IES Staff
Katina Stapleton
Education Research Analyst
NCER
About
Improving Education Systems; Education Leadership; and Early Career, Predoctoral & Pathways Research Training Programs
Associated IES Content
Grant
Pathways Fellows: Studying Supports and Barriers to and Through Higher Education
Federal funding program:
Award number:
R305B210012
Grant
Helping Educational Leadership Mobilize Evidence (HELM): An Organizational Intervention to Promote Strategic Implementation in Schools
The purpose of this project is to develop and test an organization-focused implementation intervention, called Helping Educational Leaders Mobilize Evidence (HELM). HELM aims to improve elementary school principals' use of strategic implementation leadership to support the adoption and high-fidelity use of Tier 1/universal social emotional and behavioral programs and practices that improve student outcomes.
Federal funding program:
Award number:
R305A200023
Grant
National Board Certification Efficacy Study
The purpose of this study is to examine the impact on student outcomes of being taught by a National Board Certified Teacher (NBCT) versus being taught by a teacher not certified by this system. The National Board for Professional Teaching Standards (National Board) has certified more than 112,000 teachers since 1987 through a standards-based, comprehensive assessment of teacher pedagogical and content expertise. The National Board launched the third version of its certification system in 20...
Federal funding program:
Award number:
R305A170131
Grant
An Efficacy Study of Toggle Talk
The purpose of this project is to test the efficacy of Toggle Talk, a Language Arts curriculum supplement that teaches kindergarten and first grade African American children to understand the differences between Mainstream American English (MAE) and African American English (AAE) with the goal of improving students' reading outcomes. Many African American children underachieve in school and the researchers propose that part of the explanation for this is dialect mismatch, which occurs when t...
Federal funding program:
Award number:
R305A170139
Grant
Between Home and School: The School Bus and Student Outcomes
In this project, researchers explored the potential relationship(s) among school busing, student characteristics, and student outcomes. For a large number of students in the U.S., the school day begins and ends with riding the school bus. However, little is known about who rides the bus, the daily bus experience (e.g., commute time, length), the distribution and variation in bus experiences, the size and nature of disparities in experiences across demographic or economic groups, or more gene...
Federal funding program:
Award number:
R305A170270
Grant
How do Spending Patterns Change with Weighted Student Funding (WSF), and What's Happening to Equity and Achievement, Particularly for Poor and At-Risk Students?
Over the last two decades, many large school districts across the United States have shifted away from deploying resources to schools based on uniform staffing formulas to allocating funds to schools based on the particular mix of students in the building. This emerging new allocation strategy is known as weighted student funding (WSF) or student-based allocation. Districts using WSF deploy a fixed-dollar amount to schools for each student type with larger increments going to students identi...
Federal funding program:
Award number:
R305A170348
Grant
Daily Experiences with Diversity: Academic and Social Adjustment in High School
The purpose of the proposed study is to examine malleable factors that may allow schools and districts to parlay the increasing ethnic diversity of their student populations into positive academic outcomes for adolescents. Specifically, the research team will explore the relationship between diversity and the ability to think about situations from different perspectives (i.e., social-cognitive flexibility). Some studies have found that cognitive flexibility is crucial for learning, often r...
Federal funding program:
Award number:
R305A170559
Grant
Revitalizing Graduate STEM Education for the 21st Century
Federal funding program:
Award number:
R305U160001
Grant
Preventing Dropout Among At-Risk Youth: A Study of Project Goal with English Learners
This project will test the efficacy of providing intensive reading instruction and/or a program to prevent dropout to high school ELLs who are at risk for not completing high school. In general, ELLs are less likely to graduate from high school than their monolingual peers. This may be related to lower skills in reading comprehension in English and higher rates of absenteeism and disciplinary problems than their monolingual peers. Students will participate in the intervention in 9th and 10...
Federal funding program:
Award number:
R305A150058
Grant
Word Learning Strategies: A Program for Upper-Elementary Readers
The purpose of this project is to test the efficacy of Word-Learning Strategies (WLS), a fully-developed, comprehensive, supplementary program designed to improve upper elementary students' vocabulary by focusing on teaching students to use strategies for word learning. Results from standardized tests have consistently shown that a large proportion of students in the U.S. are below proficient in reading comprehension and vocabulary and this is especially true for students who are learning En...
Federal funding program:
Award number:
R305A150108
Grant
Developing a Model for Delivering School-Based Mentoring to Students in Military Families
Since 2001, over 2 million children in this country have experienced the military deployment of a parent. Military families tend to be resilient, but deployment-related stress (DRS) can take a significant toll. DRS can negatively affect family life during every phase of the deployment cycle. With lengthy deployments and limited time between deployments, spouses and other relatives must learn to manage households for long periods of time on their own. One-third to one-half of military familie...
Federal funding program:
Award number:
R305A140285
Grant
Kids Integrated Data System (KIDS): An Evidence-Based System for Enhancing Educational Proficiency and Social Adjustment
This research project is designed to examine what, how, when, and where early biological and social risk factors impede the development of educational competencies for an entire population of third-grade students in a large, economically distressed urban city. The project will also test the utility of the Kids Integrated Data System (KIDS), which merges administrative data from children's birth records, physical and mental health service utilization records, Medicaid eligibility, homelessnes...
Federal funding program:
Award number:
R305A080309
Grant
Catholic School Prices, Private School Attendance, and Student Outcomes
One of the most important public policy debates over the past decade has been the appropriate role of choice in U.S. education policy. This debate stems in part from our lack of consistent evidence that schools of choice (charter schools, Catholic schools, other private schools, etc.) are more effective than traditional public schools. A major roadblock in this area is the problem of selection bias, which inhibits our abilities to infer a causal effect of choice schools on student outcomes. ...
Federal funding program:
Award number:
R305A080202
Grant
A Randomized Efficacy Trial of Academically Enhanced Rigorous Career Academies: Studying the Impact of the National Academy Foundation (NAF) Model
Career Academies combine several key school improvement strategies, including creation of small learning communities, use of school-to-work curriculum to better align high school learning with anticipated professional pursuits, and creation of partnerships with local employers and social institutions to strengthen the relationships between schools and communities. In previous evaluations of Career Academies, researchers found a positive effect on labor market outcomes for males but no signi...
