Inside IES Research

Notes from NCER & NCSER

Building Evidence: Changes to the IES Goal Structure for FY 2019

The IES Goal Structure was created to support a continuum of education research that divides the research process into stages for both theoretical and practical purposes. Individually, the five goals – Exploration (Goal 1), Development and Innovation (Goal 2), Efficacy and Replication (Goal 3), Effectiveness (Goal 4), and Measurement (Goal 5) – were intended to help focus the work of researchers, while collectively they were intended to cover the range of activities needed to build evidence-based solutions to the most pressing education problems in our nation. Implicit in the goal structure is the idea that over time, researchers will identify possible strategies to improve student outcomes (Goal 1), develop and pilot-test interventions (Goal 2), and evaluate the effects of interventions with increasing rigor (Goals 3 and 4).

Over the years, IES has received many applications and funded a large number of projects under Goals 1-3.  In contrast, IES has received relatively few applications and awarded only a small number of grants under Goal 4. To find out why – and to see if there were steps IES could take to move more intervention studies through the evaluation pipeline – IES hosted a Technical Working Group (TWG) meeting in 2016 to hear views from experts on what should come after an efficacy study (see the relevant summary and blog post). IES also issued a request for public comment on this question in July 2017 (see summary).

The feedback we received was wide-ranging, but there was general agreement that IES could do more to encourage high-quality replications of interventions that show prior evidence of efficacy. One recommendation was to place more emphasis on understanding “what works for whom” under various conditions.  Another comment was that IES could provide support for a continuum of replication studies.  In particular, some commenters felt that the requirements in Goal 4 to use an independent evaluator and to carry out an evaluation under routine conditions may not be practical or feasible in all cases, and may discourage some researchers from going beyond Goal 3.   

In response to this feedback, IES revised its FY 2019 RFAs for Education Research Grants (84.305A) and Special Education Research Grants (84.324A) to make clear its interest in building more and better evidence on the efficacy and effectiveness of interventions. Among the major changes are the following:

  • Starting in FY 2019, Goal 3 will continue to support initial efficacy evaluations of interventions that have not been rigorously tested before, in addition to follow-up and retrospective studies.
  • Goal 4 will now support all replication studies of interventions that show prior evidence of efficacy, including but not limited to effectiveness studies.
  • The maximum amount of funding that may be requested under Goal 4 is higher to support more in-depth work on implementation and analysis of factors that moderate or mediate program effects.

The table below summarizes the major changes. We strongly encourage potential applicants to carefully read the RFAs (Education Research, 84.305A and Special Education Research, 84.324A) for more details and guidance, and to contact the relevant program officers with questions (contact information is in the RFA).

Applications are due August 23, 2018 by 4:30:00 pm Washington DC time.

 

Name Change

Focus Change

Requirements Change

Award Amount Change

Goal 3

Formerly “Efficacy and Replication;” in FY2019, “Efficacy and Follow-Up.”

Will continue to support initial efficacy evaluations of interventions in addition to follow-up and retrospective studies.

No new requirements.

No change.

Goal 4

Formerly “Effectiveness;” in FY2019, “Replication: Efficacy and Effectiveness.”

Will now support all replications evaluating the impact of an intervention. Will also support Efficacy Replication studies and Re-analysis studies.

Now contains a requirement to describe plans to conduct analyses related to implementation and analysis of key moderators and/or mediators. (These were previously recommended.)

Efficacy Replication studies maximum amount: $3,600,000.

Effectiveness studies maximum amount: $4,000,000.

Re-analysis studies maximum amount: $700,000.

 

 

By Thomas Brock (NCER Commissioner) and Joan McLaughlin (NCSER Commissioner)

Career and Technical Education at IES

Welcome to Career and Technical Education (CTE) month!

Over the course of the next few weeks, we will be blogging about IES projects and resources relevant to CTE. We will be highlighting grant competitions, including our newest competition, Expanding the Evidence Base for Career and Technical Education, which aims to increase research on the impact of CTE programs and policies on student outcomes and support training of new CTE researchers. And we will showcase work conducted by IES and our grantees.

For this first blog, we wanted to share our working definition of CTE, along with links to information and resources.

CTE aims to help students enter into and succeed in specific occupational fields such as health science, information technology, and business administration. Students in secondary, postsecondary, and adult education may pursue CTE activities as part of their other education requirements (e.g., courses for high school graduation, classes to prepare for General Equivalency Development or General Equivalency Diploma (GED) test) or as a program to earn an occupational certificate at the subbaccalaureate level.

