recommendations are also made for assessing ELs when schooling is or has been remote or hybrid. These recommendations can be found in the brief.  

In the upcoming months, C-SEL investigators look forward to preparing future blog posts and research briefs on the research of the Center and the students and teachers we are serving. Next up on the agenda is an overview of the students, highlighting their diversity, and some too often ignored, forgotten, or simply unknown characteristics of this important subgroup. Stay tuned!

Dr. Diane August is Principal at D. August and Associates and a Senior Research Scientist at the Center for Applied Linguistics.

Dr. Coleen Carlson is an Associate Research Professor, and Associate Director at the Texas Institute for Measurement, Evaluation, and Statistics (TIMES) at the University of Houston.

Ms. Maria Yolanda Cieslak is a Professional Development Specialist at the Center for Applied Linguistics.

Mr. Kenneth Michael Nieser is a Researcher at the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston.

A Free All-Virtual Showcase of Game-Changing Innovations in EdTech developed through ED and Programs Across Government

The ED Games Expo is an annual showcase of game-changing innovations in education technology (EdTech) developed through programs at the Department of Education (ED) and across the federal government. Since 2013, the Expo has been an in-person event at venues across Washington, D.C. Because of the COVID-19 national emergency, the 2021 ED Games Expo is moving online, from June 1 – 5, for an entirely virtual experience. Hosting virtually provides the unique opportunity to engage a national audience and to present content mindful of the pandemic and useful for educational programming in the summer and going forward.  

ED Games Expo: Featured Resources

A new set of YouTube playlists and an accompanying PDF guide will be released on June 1 to present video trailers for more than 150 participating government-supported learning games and technologies. These learning games and technologies are appropriate for children and students in early childhood to post-secondary education and special education, and cover a range of topics across STEM, reading, social studies, civics, healthy development, and others. Nearly all the resources are research-based – meaning studies demonstrate the usability, feasibility, and promise of leading to the intended outcomes. Many of the education technologies at ED Games Expo will be available to students and educators who are learning in-person or remotely at no cost during June 2021. Attendees will also have the opportunity to engage in virtual Q&A with developers during and after the Expo to learn more.

ED Games Expo: A Range of Online Events

The 2021 ED Games Expo Agenda presents the lineup for 35 online events to be broadcast during the weeklong Expo. The events are designed for a wide audience across the education technology ecosystem, including educators, students, parents and caregivers, developers, researchers, and other stakeholders.

Events include:

• Master Classes for Educators: Eight Expo developers present use-case examples and guidance for implementing innovative education technology interventions to support in-person or remote learning across many different topics.
• How the Learning Game was Made: Five teams of learning game developers inspire and prompt students to think about the many skills and careers involved in creating a learning game.
• Showcase Events: More than 20 government agencies and offices that invest in education technology are broadcasting events to showcase their projects and initiatives. Just a few highlights from the week include events on: innovations in early learning and special education, learning games to combat disinformation, models to support remote tutoring, a live kick-off for a new NASA national student challenge, an esports competition with students from Historically Black Colleges and Universities, and forums where government leaders, experts, and practitioners reflect on the role of education technology during the era of COVID-19.
• A Unique Kick Off Show: This year’s Expo will kick off on June 1, 2021 at 8pm ET with a unique virtual event featuring a few of our favorite children’s TV characters and puppet friends created through ED funded projects.

All Expo events are free and accessible to the public to watch online. Content from all events will be archived and available to watch on demand via YouTube after the event. Follow the ED Games Expo on social media @USEdGov and by using the #EDGamesExpo hashtag.

We hope you will join us in June!

This Inside IES Blog is crossed-posted on Homeroom, the official blog of the U.S. Department of Education.

Edward Metz is the Program Manager for the Small Business Innovation Research Program at the Institute of Education Sciences in the US Department of Education. Contact Edward.Metz@ed.gov for more information or with questions.

Across a set of research grant programs, IES generates knowledge of how to increase students’ access to, progress through, and completion of postsecondary credentials and degrees. Funded projects develop and test a range of interventions from state-level policies to classroom practices, with an emphasis on strategies that promote college attainment for students historically underrepresented in postsecondary education. This new blog series called Effective Postsecondary Interventions highlights interventions with evidence of effectiveness generated through IES-funded research.