Federal funding program:
Award number:
R305B070702
Grant
Implications of High School Course Availability and Course-Taking
Little rigorous research has been conducted to determine which high school courses improve student learning the most, whether and how the number of courses taken matters, whether all students benefit equally from advanced courses, and whether enrollment in particular courses increases or reduces socioeconomic and racial disparities in achievement and attainment. In this project, the researchers seek to identify factors associated with course offerings across schools and course-taking within...
Federal funding program:
Award number:
R305B070131
Grant
Evaluation of the Kalamazoo Promise
The Kalamazoo Promise is a scholarship program for students who have attended Kalamazoo Public Schools. Announced in November 2005, the Kalamazoo Promise provides four years of tuition and fees at any of Michigan's public colleges or universities. Funded by a group of anonymous donors, the program seeks to remove financial barriers to attending college for those students who have attended Kalamazoo public schools and have lived within its boundaries for at least four years. Because all Kal...
Federal funding program:
Award number:
R305A070381
Grant
The Effects of Racial School Segregation on the Black-White Achievement Gap
Over the last few decades, black students have scored on average from one-half to one standard deviation below white students on national tests of math and reading. The primary research question addressed in this project is whether school segregation patterns (both racial and economic) account for some of the variation in the racial achievement gap. More specifically, are policies and school assignment practices aimed at reducing racial segregation associated with reductions in racial achi...
Federal funding program:
Award number:
R305A070377
Grant
Determinants of Student Outcomes in an Urban School District: Educational Interventions and Family Choices
Like many urban school districts, the Pittsburgh Public School District has sustained declining enrollments, increased budgetary pressures, low student achievement relative to state and national norms, and large racial gaps in achievement. In 2005, the Pittsburgh Public Schools enacted a plan for reform. The purpose of this project is to study and evaluate the effect of this reform agenda on student outcomes.
Federal funding program:
Award number:
R305A070117
Grant
The Impact of Exit Exam Performance on High School and Post-Secondary Outcomes
A growing number of states require students to pass exit exams in order to graduate from high school. However, a large and vocal group of testing opponents worries that exit exams will harm students, especially disadvantaged students who tend to do poorly on standardized tests. Critics argue that exit exams lower graduation rates by denying diplomas to students who complete all other requirements for a degree, and by inducing some students who fail the exam initially to drop out rather tha...
Federal funding program:
Award number:
R305R060096
Grant
Assessing the Effectiveness of the Small High School Initiative
In this project, the researchers proposed to use a longitudinal data set to assess the impact of school size on student achievement. Previous studies found that small schools were associated in some settings had improved student outcomes, especially among disadvantaged youth. Although this prior research attempted to isolate the impact of smaller schools, they could not completely disentangle the impact of small schools from other confounding factors correlated with school size such as commu...
Federal funding program:
Award number:
R305R060062
Grant
Comprehensive Evaluation of the Effects of District-Wide High School Curriculum Reform on Academic Achievement and Attainment in Chicago
There is increasing recognition and concern in the U.S. that too few high school students, especially those in urban areas, are graduating with the skills needed for college and the workforce. Currently, there are two major curriculum reform movements at work in high schools: one to engage all students in traditional college preparatory work, and another to increase the difficulty of college preparatory curriculums. These movements are based on studies showing that students who take more r...
Federal funding program:
Award number:
R305R060059
Grant
Public School Choice: Magnet Schools, Peer Effects, and Student Achievement
In this project, the researchers proposed to explore the effects of attending magnet schools on student academic achievement and to explore what factors might produce such an effect, if magnet schools are indeed better. At the time of the study, the use of magnet schools to accomplish public school improvement was a controversial policy. The research evidence at the time was inconclusive, in part because of differing policies regarding who can enroll in magnet schools. Some schools required ...
Federal funding program:
Award number:
R305E040056
Grant
How Should We Organize Primary Schooling? Grade Span, School Size and Student Academic Achievement
In this project, the researchers aimed to explore potential relationships among the organization of primary schools, classroom configurations, and the academic achievement of the students who attend them. At the time of the study, little was known about how different ways of organizing schools impact students' academic achievement. At the end of this study, researchers intended to have new information on school organization characteristics, particularly grade span-a factor that has been larg...
Federal funding program:
Award number:
R305E040096
Grant
Low Cost Experiments to Support Local School District Decisions
At the time of this study, evidence-based practice in education was increasing pressure on educators to enact reforms based on research findings. However, there was little research that measured the effectiveness of many instructional practices. Additionally, what evidence there was often did not consider the specific circumstances faced by education decision-makers in their schools or districts. In this project, the researchers planned to develop and test the feasibility of an approach to h...
Federal funding program:
Award number:
R305E040031
Grant
The Unintended Consequences of a Major Education Policy Reform: California's Class Size Reduction, Student Achievement, and the 'Social Multiplier'
In this study, the researchers proposed to identify the unintended consequences associated with California's class size reduction on the distribution of students across schools and households across neighborhoods. At the time of the study, the theory behind class size reduction policies was that smaller classes would lead to lasting academic improvements, especially in the areas of reading, mathematics, and science. The research team hypothesized that a class reduction policy from 1996 that ...
Federal funding program:
Award number:
R305E050137
Grant
Implementing Public School Choice in Charlotte, NC: Impacts on Student Outcomes, Competitiveness and Racial Segregation
In this study, researchers examined the impact of implementing lottery-based public-school choice, a systemic school reform strategy focused on allowing parents the right to choose which public school their child may attend within their home school district in Charlotte, North Carolina. Over the duration of this project, the researchers examined the impact of this program on several outcomes, including performance on standardized tests, student absences, disciplinary problems, parental satis...
Federal funding program:
Award number:
R305E050052
Grant
Cost Accounting for Student-Level Resources
In this project, researchers aimed to assist educators in using existing resources to achieve instructional goals by improving educators' ability to track their resources. The researchers planned to develop and field test a new cost accounting system and accompanying procedures. This system and the procedures to use it would allow schools and districts to track student-level resources that would enable administrators to make resource allocation decisions tied to student-level learning outcomes.