Over the past decade, interest has been growing in CTE and career pathway models across public and private arenas. For example, at the federal level, interest in CTE is reflected in the legislations that authorize these education and training activities, namely the Carl D. Perkins Career and Technical Education Act of 2006  and the Workforce Innovation and Opportunity Act of 2014.

At IES, our goal is to identify the needs of CTE students and expand our understanding of effective CTE practices. For example, the National Center for Education Statistics (NCES) assists in monitoring the status of CTE by providing national information on student participation in CTE at the secondary and postsecondary levels and on adults’ preparation for work. This information is available on the CTE Statistics website.

The National Center for Education Evaluation and Regional Assistance (NCEE) also supports work on CTE. For example, NCEE’s Regional Education Laboratory Programs work with policymakers and practitioners on career and college readiness issues, including CTE. Some regions have groups that focus on CTE directly, such as REL Appalachia's West Virginia Workforce Readiness Partnership and REL Mid-Atlantic's Readiness for Career Entry and Success Research Alliance.

The two grant-awarding centers, the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) support field-initiated research in CTE primarily through the Career and Technical Education, Postsecondary and Adult Education, and Transition Outcomes for Secondary Students with Disabilities topic areas. In September 2017, NCER and NCSER sponsored a technical working group meeting to gain insights from CTE practitioners and researchers. On January 22, NCER released the request for applications for the new research network mentioned above, Expanding the Evidence Base for Career and Technical Education.

We look forward to sharing more information about our CTE research and statistics. Come back throughout the month to hear from IES staff and grantees about this work!

By Meredith Larson (NCER)

 

The Institute of Education Sciences at AERA

The American Educational Research Association (AERA) will hold its annual meeting April 8 through April 12 in Washington, D.C.—the largest educational research gathering in the nation. This will be a special meeting for AERA, as it is celebrating 100 years of advocating for the development and use of research in education. The program includes hundreds of sessions, including opportunities to learn about cutting edge education research and opportunities to broaden and deepen the field. 

About 30 sessions will feature staff from the Institute of Education Sciences (IES) discussing IES-funded research, evaluation, and statistics, as well as training and funding opportunities.

On Saturday, April 9, at 10:35 a.m., attendees will have a chance to meet the Institute’s leadership and hear about the areas of work that IES will be focusing on in the coming year. Speakers include Ruth Curran Neild, IES’ delegated director, and the leaders of the four centers in IES: Thomas Brock, commissioner of the National Center for Education Research (NCER); Peggy Carr, acting commissioner of the National Center for Educational Statistics (NCES); Joy Lesnick, acting commissioner of the National Center for Education Evaluation and Regional Assistance (NCEE), and Joan McLaughlin, commissioner of the National Center for Special Education Research (NCSER).

On Monday, April 11, at 9:45 a.m., attendees can speak to one of several IES staffers who will be available at the Research Funding Opportunities—Meet Your Program Officers session. Program officers from NCER, NCSER, and NCEE will be on hand to answer questions about programs and grant funding opportunities. Several IES representatives will also be on hand Monday afternoon, at 4:15 p.m. for the Federally Funded Data Resources: Opportunities for Research session to discuss the myriad datasets and resources that are available to researchers.

NCES staff will lead sessions and present on a variety of topics, from The Role of School Finance in the Pursuit of Equity (Saturday, 12:25 p.m.) to Understanding Federal Education Policies and Data about English Learners (Sunday, April 10, 8:15 a.m.) and what we can learn from the results of PIAAC, a survey of adult skills (also Sunday, 8:15 a.m.). Dr. Carr will be a part of several sessions, including one on Sunday morning (10:35 a.m.) about future directions for NCES longitudinal studies and another on Monday morning (10 a.m.) entitled Issues and Challenges in the Fair and Valid Assessment of Diverse Populations in the 21st Century

On Monday, at 11:45 a.m., you can also learn about an IES-supported tool, called RCT-YES, that is designed to reduce barriers to rigorous impact studies by simplifying estimation and reporting of study results (Dr. Lesnick will be among those presenting). And a team from the IES research centers (NCER/NCSER) will present Sunday morning (10:35 a.m.) on communication strategies for disseminating education research (which includes this blog!).