The Early College High School Model

The Early College High School (ECHS) model addresses barriers to college attainment commonly experienced by students historically underrepresented in higher education. Students from low-income families and minoritized racial and ethnic groups often attend high schools that lack rigorous pre-college courses, strong support for college enrollment, and established connections to colleges and universities. For those students, cost is an additional barrier to enrollment and persistence in college. The ECHS model addresses these barriers by combining secondary and postsecondary instruction within the same school, prioritizing college-preparatory high school courses, offering opportunities to enroll in college courses while in high school, and providing comprehensive supports for academic and social-emotional development—all at little or no cost to the students. Although concurrent enrollment in high school and college courses (dual enrollment) is a core component of the model, the ECHS model is more expansive than dual enrollment because it includes a broader set of intervention components and has a clear equity objective.

All early colleges reflect these four design principles:

• Enrollment of students historically underrepresented in higher education
• Partnerships including a local education agency, a higher education institution, and the surrounding community
• An integrated program of secondary and postsecondary education with the goal of all students earning 1 to 2 years of college credit prior to high school graduation
• A comprehensive support system for students to develop academic skills as well as social and behavioral skills.

Attending Early Colleges Increases Postsecondary Attainment

Four IES-funded projects have evaluated impacts of the ECHS model. Prior studies within these projects found that significantly larger percentages of early college students completed a college preparatory course of study during high school and enrolled in postsecondary education within six years of entering high school. The two most recent projects assess postsecondary attainment:

• A follow-up efficacy study of 19 North Carolina early colleges led by Dr. Julie Edmunds (University of North Carolina) finds that 42 percent of early college students attained an associate or bachelor’s degree within 10 years of high school entry, compared with 31 percent of their peers in traditional high schools. The WWC review for this study indicates that the study meets WWC standards without reservations, and this finding meets the ESSA Tier 1 evidence standard.
• A follow-up efficacy study of 10 early colleges in five states led by Dr. Mengli Song (American Institutes for Research) finds that 45 percent of early college students attained an associate or bachelor’s degree during the same 10-year period, compared with 33 percent of their peers in traditional high schools. The WWC review for this study also indicates that the study meets WWC standards without reservations, and this finding meets the ESSA Tier 1 evidence standard.

In addition, early college students earned associate degrees at rates that exceeded their counterparts in traditional high schools by 22% and 18%, respectively, while earning bachelor’s degrees at equal or higher rates. These impacts are substantial, and especially noteworthy because both evaluations studied early colleges across a range of settings. Moreover, the impacts are similar for different student subgroups, regardless of gender, race/ethnicity, or family income.

Why have early colleges been so effective?

Early colleges set high expectations, provide high-quality interactions between staff and students, and encourage college access and success for all students. Several studies confirm that early colleges substantially improve high school experiences and outcomes. Students in North Carolina early colleges reported higher expectations, more rigorous and relevant instruction, stronger academic and social supports, and better relationships with teachers than their counterparts in other high schools. Early college students in AIR’s five-state sample reported significantly higher levels of college-going culture and instructor support than their counterparts in traditional high schools. The combination of high expectations and supportive relationships promotes better outcomes for early college students beginning in ninth grade (compared with students in other high schools). For instance, early college students are more likely to persist in college-preparatory math courses, attain a significant number of college credits during high school, and graduate from high school. Importantly, these positive results hold for students from all racial and ethnic groups, including students who enter high school at low levels of math proficiency.

For more information about the studies, the SERVE Center at the University of North Carolina at Greensboro has posted a brief of impact findings from their evaluation of North Carolina early colleges. The American Institutes of Research has posted a brief of impact findings from their five-state evaluation of early colleges.  

Written by James Benson (James.Benson@ed.gov), a Program Officer for Postsecondary Education within NCER’s Policy and Systems Division.

April is National Internship Awareness Month, and we want to take this opportunity to highlight the Virtual Student Federal Service (VSFS) internship program that IES has been involved in this year and thank our wonderful interns for their contributions to the National Center for Education Research (NCER) and National Center for Special Education Research (NCSER).

The two IES Centers hired four interns to work on communication and two interns to work on data science. We asked each of them to tell us a little about themselves, their future plans, and what interested them or surprised them about the internship with IES. Here’s what they said.

Alice Bravo is pursuing a PhD in special education in the College of Education at the University of Washington.

My research interests keep evolving but are rooted in early intervention for young children with autism spectrum disorder (ASD) using applied behavior analysis and developmental science. Specifically, I am interested in the teaching of imitation and communication skills. In 5 years, I hope to be working as an applied researcher and practitioner, conducting research related to early intervention and ASD while providing training and coaching to caregivers and early intervention/early childhood special education professionals. During my internship with IES, I was really interested in and excited by the breadth of research supported by IES. Reading project abstracts related to virtual reality to support student learning was fascinating! 

Fun fact: I love road trips – I have driven up and down the West Coast and across the country twice! 

Bonnie Chan is pursuing a bachelor’s degree in statistics and machine learning at Carnegie Mellon.