Federal funding program:
Award number:
R305E050089
Grant
Do Lower Barriers to Entry Affect Student Achievement and Teacher Retention: The Case of Math Immersion
In this project, the researchers aimed to study New York state's alternative teacher certification program, Math Immersion. In particular, they proposed to analyze how student test-score gains in mathematics were related to teacher certification pathways, teacher characteristics, and other explanatory variables. In early 2000s, school districts across the U.S. were struggling to recruit and retain good math teachers. In response to these shortages, New York state began experimenting with the...
Federal funding program:
Award number:
R305E060025
Grant
The Coaching Model: A Collaborative Pilot Program
In this project, researchers proposed to develop, implement, and evaluate a coaching model for new principals in several Greater New Orleans school districts. Researchers planned to assess the impact of the coaching model program on student achievement and school climate as well as the impact on principals' understanding and ability to perform in their jobs, their persistence in leadership positions, and their perceived levels of job stress and sense of isolation in their roles.
Federal funding program:
Award number:
R305E050082
Systemic Approaches to Educating Highly Mobile Students
The Systemic Approaches to Educating Highly Mobile Students (Highly Mobile Students) special topic supports research to improve the education outcomes of students who face social/behavioral and academic challenges because they frequently move from school to school due to changes in residence and/or unstable living arrangements.
Pathways to the Education Sciences Research Training Program
The Pathways to the Education Sciences Research Training program was established by IES to develop a pipeline of talented education researchers who bring fresh ideas, approaches, and perspectives to addressing the issues and challenges faced by the nation's diverse students and schools.
Predoctoral Interdisciplinary Research Training Programs in the Education Sciences
The Predoctoral Interdisciplinary Research Training Program in the Education Sciences (Predoctoral Training Program) was established by IES to increase the number of well-trained PhD students who are prepared to conduct rigorous and relevant education research.
Minutes of Meeting: June 16, 2014
NBES meeting minutes on June 16, 2014
Training in Education Use and Practice
The Institute's training programs are intended to help ensure that researchers have the skills to produce research that is rigorous in method as well as relevant and accessible to education stakeholders such as practitioners and policymakers.
Education Leadership
The Education Leadership (Leadership) topic supports research on programs, policies, and practices to support leaders in K-12 education systems at the school, district, or state level in order to improve leadership in ways that can lead to beneficial student education outcomes.
Early Career Development and Mentoring Program for Faculty at Minority Serving Institutions
The Early Career Development and Mentoring Program for Faculty at Minority Serving Institutions (Early Career MSI Program) supports grants
Grant
Testing the Efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) Implementation Strategy
In this study, the researchers will examine the efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy for promoting building-level implementation leadership, implementation climate, and high-fidelity delivery of evidence-based practices. This study tests whether HELM improves outcomes when used in conjunction with Positive Behavioral Interventions and Supports (PBIS), an evidence-based practice. The researchers will compare the effects of PBIS implement...
Federal funding program:
Award number:
R305A240030
Grant
Associations Between Mexican-American Early Childhood Teacher Stress and Mexican-American Child Executive Function and Vocabulary
In this project, the Principal Investigator (PI) is examining the relationships between early childhood educator (ECE) stress and child executive function and vocabulary in a Mexican-American border community. Early childhood educators play a critical role in the cognitive development of young children. Research suggests that high levels of stress among early childhood educators may negatively affect their ability to provide high quality education and emotional support, which in turn may imp...
Federal funding program:
Award number:
R305B240034
Grant
The Impact of Balanced Leadership for Student Learning: A Professional Learning and Coaching Program for School Leaders
Research suggests that building strong school leadership may help turn the tables on declining student achievement and educator turnover. In this project, the researchers will examine the impact of a widely used leadership professional learning (PL) program-Balanced Leadership for Student Learning (BLfSL)TM-on important student and educator outcomes. The program, which builds education leaders' knowledge, skills, and strategies and provides resources and tools for engaging in highly effectiv...
Federal funding program:
Award number:
R305A240346
Grant
Developing a Coordinated System to Identify and Support Students Experiencing Homelessness
Each year, between 1 and 1.5 million students are identified as experiencing homelessness by school districts across the United States. Students experiencing homelessness face significant challenges, including poor educational performance and low achievement. To combat these issues, school districts are mandated to identify and support these students. However, many school districts struggle with one or both tasks. In this project, the researchers are developing an intervention to help school...
Federal funding program:
Award number:
R305A240290
Grant
The Learning and Engaging at a Distance (LEAD) Initiative
In this project, the principal investigator (PI) will conduct a program of research on the use of trauma-informed teaching practices in online learning environments to improve academic outcomes of Black and African-American college students and a set of career-development activities to support the PI's long-term education research goals. Since 2020, Black and African-American students who attend college in the United States have an increased likelihood of experiencing one or more traumatic e...
Federal funding program:
Award number:
R305B230015
Grant
Measuring the Impact of State Financial Aid Programs
In this project, designed by Connecticut's Office of Higher Education (OHE), the research team will assess the Roberta B. Willis Scholarship Program (RWSP), Connecticut's primary state-administered financial aid program. This project answers the need for evidence at the state level regarding Connecticut's investment in need-based and combined need-merit financial aid as means for increasing college attainment among low-income students at Connecticut's public colleges and universities. The pr...
Federal funding program:
Award number:
R305S230014
Grant
ReACT Initial Efficacy: Testing the Effects of a Promising Intervention to Achieve Equity in School Discipline
Research shows that students of color, particularly African-American students, are at significantly increased risk for being excluded from instruction through office discipline referrals (ODRs) and suspensions. These disparities are troubling because of the negative effects of exclusionary discipline on academic achievement, graduation, and school climate. In this grant, researchers will evaluate the initial efficacy of ReACT, an IES-funded intervention designed to reduce racial discipline d...
Federal funding program:
Award number:
R305A230399
Grant
University of Iowa Postdoctoral Training in Culturally Responsive Education Leadership Research
The University of Iowa Postdoctoral Fellowship Training Program will hire four postdoctoral fellows and prepare them to lead independent, culturally responsive research.
