The Institute of Education Sciences is committed to supporting research that develops and tests solutions to the challenges facing education in the United States and working to share the results of that research with a broad audience of policymakers and practitioners. In this blog post, Katherine Pears (pictured right), a principal investigator from the Oregon Social Learning Center, shares how an IES-funded grant supported not only the development and testing of an intervention, but its implementation in classrooms.
Sometimes when I tell people that I am a research scientist, they say "Ok, but what do you do?" What they are really asking is whether the work I am doing is helping students and families in actual schools and community. It’s a good question and the short answer is “Yes!” but moving programs from the research lab to children, families and schools takes time and funding. Here is how it worked with my program.
I wanted to help children at risk for school failure to start kindergarten with skills to help them to do better. I teamed up with Dr. Phil Fisher and others, and we built on years of research and program development at the Oregon Social Learning Center (OSLC) to create a program called Kids in Transition to School (KITS). This is a summer program that continues into the first few weeks of school and focuses not only on letters and numbers, but also on teaching children how to get along with others and how to learn (such as focusing their attention). We also train the KITS teachers to use positive teaching strategies and help parents learn the same techniques to increase the chances that children will succeed.
However, before a school will put a program like KITS in place, they need to have some proof that it will actually work. That is why we sought external funding to evaluate the program. With funding from the Institute of Education Sciences (IES), as well as the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) and the National Institute on Drug Abuse (NIDA), we were able to test KITS with three different groups of children at high risk for difficulties in school: children in foster care, children with developmental disabilities and behavior problems, and children from low-income neighborhoods.
Across these studies, KITS led to positive outcomes for children and the parents. Funding from IES helped us show that the KITS Program worked with different groups of children and that it was a good candidate for use in school settings. In many cases, this is where the process of moving programs from research to practice can get bogged down due to a gap between researchers and the people in the education systems that could use the programs. IES is strongly committed to bridging that gap by supporting partnerships between researchers and practitioners. In our IES-funded study, we partnered with two of our local school districts and United Way of Lane County (UWLC). Working with the schools and community agencies helped us to both test KITS and develop plans for how the districts could keep the program going after the funding for the research study ended.
Our partnership with UWLC also enabled us to start a new project to bring KITS to more schools. With funding from the Corporation for National and Community Service (CNCS) Social Innovation Fund, UWLC offered grants to education foundations in Lane County, Oregon to implement KITS in the local school districts. The Social Innovation Fund allows promising programs to be brought to scale (i.e., made available to large numbers of people) by providing funding for community agencies to start and develop plans for sustaining these programs. In 2015, the KITS Program had about 30 educators serving about 120 children and families in 6 school districts in Lane County, Oregon. By summer 2017, two years into the grant, the KITS Program had trained 125 educators to serve approximately 435 children and families in 13 school districts in the county. That’s more than a threefold increase in the number of children and families served, as well as the number of teachers trained in the KITS Program.
We will continue to work with partners to evaluate the effects of the KITS program and make it available to more school districts. However, without the funding from IES and other federal agencies, we would not have been able to both test the program and partner with schools to make KITS a part of their everyday practice.