I am interested in data science and modeling of data. I am interested in applying these approaches to research in the field of medicine or psychology because it has the most potential to help people and one of the most applicable uses of these approaches. As part of my virtual internship, I have learned how to use PANDAs Python package when cleaning data to prepare to create a visualization of grants funded by NCSER on a U.S. map. In addition, I learned a lot about how grants are funded by the department and the types of projects that are funded. In the future, I would like to pursue a master’s degree in machine learning or other statistical approaches for data science and modeling of data. I think working in the federal government would be a great experience and more rewarding in terms of outcomes than in the public sector or at an institution.

Fun Fact: I really like to dance. I have been dancing since I was 3, so that is 17 years. Right now, I mostly do contemporary dance, but I have done ballet, tap, jazz and other types of dance including competitive dancing in high school. 

Chandra Keerthi is pursuing a bachelor’s degree in data science at the Wilfrid Laurier University.

I’m interested in applying statistical models of previous credit ratings to future ones in order to help model human behavior in the area of financial data analysis. I am also really interested in sports analytics, specifically basketball, and in understanding how analytics can help make or sometimes, unintentionally, break teams. In 5 years, I hope to use my skills to help create or innovate a product that will have a positive impact on the world.

Fun fact: I enjoy playing and watching basketball and am a huge fan of sci-fi movies and books (I’m currently reading the first book in the Dune series). In addition, I recently made a program that uses a photo taken from your phone and turns it into 'art' using another art piece (like van Gogh’s The Starry Night) as a reference.

Thomas Leonard is pursuing a bachelor’s degree in Economics and Business at Georgetown University.

My research interest is in the area of finance. As a virtual intern, I had the opportunity to work on editing and examining abstracts across many different fields of education research, and this has sharpened my technical and analytical skills. In addition, it was interesting to see some of my experiences as a student actually being studied in schools across the country as part of the research that IES funds.

Fun fact: I’m an avid poker player. 

Yuri Lin is pursuing a bachelor’s degree in Microbiology, Immunology, and Molecular Genetics at the University of California, Los Angeles.

I am most interested in cancer genomics, immunology, and psychology. The most surprising detail that I had never thought about before this internship was how government entities like the Department of Education change and are influenced by different presidential administrations. In one of our monthly gatherings, we talked about how each administration has differing visions and values for education, and it struck me that while I saw myself as just a tired college student plinking away at blogs and abstracts in my bedroom, I was actually helping in small ways to fulfill a larger vision for education that sustains across administrations. That was a surprising and rewarding realization to have.

Fun fact: I love music, especially pop music and Russian classical music. There’s so much great music out there, but my favorite would have to be Shostakovich Symphony 5, Movement 4. Nothing feels quite like playing that piece in a huge orchestra with the cymbals crashing, and I hope everyone who hasn’t heard it before can go give it a listen.

Shirley Liu is pursuing a bachelor’s degree in English with a double minor in philosophy and data science at Lafayette College.

My research interests are in the areas of communication and data and information science. During this internship, I learned a lot about the human and community aspect of research. I have always viewed research and academia as very solitary fields. They are, but after talking to researchers about the friendships they’ve made in the field, I’ve learned that research is a lot more fruitful (and fun) when you’re doing it with someone whose company you enjoy. I really loved learning about Plain Language Principles! I have already started applying that to my own writing. For example, I am probably the only person in my friend group who knows what nominalization is and why it should be avoided.

Fun fact: My favorite hobby is writing! I have won an undergraduate-level prize for my poetry.

In addition to working on abstracts, entering data, creating data visualizations, and helping to update compendia of IES-funded research, our interns have also been busy writing blogs. Here are some recent blogs written by our interns: Autism Awareness & Acceptance Month; What Does This Mean for Me? A Conversation about College and ADHD; and Gender Stereotypes in STEM: Emergence and Prevention.

Ever read an article or research abstract and wish you could ask the author questions? In this new IES series, “What Does This Mean for Me,” we are doing just that. IES researchers are answering questions to help students, educators, and others use their research. In the first round of this series, NCER virtual college interns are reaching out with questions relevant to their interests, goals, and communities. We invite you to learn more about not only what education science means for real people but also what students and other community members care about. This blog was written by Shirley Liu, virtual intern at NCER.

As part of my virtual internship with IES, I wanted to learn about research that was applicable to my own experiences. I decided to ask Dr. Art Anastopoulos about the unique challenges for postsecondary students with attention deficit hyperactivity disorder (ADHD), as well as strategies and interventions that can help students with ADHD succeed in college. With funding from IES, Dr. Anastopoulos evaluated an intervention called Accessing Campus Connections and Empowering Student Success (ACCESS) for students with ADHD. ACCESS aims to help college students succeed by increasing student knowledge about and ability to manage their diagnosis and to leverage campus supports.