Federal funding program:
Award number:
R305B220014
Grant
SREB Career and Technical Education Leadership Academy Study
The purpose of the project is to develop, pilot, and study the promise of the SREB Career and Technical Education Leadership Academy to increase the capacity of school leaders at career and technology (CT) centers to work with their teachers as instructional leaders and thereby improve CTE outcomes for their students. School leaders' instructional leadership skills can positively impact student learning through their direct influence on teachers' instruction, yet many CT directors lack knowl...
Federal funding program:
Award number:
R305A210233
Grant
UTSA P20 Pathways to Education Research Training Program
The Educational Research Training Program at the University of Texas at San Antonio (UTSA), initially funded by IES in 2016, is designed to provide undergraduate juniors with
Federal funding program:
Award number:
R305B210028
Grant
Career Pathways for Research in Learning and Education, Analytics and Data Science (CP-LEADS)
The Career Pathways for Research in Learning and Education, Analytics and Data Science (CP-LEADS) at the University of California, Irvine (UC-Irvine) is designed to provide undergraduate juniors and seniors with experiences in conducting education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B210006
Grant
Access, Wellness, and Relational Determinants of Student Success (AWARDSS) PLUS: Pathways to Doctoral Studies for Underrepresented Students in Education-Related Fields
The Access, Wellness, and Relational Determinants of School Success (AWARDSS)-PLUS training program at the University of Arizona provides upper-level undergraduate students, recent graduates, and masters students with experiences in conducting educational research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B210019
Grant
PURPOSE: Partners United for Research Pathways Oriented to Social Justice in Education
The Partners United for Research Pathways Oriented to Social Justice in Education (PURPOSE) training program at Florida State University (FSU) and Florida Agricultural and Mechanical University (FAMU), initially funded by IES in 2017, provides upper-level undergraduate and first year masters students with experiences in conducting education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B210014
Grant
Research Institute for Scholars of Equity (RISE) 2.0: Conducting Mixed Methods Research to Improve Academic Outcomes among PK-20 African American and Latino/a Children, Youth and Young Adults
The Research Institute for Scholars of Equity (RISE 2.0) at North Carolina Central University (NCCU) provides upper-level undergraduates with experiences in conducting mixed-methods education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B210024
Grant
Increasing the Effectiveness and Coherence of Interventions to Reduce Educational Inequality
The University of Chicago training program will prepare doctoral students to conduct research to improve instruction in urban schools and reduce educational inequality.
Federal funding program:
Award number:
R305B200015
Grant
NYU Predoctoral Interdisciplinary Research Training Program
The New York University (NYU) Predoctoral Interdisciplinary Research Training Program (NYU PIRT) was originally funded by IES in 2008. NYU PIRT trains doctoral students to conduct research on education policy and practice in collaborative partnerships with education agencies and other education-based organizations. The training program is housed primarily in the Institute of Human Development and Social Change at NYU's Steinhardt School of Culture, Education, and Human Development. The progr...
Federal funding program:
Award number:
R305B200010
Grant
The Virginia Education Sciences Predoctoral Training Program
The Virginia Education Science Training (VEST) program, funded originally in 2004, is designed to provide doctoral students with advanced training in conducting scientifically rigorous and policy-relevant education research that can improve outcomes for prekindergarten through postsecondary education students.
Federal funding program:
Award number:
R305B200005
Grant
Multidisciplinary Program in Educational Sciences
Northwestern University's Multidisciplinary Program in Education Sciences (MPES), originally funded by IES in 2004, is designed to provide doctoral students from a variety of disciplines (including economics, human development, learning sciences, psychology, sociology, and statistics) with the knowledge, expertise, and technical skills to conduct rigorous empirical research in education policy and student learning in collaboration with education agencies.
Federal funding program:
Award number:
R305B200037
Grant
Predoctoral Interdisciplinary Research Training Grant Program in Postsecondary Education
Teachers College, Columbia University's new Postsecondary Education Applied Research (PEAR) training program will train doctoral students to conduct research on postsecondary, adult, and career and technical education (CTE) in collaborative partnerships with education agencies and postsecondary systems.
Federal funding program:
Award number:
R305B200017
Grant
University of Pennsylvania Predoctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education
The current focus of the training program is to prepare fellows to conduct research to inform education policy in collaborative partnerships with education agencies and research firms and strengthen the education research workforce and improve the quality, accessibility, use, and relevance of evaluations to inform policy and practice.
Federal funding program:
Award number:
R305B200035
Grant
The University of Wisconsin–Madison Interdisciplinary Training Program for Predoctoral Research in the Education Sciences
The University of Wisconsin-Madison's Interdisciplinary Training Program for Predoctoral Research in the Education Sciences (ITP), initially funded by IES in 2005, trains doctoral students to conduct education policy research in collaborative partnerships with education agencies.
Federal funding program:
Award number:
R305B200026
Grant
Florida Interdisciplinary Research Fellows in Education Sciences (FIREFLIES)
The purpose of the current training program, Florida Interdisciplinary Research Fellows in Education Sciences (FIREFLIES), is to train doctoral students to conduct reading research in collaborative partnerships with higher education, local and state education agencies, and nonprofit research organizations.
Federal funding program:
Award number:
R305B200020
Grant
Partnering in Education Research (PIER): An Interdisciplinary Predoctoral Training Program
Partnering in Education Research (PIER) training program is designed to train doctoral students to conduct quantitative education policy analysis and to conduct collaborative research with education agencies.
Federal funding program:
Award number:
R305B200012
Grant
Training Program in Causal Inference in Education Policy Research at the University of Michigan
The current focus of this program is to train doctoral students to design and implement research that yields causal estimates of the effects of education policies in collaborative partnerships with education agencies
Federal funding program:
Award number:
R305B200011
Grant
Improving Education Systems Through Interdisciplinary Training and Practice: Applying Social Science to Education Policy and Implementation Research
The Michigan State University Predoctoral Interdisciplinary Research Training Program will provide training to prepare doctoral students to conduct education policy research in collaborative partnerships with education agencies and postsecondary systems.