IES staff will also participate in a number of other roundtables and poster sessions. For instance, on Tuesday, April 12, at 8:15 a.m., grab a cup of coffee and attend the structured poster session with the Institute’s 10 Regional Educational Laboratories (RELs). This session will focus on building partnerships to improve data use in education.  REL work will also be featured at several other AERA sessions.  

Did you know that the National Library of Education (NLE) is a component of IES? On Friday and Monday afternoon, attendees will have a unique opportunity to go on a site visit to the library. You’ll learn about the library’s current and historical resources – including its collection of more than 20,000 textbooks dating from the mid-19th century. The Library offers information, statistical, and referral services to the Department of Education and other government agencies and institutions, and to the public.

If you are going to AERA, follow us on Twitter to learn more about our sessions and our work.  And if you are tweeting during one of our sessions, please include @IESResearch in your tweet. 

By Dana Tofig, Communications Director, IES

The PI Meeting in 140 Characters

By Wendy Wei, Program Assistant, National Center for Education Research

How can practitioners and policymakers apply education research to their everyday work if they never hear about it or do not understand it? Communicating and disseminating research findings plays an integral role in promoting the education sciences and advancing the field.

That is why we made communication and dissemination a major theme at the IES Principal Investigators’ Meeting held earlier this month (December 10-11). The two-day meeting in Washington, D.C., featured five sessions that focused on communications – ranging from data visualization techniques to effective dissemination strategies to hearing journalists’ perspectives on how to share scientific results with the general public.

There was a lot of talk about social media during the meeting and plenty of tweeting about the presentations. We used the Twitter hashtag, #IESPIMtg, to foster an ongoing conversation for meeting attendees and to share findings that emerged from sessions.  Any tweet that included #IESPIMtg was automatically pooled together, generating a live Twitter feed that was on display in the lobby throughout the meeting.

 You can see all of the #IESPImtg tweets online, but here are some highlights:

"There is a tremendous sense of urgency to bridge the gap between research and practice..." --John B King #IESPIMtg

— Leah Wisdom (@lifelnglearner) December 10, 2015

.@StanfordEd's Sean Reardon: Good partnership work can lead to new knowledge, change policy+practice, improve data quality #IESPIMtg

— Bill Penuel (@bpenuel) December 11, 2015

#IESPIMtg Practitioner partners play a critical role in making sense of data and analyses in RPPs.

— Jennifer Russell (@Jenn_L_Russell) December 10, 2015

And we can get a little bit meta now…communicating about how to communicate:

Hirsh-Pasek & Golinkoff urges researchers to create "'edible science' that is accessible, digestible and usable." #IESPIMtg

— Tomoko Wakabayashi (@twakabayashi264) December 10, 2015

Awesome presentation on #DataVisualization by @jschwabish: Show the data, reduce the clutter, stop distracting attention. #IESPIMtg

— Rudy Ruiz (@RudyRuiz_BMore) December 10, 2015

.@KavithaCardoza Explaining your research--Don't think of it as "dumbing down." Think of it as simplifying. #IESPIMtg

— Dana Tofig (@dtofig) December 11, 2015

And, of course, what's Twitter without a little fun? When we tweeted this picture...

The poster session is going strong. Principal investigators present findings from #iesfunded research. #IESPIMtg

— IES Research (@IESResearch) December 10, 2015

...Chris Magnuson, Director of Innovation for Live It, Learn It, posted this reply: 

@IESResearch careful...photo looks like it was taken on Death Star! May the force be with all grantees! #SBIR #IES

— Chris Magnuson (@cromagnuson) December 10, 2015

The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) have made a commitment to be active contributors in communicating with and engaging the general public in the exciting findings of NCER- and NCSER-funded work. Over the past few years, we have been active on Twitter (you can follow us @IESResearch), and this past year, we launched our blog (the very one you are reading!). These two platforms have provided us with an outlet to share research findings, provide updates about events and deadlines, and connect with audiences we otherwise might not reach.

For those of you who could not make the PI meeting, videos will be posted on the conference website in about a month. So stay tuned!

We hope you’ll continue the conversation started at the PI meeting by following us on Twitter at @IESResearch or sharing your thoughts with us at IESResearch@ed.gov.

 

Students with Disabilities and Postsecondary Success: An Interview with Lynn Newman, Ed.D. and Joseph Madaus, Ph.D.