Why are students with ADHD more likely to struggle in college than students without ADHD? What might be particularly challenging for them?

There are many possible reasons for why students with ADHD are more likely to struggle. For one thing, many high school students with ADHD lag behind their peers without ADHD, in terms of grade point average, less well-developed study-skills, etc. And this lag persists as they make the transition into college. Students with ADHD are also at increased risk for experiencing co-occurring mental health difficulties, such as depression and anxiety disorders, which together with ADHD interfere with college functioning.

Another useful way to understand the unique challenges of students with ADHD is through the notion of a “perfect storm.” [In this video (from 2:21 – 4:28), Art describes the “perfect storm” as the interplay between a diminished capacity for self-regulation that students with ADHD may have and the high levels of self-regulation that postsecondary education requires of students.]

In addition to their attentional difficulties and impulsivity, many students with ADHD have co-occurring executive functioning deficits, affecting their organization, planning, and time management. Together, such difficulties may lead to academic problems such as having trouble sitting through a boring class, taking detailed lecture notes, attending classes and other meetings on time, waiting until the last minute to complete papers and other long-term assignments, forgetting to preregister for upcoming courses, and placing greater emphasis on speed versus accuracy when taking tests. For similar reasons, students with ADHD may experience interpersonal problems with their friends, as well as difficulties in employment situations.

ACCESS is an institution-supported intervention for students with ADHD, but how exactly does ACCESS work?

ACCESS targets multiple deficit areas that can lead to impairment in multiple domains of daily functioning. More specifically, ACCESS is designed to increase student knowledge and understanding of ADHD, their use of behavioral strategies, and their adaptive thinking skills. To the extent that these goals are achieved, improvements in academic, emotional, social, and personal functioning are expected to occur.

In your opinion, how can professors best support college students with ADHD?

The most important thing that college professors can do is to respect a student’s need for formally recommended accommodations and to facilitate their implementation. Listed below are four common accommodations for college students with ADHD:

• Taking exams in private locations where distractions are minimized
• Having extended time to take exams
• Being allowed to audio record lectures via smart pens or phone devices
• Having another person take notes for them

How can students with ADHD prepare to succeed in college?

One of the most important thing students can do is to prepare for the increased demands that college brings while still in high school. This includes, for example, increasing their knowledge of ADHD. The more developmentally appropriate their understanding of ADHD is, the more likely students will accept their diagnosis. This can also help them recognize the importance of continuing and/or seeking out necessary treatments, such as medication management and counseling. The more that a student can wean themselves from dependence on parents and others for managing academic demands while in high school, the better able that student will be to manage the increased demands for self-regulation that college brings. This goes beyond academics and includes managing money, preparing meals, doing laundry, getting to doctors’ appointments, etc.

In addition to the written responses to my questions, Dr. Anastopoulos also shared links to videos and resources he and his team created as part of the grant. These are curated below and provide general overviews of ACCESS and the research project. In addition, he and his team have two recent publications that share the findings from the evaluation.

Video Resources:

• The Treatment Needs of College Students with ADHD on Vimeo
• ACCESS Program for College Students with ADHD on Vimeo

Additional information about ACCESS:

• Program Description on webpage: What is ACCESS | Access Project (uncg.edu)
• IES Study | Access Project (uncg.edu)

Additional Reading:

• Anastopoulos, A.D., Langberg, J.M., Eddy, L.D., Silvia, P.J., & Labban, J.D. (2021).  A randomized controlled trial examining CBT for college students with ADHD.  Journal of Consulting and Clinical Psychology, 89 (1), 21–33.  – Reports significant differences for ACCESS participants, namely of improved ADHD symptoms, executive functioning, clinical change mechanisms, and use of disability accommodations.​
• Eddy, L.D., Anastopoulos, A.D., Dvorsky, M.R., Silvia, P.J., Labban, J.D., & Langberg, J.M. (2021). An RCT of a CBT intervention for emerging adults with ADHD attending college: Functional outcomes. Journal of Clinical Child and Adolescent Psychology.  – Reports findings that ACCESS may improve students’ self-reported general well-being and functioning as well as improved time management and study skills and strategies but may not show as much impact on students’ interpersonal relationships or GPA.

Dr. Art Anastopoulos is a Professor and the Director of the ADHD Clinic in the Department of Human Development and Family Studies in the School of Health and Human Sciences at UNC Greensboro.

Written by Shirley Liu, virtual intern at NCER and an English major at Lafayette College.