Federal funding program:
Award number:
R305B200009
Grant
Getting Effective Leaders into High-Needs Schools: A Cross-Site Mixed-Methods Examination of Principal Preparation, Recruitment, and Hiring and Their Associations with Principal and School Outcomes
The purpose of this study is to identify the characteristics of leadership pipeline processes that are related to improved student outcomes, particularly in high-needs schools. Effective leadership is key to school performance. However, we know little about the kinds of potential school leaders who are most likely to be effective. Researchers will aim to identify which leadership pipeline processes are most associated with identifying and selecting effective school leaders, placing them equi...
Federal funding program:
Award number:
R305A190520
Grant
Serving Students Experiencing Homelessness in the Camden City School District
Students who experience homelessness are at risk for poor educational functioning, poor achievement, and poor attainment. To mitigate these risks, school districts are required to identify and provide services to students experiencing homelessness. However, it is often difficult for districts to determine whether and to what extent they are overlooking homeless students who should receive services. The purpose of this partnership is to help the Camden City School District (CCSD) improve thei...
Federal funding program:
Award number:
R305H190067
Grant
University of Pennsylvania Predoctoral Interdisciplinary Training Program in Education Sciences
The University of Pennsylvania established the Predoctoral Training to prepare fellows to design and carry out rigorous field-based research to advance and inform education policy on questions of the impacts and cost effectiveness of various educational policy and leadership practices. Program in Interdisciplinary Methods for Field-based Research in Education
Federal funding program:
Award number:
R305B090015
Grant
School Support, School Connectedness, and the Educational Outcomes of Military-Connected Students: An Exploratory Study of Student Mobility
The purpose of this project is to identify school supports that may improve the educational outcomes of military-connected students (i.e. students who have at least one parent/guardian who is on active duty in the U.S. military). The typical military family moves every two to three years, which means that school-age children from military families change schools frequently. After first identifying school supports accessed by military-connected students, researchers will explore the associati...
Federal funding program:
Award number:
R305A180142
Grant
Exploring Competing Theories of How Teacher Accountability Reforms Affect Teacher Labor Markets and Student Achievement
The purpose of this study is to identify which malleable policies pertaining to teacher tenure and collective bargaining are associated with educational outcomes and explore how and when these relationships are mediated through teachers. Efforts to weaken and repeal tenure laws and collective bargaining rights as a means of increasing the quality of the teacher workforce have gained considerable momentum in recent years. However, these policy reform efforts have far outpaced existing theory ...
Federal funding program:
Award number:
R305A170053
Grant
Evaluation of a Training Program to Promote Effective School Leadership
The purpose of this project is to evaluate the efficacy of Safe and Civil School Leadership (SCSL), a professional development program designed to promote effective school leadership skills. SCSL focuses on equipping principals with the knowledge and skills to foster positive and safe learning climates using practical data-based decision making tools. Although SCSL was developed over a decade ago and has been implemented in dozens of states with thousands of principals, its effects on princi...
Federal funding program:
Award number:
R305A170180
Grant
Leveraging Developmental Relationships with Teachers to Enhance Student Motivation
The purpose of the DREAM research project was to understand whether specific teacher relational practices can enhance student motivation and improve student academic outcomes.
Federal funding program:
Award number:
R305H170078
Grant
Partners United for Research Pathways Oriented to Social Justice in Education
The new Partners United for Research Pathways Oriented to Social Justice in Education (PURPOSE) training program at Florida Statue University (FSU) and Florida Agricultural and Mechanical University (FAMU) will provide upper-level undergraduate and first year masters students with experiences in conducting education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B170017
Grant
Research Institute for Scholars in Education (RISE)
The new Research Institute for Scholars in Education (RISE) training program at the University of Maryland College Park (UMCP) and Bowie State University (BSU) is designed to provide undergraduate juniors and seniors with experiences in conducting education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B170018
Grant
Postdoctoral Training Program in Research on School Leader Effectiveness and Career Pathways
The primary focus of this training program was to prepare four postdoctoral fellows to conduct research on school leader effectiveness and the career pathways of school leaders.
Federal funding program:
Award number:
R305B170009
Grant
UTSA Educational Research Training Program: P-20 Pipeline Issues
The Educational Research Training Program at the University of Texas at San Antonio (UTSA) is designed to provide undergraduate juniors and seniors with experiences in conducting education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B160008
Grant
Pathways to Doctoral Studies in Education-Related Fields
The new Access, Wellness, and Relational Determinants of School Success (AWARDSS) training program at the University of Arizona is designed to provide upper-level undergraduate students, recent graduates, and masters students with experiences in conducting educational research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B160003
Grant
District Policies Related to Principal Evaluation, Learning-Centered Leadership, and Student Achievement
The purpose of this project is to examine associations between district policies related to principal evaluation, principals' enactment of learning-centered leadership practices, and student reading and mathematics achievement. Principals play a critical role in providing high-quality education to students by influencing teaching and learning through their leadership. In the past five years, the great majority of states have approved legislation mandating that public school principals be eva...
Federal funding program:
Award number:
R305A160100
Grant
Pathways: Successful Transition To and Through Higher Education
The new Pathways training program at California State University, Sacramento (Sacramento State) is designed to provide upper-level undergraduates and master's level students with experiences in conducting education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B160016
Grant
The Research Institute for Scholars of Equity (RISE): Conducting Mixed Methods Research to Improve Academic Outcomes Among PK-20 African American and Latino/a Children, Youth and Young Adults
The new Research Institute for Scholars of Equity (RISE) at North Carolina Central University (NCCU) is designed to provide upper-level undergraduate students and recent graduates with experiences in conducting mixed-methods education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B160015
report
Compendium
A Compendium of Math and Science Research Funded by NCER and NCSER: 2002-2013
Between 2002 and 2013, the Institute of Education Sciences (Institute) funded over 300 projects focused on math and science. The majority of this work has been funded through Mathematics and Science Education research topics of the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER). Both centers also support projects focusing on math and science through other research topic areas, including programs such as Cognition and Student Learning,
Jan 01, 2016
Grant
Program in Interdisciplinary Education Research
hrough this 2015 grant, PIER continued to train fellows to conduct rigorous research on learning conditions related to curriculum, instruction, and assessment to improve academic outcomes for diverse prekindergarten through postsecondary students.
