Dr. Elizabeth Albro, Commissioner of Education Research at the Institute of Education Sciences (IES), U.S. Department of Education, is committed to building bridges between the basic sciences of learning and education practice. Trained in the behavioral and social sciences, cognition, and communication, she received her Ph.D. in Psychology from the University of Chicago. Since joining IES in 2002, she has served as a program officer for multiple research portfolios and as Associate Commissioner of Teaching and Learning. She has participated on multiple interagency committees focused on open science and the federal research investment in language and communication. She has edited several books in the area of reading comprehension, and has published articles in Discourse Processes, Scientific Studies of Reading, and Educational Psychology Review. Prior to joining IES, Dr. Albro was a faculty member, first at, Whittier College and subsequently at Wheaton College (Norton, MA). All of her research is grounded in her own experience as a preschool teacher in Cochabamba, Bolivia
The National Center for Education Research (NCER), one of the four centers within the Institute of Education Sciences, supports rigorous research that contributes to the solution of significant education problems in our country.
Through its research programs and the national research and development centers, NCER supports research activities to improve the quality of education and thereby, increase student academic achievement, reduce the achievement gap between high-performing and low-performing students, and increase access to and completion of postsecondary education. NCER also funds predoctoral and postdoctoral research training programs to invest in the training and development of the next generation of education researchers.
NCER research programs are designed to produce research that is scientifically rigorous and relevant to the needs of education practitioners and decisionmakers. NCER research programs address education programs, practices, and policies in reading and writing, mathematics and science education, teacher quality, education leadership, education policy and finance, cognition and student learning, high school reform, and postsecondary education. Within these programs of research, investigators are identifying existing education programs, practices, and policies that may impact student outcomes; developing new education interventions (e.g., curricula, teacher professional development programs); evaluating the efficacy of fully developed programs or practices; evaluating the effectiveness of specific interventions taken to scale; and developing and validating assessments. Through these activities, NCER is advancing understanding of teaching, learning, and education systems in order to improve the quality of education for all students.