By Meredith Larson, NCER Program Officer                                                                                     

Although more students with disabilities are pursuing postsec ondary education, completion rates for this group of students have not changed very much in recent years. In a two-year study funded through an IES grant, Lynn Newman, of SRI International, and Joseph Madaus, director of the Center on Postsecondary Education and Disability at the University of Connecticut, have examined the impact that supports and accommodations have had on the postsecondary success of students with disabilities.

             

 

At the heart of their study is the National Longitudinal Transition Study-2 , the largest and richest data set available to address the postsecondary experiences and outcomes of youth with disabilities. It is the only dataset that can address those topics for postsecondary students with disabilities nationally, independent of students’ decisions to disclose a disability to their postsecondary school.

Below are excerpts from an email interview with the researchers. 

 

What motivated your study, and what questions are you grappling with?

Although postsecondary enrollment rates for students with disabilities have increased dramatically for youth in all disability categories over the past two decades, postsecondary completion rates for students with disabilities have remained stagnant over time. These students continue to be less likely to graduate from postsecondary school than their general population peers.

This led us to ask

  • What is the link between receipt of postsecondary supports and accommodations – both those available because of a disability and those available to the general student body – and postsecondary persistence and completion for students with disabilities?
  • What factors are associated with requesting/receiving postsecondary supports and accommodations?

What are your major findings?

First and foremost, students with disabilities who received supports, particularly supports available to the full student body (such as tutoring and access to writing and study centers), are more likely to persist in and complete their postsecondary programs. This finding applies to students with disabilities enrolled at both 2-year and 4-year colleges.

However, we didn’t find a significant relationship between receipt of disability-specific supports and accommodations (such as test accommodations, readers, interpreters) and postsecondary persistence or completion for the full population of students with disabilities. We found that the link between supports/accommodations and outcomes differs by disability category. For example, students who were deaf or hard of hearing and received disability-specific accommodations and supports were more likely to persist in or complete postsecondary education than were those who had not received these types of help.  

Does your research suggest why some students seek out or use supports more than others?

Fewer than half of those with disabilities in postsecondary institutions accessed the types of supports available to the general student body, and less than one-quarter received disability-specific help during postsecondary school. Students who received transition planning education in high school and those whose transition plans specified needed postsecondary supports and accommodations were significantly more likely to access both generally-available and disability-specific supports in postsecondary school, particularly at 2-year institutions.

If you could tell each of your target audiences what your research means for them in practical terms, what would you say?

Students and families: By accessing supports and help at postsecondary institutions,  you increase your odds for postsecondary success. If you are uncomfortable sharing information about your disability, which is required to receive disability-specific supports, you should, at least, access the types of supports available to the general student body, such as tutoring and writing centers.

High school staff: Help students avail themselves of supports at the postsecondary level through transition planning. Transition planning education and transition plans that specify postsecondary accommodation needs significantly affect whether students seek postsecondary supports. Clearly, the transition education and planning you can do matters. However, as many as one third to one half of high school students with disabilities do not receive such transition planning services.

Postsecondary staff: Keep in mind that only 35% of students with disabilities who received services in high school disclosed their disability to their postsecondary institutions, so you probably have more students with disabilities on your campus than you may be aware of. Because receipt of postsecondary supports (especially general supports available to all students) are particularly beneficial to students with disabilities, we encourage active and broad outreach about these supports to the entire student body, rather than focusing on just the few students who have chosen to disclose their disability.

In addition, we encourage professional development for postsecondary staff, particularly those involved in providing generally available supports, to help them better recognize and support students with disabilities.

Researchers: Consider the representativeness of your samples of postsecondary students with disabilities. If respondents are identified through self-disclosure of a disability, your sample probably has a large amount of underreported students with disabilities overall. Your sample is also likely to be biased, in that students with more visible disabilities are much more likely to disclose their disability than are those in the higher incidence disability categories, such as learning disabilities.

What might some next research steps be?

Given our findings, we believe there are many opportunities for research related to postsecondary education for students with disabilities.  For example, researchers could study questions about the characteristics, content, extent, and timing of effective postsecondary supports and accommodations. The field would also benefit from additional knowledge about effective high school transition planning education and answers to questions about the characteristics and structures of high schools and postsecondary schools that offer effective supports and accommodations and transition planning education. 

Questions? Comments? Please send them to IESResearch@ed.gov.