Federal funding program:
Award number:
R305B150008
Grant
Training Educational Scientists (TIES) Program
Through this 2015 grant, TIES continued to prepare education scientists to develop and evaluate programs, practices, and policies.
Federal funding program:
Award number:
R305B150033
Grant
Interdisciplinary Training Program for Predoctoral Research in the Education Sciences
In 2005, the University of Wisconsin, Madison established the Interdisciplinary Training Program in the Education Sciences (ITP). Through this 2015 grant, ITP continued to train doctoral students in social science disciplines and education and to equip them with the analytic skills needed to assess the impacts of key policies and programs relevant to policymakers and practitioners at the federal, state, and local levels.
Federal funding program:
Award number:
R305B150003
Grant
Partnering in Education Research
Harvard established the Partnering in Education Research (PIER) training program to train doctoral students to conduct quantitative education policy analysis and to conduct collaborative research with education agencies.
Federal funding program:
Award number:
R305B150010
Grant
Predoctoral Training Program in Causal Inference in Education Policy Research at University of Michigan
The University of Michigan established its predoctoral training program in causal inference in education policy research (CIEPR) to train doctoral students to conduct causal research on the effects of education policies on student outcomes and to convey research findings to policymakers and practitioners.
Federal funding program:
Award number:
R305B150012
Grant
The Development and Validation of a Diagnostic Assessment of Instructional Leadership Capacity
This study will refine and expand the use of an assessment tool that helps school principals to observe classroom instruction and provide feedback and support to teachers. Specifically, it will refine and validate the Diagnostic Assessment of Instructional Leadership Capacity (DAILC), an online, video-based assessment tool that aims to measure school leaders' capacity to:
Federal funding program:
Award number:
R305A150396
Grant
Students in Foster Care: The Relationship between Mobility and Educational Outcomes
In this project, researchers from the University of Northern Colorado partnered with the Colorado Department of Education, the Colorado Department of Human Services and others to
Federal funding program:
Award number:
R305H150007
Grant
Multidisciplinary Program in Education Sciences
Through this 2014 grant, MPES continued to provide doctoral students from a variety of disciplines the knowledge, expertise, and technical skills to conduct rigorous empirical research that is also usable and useful in the policy and practice worlds.
Federal funding program:
Award number:
R305B140042
Grant
University of Chicago Predoctoral Training Program in the Education Sciences
Through this 2014 grant, the University of Chicago predoctoral training program provided doctoral students from social science disciplines with advanced training in state-of-the-art quantitative methods and experience conducting research on the contributions of schooling to labor market success of youth.
Federal funding program:
Award number:
R305B140048
Grant
The New York University (NYU) Predoctoral Interdisciplinary Research Training Program in Education Sciences
New York University (NYU) continued to support doctoral training through its Predoctoral Training Program in Education Sciences.
Federal funding program:
Award number:
R305B140037
Grant
Virginia Education Science Training (VEST) program
The University of Virginia established its predoctoral training program in 2004 through the IES grant Interdisciplinary Doctoral Training Program in Education Sciences (R305B040049) followed by a second training grant in 2009.
Federal funding program:
Award number:
R305B140026
Grant
The School District of Philadelphia-Penn Graduate School of Education Researcher-Practitioner Partnership in Education Research
Through this partnership, SDP and Penn GSE worked to build a structured, formalized research alliance between the two organizations. Creating the alliance would build the capacity of both organizations; improve research-to-practice links; enable the study the district's approaches to school reform, and establish a foundation for future, larger scale collaborative impact studies.
Federal funding program:
Award number:
R305H140097
Grant
Massachusetts Institute for College and Career Readiness (MICCR): Creating Working Alliances among Researchers, Policy Makers and Education Officials
The Massachusetts Institute for College and Career Readiness (MICCR) will promote working alliances between researchers and policymakers in the use and interpretation of data and evidence to guide decision-making and improve student outcomes.
Federal funding program:
Award number:
R305B140043
Grant
Stanford University Predoctoral Training Program in Quantitative Education Policy Analysis
The Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis has been designed to provide doctoral students in social science disciplines (especially Economics, Sociology, Political Science, and Psychology) and in the School of Education with advanced training in state-of-the-art quantitative methods of discipline-based educational policy analysis.
Federal funding program:
Award number:
R305B140009
Grant
The Influence of School Leadership on Instruction and Student Learning: A Longitudinal Examination of Leadership in Chicago Public Schools
School leadership is often conceived of as a key lever for school reform and improving student achievement. However, despite four decades of research, principals have little information to guide them on how best to focus their efforts to maximize their impact on student performance. In this project, researchers propose to analyze a comprehensive set of school district data to understand how school leaders influence teaching and learning. Specifically, researchers will examine the relationshi...
Federal funding program:
Award number:
R305A120706
PI Meeting
2011 Principal Investigators Conference: September 7, 2011
The National Center for Education Research (NCER), in the U.S. Department of Education's Institute of Education Sciences (IES), sponsored a 1-day IES Principal Investigators (PI) Meeting on September 7, 2011. The PI meeting included grantees from various research grant topic areas and provided opportunities for focused discussions on topics of general interest for investigators as they complete project activities.
Sep 07, 2011
12:00AM - 11:59PM EDT
Grant
Strengthening School Leaders' Instructional Leadership Practice Through Developing Teachers' Abilities to Integrate Technology in Support of Student Learning
The research team proposes to develop an intervention, CANLEAD (Cognitive Assistance Network, Learning Environment, and Database), that enables team members (principals, teacher-leaders, and technology specialists) to: (1) recognize what strong instruction in math and science looks like when it makes use of technology, and (2) foster integration of technology into math and science instruction that leads to improvements in student learning outcomes in math and science.
Federal funding program:
Award number:
R305A110913
Grant
Learning Leadership: Kernel Routines for Instructional Improvement
The purpose of this project is to assess the efficacy of The Learning Walk routine as a strategy for developing school leaders. The Learning Walk routine, developed by the Institute for Learning at the University of Pittsburgh, is a form of "walkthrough" or "learning walk" practice in which school leaders conduct brief classroom visits on a regular basis for the purpose of observing classroom instruction and providing feedback to teachers.
