|Grant Program:||Leveraging Evidence to Accelerate Recovery Nationwide Network|
Dr. Erin Higgins
Networks consists of multiple grantees working together to advance the field's understanding of the network's priorities. In FY 2022, IES competed the Leveraging Evidence to Accelerate Recovery Nationwide Network (the LEARN Network) topic which invited applications for research that would focus on adapting and scaling up existing, evidence-based products with the potential to accelerate students' learning for the many learners enrolled in kindergarten through grade 12, postsecondary education, or adult education programs whose learning was affected by the COVID-19 pandemic.
Purpose: The LEARN Network is focused on adapting and preparing to scale existing, evidence-based products that have the potential to accelerate students' learning relative to pre-pandemic rates of growth for the many learners enrolled in kindergarten through grade 12 whose learning was affected by the COVID-19 pandemic. The network is specifically focused on learning acceleration and recovery for students from underrepresented groups that were disproportionately affected by COVID-19. IES made four awards to product teams and one to a scaling lead, and these five teams together establish the LEARN Network. In addition to generating solutions to the nation's most pressing challenges to COVID-19 recovery within the education sector, IES expects that the combined efforts of this network will lead to the establishment of best practices for the field for how to prepare to effectively scale evidence-based products.
Descriptions of each of the projects are as follows:
LEARN Network lead
Modifying an Evidence-Based Peer-Mediated Reading Program to Differentiate Instruction and Accelerate Learning Among Underrepresented Groups: Implementing PALS in the Rio Grande Valley
Scaling Targeted Reading Instruction (TRI) to Serve Students Impacted by COVID-19: Digital Implementation of an Effective Intervention
Adapting STARI to Accelerate Student Reading Achievement in Middle Grades
Classwide Fraction Intervention With Peer-Assisted Learning Strategies to Support