Federal funding program:
Award number:
R305A100289
Grant
Assessing School Leaders' Development of Management Skills and Leadership: A Longitudinal Mixed-Methods Study
This study aims to identify the specific attributes, skills, orientations, and behaviors of school leaders that are associated with positive school outcomes. This study will describe differences in these principal management and leadership characteristics across schools and over time, focusing on malleable factors that can be taught, coached, and selected for in the identification of school leaders. In addition, the study seeks to describe career pathways that lead to the principalship, as w...
Federal funding program:
Award number:
R305A100286
Grant
Developing and Validating the Next Generation of Leadership Evaluation Tools: Formative Assessment for High Stakes Accountability
In this project, the researchers proposed to develop and validate the Comprehensive Assessment of Leadership for Learning (CALL), a rubric-based online formative assessment system for middle and high school leaders to self-evaluate and to guide the development of critical leadership practices.
Federal funding program:
Award number:
R305A090265
Grant
University of Virginia Predoctoral Training Program in Education Sciences (PTPES)
The University of Virginia established the Interdisciplinary Doctoral Training Program in Education Sciences in 2004. Under this 2009 award, the Virginia Education Science Training (VEST) program continued to provided training for fellows.
Federal funding program:
Award number:
R305B090002
Grant
Improving the Contribution of Schooling to Skills Required for Labor Market Success
Through this 2009 University of Chicago training grant, the program continued to include faculty and recruited fellows from economics, comparative human development, mathematics, psychology, public policy, social services administration, and sociology.
Federal funding program:
Award number:
R305B090025
Grant
Preparing Scholars for Rigorous Mixed-Method Studies of K-20 Education Policies and Programs: The Collaborative Researchers for Education Sciences Training (CREST) Program
The Collaborative Researchers for Education Sciences Training (CREST) program at the University of Washington provided doctoral training to a cohort of fellows.
Federal funding program:
Award number:
R305B090012
Grant
Training Interdisciplinary Educational Scientists (TIES) Program
The Pennsylvania State University Training Interdisciplinary Educational Scientists (TIES) Program aimed to train educational scientists with expertise in literacy and social and emotional competence and with expertise in statistics and research methods necessary for conducting cluster randomized trials.
Federal funding program:
Award number:
R305B090007
Grant
Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis
The Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis has been designed to provide doctoral students in social science disciplines (especially Economics, Sociology, Political Science, and Psychology) and in the School of Education with advanced training in state-of-the-art quantitative methods of discipline-based educational policy analysis.
Federal funding program:
Award number:
R305B090016
Grant
Systems Leadership in Middle School: A School Policy Intervention With Random Assignment
This project will conduct a cluster randomized field trial assessing the efficacy of a fully-developed, whole-school improvement program known as Systems Leadership in Middle Schools (SLMS) developed by the Modern Red Schoolhouse.
Federal funding program:
Award number:
R305A090481
Grant
School Leader Communication Model (SLCM)
This project aims to adapt the Standardized Parent Conferencing Model, an existing professional development intervention to train teachers in the use of interpersonal communication skills, for use with school leaders. The resulting new intervention, called the School Leader Communication Model (SLCM), will train principals and assistant principals to better communicate with teachers, students, and parents. Effective communication enhances parental engagement, supports teacher instruction, an...
Federal funding program:
Award number:
R305A090421
Grant
School Leadership for Student Achievement: A Survey and Quasi-Experimental Analysis of Leadership in Florida
Using surveys and an existing state longitudinal database, this project will estimate the effects of school leadership on student achievement in a large sample of schools in the state of Florida.
Federal funding program:
Award number:
R305A090316
Grant
Carnegie Mellon University Program in Interdisciplinary Education Research (PIER)
Carnegie Mellon established the Program in Interdisciplinary Education Research (PIER) with funding from a 2004 IES grant. With the 2009 grant, PIER continued to train scientists to conduct rigorous research on learning conditions related to curriculum, instruction, and assessment to improve academic outcomes for diverse prekindergarten through postsecondary students.
Federal funding program:
Award number:
R305B090023
Grant
Program to Increase Research Capacity in Educational Science (PIRT)
Florida State University established the Program to Increase Research Capacity in Educational Science (PIRT) training program with an IES grant in 2004. With the 2009 grant, PIRT continued to train fellows to conduct evaluation and measurement education research with a focus on reading research.
Federal funding program:
Award number:
R305B090021
Grant
Interdisciplinary Training Program (ITP) for Predoctoral Research in the Education Sciences at the University of Wisconsin–Madison
The University of Wisconsin–Madison established the Interdisciplinary Training Program in the Education Sciences (ITP) in 2005. The 2009 grant allowed the program to continue its focus on training scholars in education policy and systems. The program's methodological focus was randomized controlled trials and other rigorous statistical methods, such as econometric techniques, that provide evidence on potential impacts when randomized trials are not feasible.
Federal funding program:
Award number:
R305B090009
Grant
Interdisciplinary Pre-Doctoral Research Training Program
The Michigan State University (MSU) Predoctoral Interdisciplinary Research Training Program in the Education Sciences provided a doctoral specialization in the economics of education and aimed to prepare fellows in the use of quantitative methods from the field of economics to answer education questions.
Federal funding program:
Award number:
R305B090011
Grant
Research in Cognition and Mathematics Education
The Research in Cognition and Mathematics Education (RCME) predoctoral training program at the University of California, Berkeley provided training in the cognitive sciences, mathematics education, and methodologies essential to research in the social sciences.
Federal funding program:
Award number:
R305B090026
Grant
The New York University (NYU) Predoctoral Training Program in Education Sciences
The NYU Predoctoral Training Program in Education Sciences prepared fellows to be researchers with strengths in understanding learning in context, using rigorous experimental and quasi-experimental approaches to causal inference, and taking interdisciplinary perspectives on education and learning.
Federal funding program:
Award number:
R305B080019
Grant
Vanderbilt Predoctoral Research Training in Education Sciences (ExpERT-II)
The Vanderbilt University ExpERT-II predoctoral training trained fellows to become experts in conducting randomized field experiments of theory-based interventions and approaches aimed at enhancing student learning in education settings.
Federal funding program:
Award number:
R305B080025
Grant
Advanced Quantitative Methodology for Improving Educational Practice
The University of California, Los Angeles departments of education and psychology established an interdisciplinary predoctoral training program focused on (a) advanced quantitative methodology for improving education practice and (b) mathematics teaching, learning, and assessment.
Federal funding program:
Award number:
R305B080016
Grant
Using Research to Improve Student and School Outcomes by Improving Programs and Practices, Grades K-12
The Using Research to Improve Student and School Outcomes by Improving Programs and Practices training program brought together four academic and research units at Johns Hopkins University to prepare fellows to conduct cutting edge research to improve student and school outcomes in grades K–12.
Federal funding program:
Award number:
R305B080020
Grant
The Development and Validation of the Vanderbilt Assessment of Leadership in Education
In this project, the researchers proposed to continue the development and validation of the Vanderbilt Assessment of Leadership in Education (VAL-ED), an assessment instrument of the effectiveness of principal leadership behaviors. In the early 2000s, VAL-ED had an evidenced-based rating scale that assesses principals' behaviors known to directly influence teachers' performance and, in turn, students' learning. This project aimed to build upon that initial work.
Federal funding program:
Award number:
R305A080370
Grant
A Randomized Control Trial to Assess the Efficacy of the Balanced Leadership Program
The purpose of the proposed research is to assess the efficacy of The Balanced Leadership Professional Development Program for School Leaders developed by Mid-Continent Research for Education and Learning (McREL). Although the program is grounded in extant research, fully developed, and widely implemented in the United States, it has yet to be rigorously evaluated.
Federal funding program:
Award number:
R305A080696
Grant
Multidisciplinary Program in Education Sciences
The MPES program had three related goals: (1) provide a unified interdisciplinary program of coursework and research mentoring on linkages among education policy, student cognition, and achievement in mathematics and reading; (2) ensure that the fellows receive training in rigorous, causally focused research methods; and (3) foster research collaborations among faculty and graduate students from different disciplinary traditions who have common interests in policy, learning, and methodology.
Federal funding program:
Award number:
R305B080027
Grant
Improving Principal Leadership Through Feedback and Coaching
Education leaders and researchers posit that principals have an indirect, but important influence on student achievement. Despite the recognition that what principals do may be critical to the development of strong instructional environments for students, little rigorous research has been conducted to evaluate the effects of professional development training for principals. The purpose of this project is to develop a feedback system that provides principals with feedback from teachers on t...
Federal funding program:
Award number:
R305A070298
Grant
Study of the Efficacy of North Carolina's Learn and Earn Early College High School Model
In this project, the researchers proposed to evaluate the impact of early college high schools. Early college high schools, often located on college campuses, were designed to accelerate the academic progress of students while minimizing the barriers between high school and college. At the time of this study, they were a recent intervention with very little research on their impact. Therefore, the researchers aimed to
Federal funding program:
Award number:
R305R060022
Grant
National Center for Postsecondary Research
The National Center for Postsecondary Research (NCPR) focuses on measuring the effectiveness of programs designed to help students make the transition to college and master the basic skills needed to advance to a degree. NCPR is currently pursuing research in dual enrollment; postsecondary remediation, including learning communities; and financial aid. Established through a five-year grant from the Institute of Education Sciences (IES) of the U.S. Department of Education, NCPR is housed at t...
Federal funding program:
Award number:
R305A060010
Grant
Study of Innovative School Leadership Performance Evaluation Systems
The purpose of this project was to provide evidence of the potential efficacy of standard-based leadership evaluations in helping principals develop the proficiencies needed to support improved student achievement.
Federal funding program:
Award number:
R305E050135
Grant
PIRT Program to Increase Research Capacity in Educational Science
The Florida Center for Reading Research (FCRR) established the Predoctoral Interdisciplinary Training Program (PIRT) in education science.
Federal funding program:
Award number:
R305B040074
Grant
Interdisciplinary Training Program in the Education Sciences (ITP)
The Interdisciplinary Training Program (ITP) at the University of Wisconsin, Madison trained fellows to carry out rigorous quantitative research to provide scientific evidence on pressing problems of policy and practice in education.
Federal funding program:
Award number:
R305C050055
Grant
University of Pennsylvania Pre-doctoral Training Program in Interdisciplinary Methods for Field-based Research in Education
The University of Pennsylvania's Predoctoral Training Program in Interdisciplinary Methods for Field-based Research in Education emphasized field-based, multi-disciplinary research, including randomized controlled trials of educational interventions and innovations.
Federal funding program:
Award number:
R305C050041
Grant
Minnesota Interdisciplinary Training in Education Research
The University of Minnesota's Interdisciplinary Training in Education Research (MITER) program aimed to develop education researchers able to apply experimental methodology and cognitive sciences to practical educational issues.
Federal funding program:
Award number:
R305C050059
Grant
Interdisciplinary Training in Education Research and Advanced Statistical Methods
The University of Miami established the Interdisciplinary Training in Education Research and Advanced Statistical Methods program to train fellows to conduct in-depth research on education issues arising in diverse, urban settings.
Federal funding program:
Award number:
R305C050052
Grant
Interdisciplinary Training in Educational Research Methods
The University of Chicago established a predoctoral program called Interdisciplinary Training in Educational Research Methods in conjunction with the departments of economics, psychology, and sociology, as well as several research organizations, including Abt Associates, AIR, the Educational Testing Service, Mathematica Policy Research, MDRC, NORC, and Rand Corporation. Fellows in the program worked with core faculty who conducted education research.
Federal funding program:
Award number:
R305C050076
Grant
Experimental Education Research Training (ExpERT)
The ExpERT predoctoral training program aimed to train education scientists to conduct randomized field experiments of theory-based interventions and approaches to enhance student learning in educational settings.
Federal funding program:
Award number:
R305B040110
Grant
Interdisciplinary Doctoral Training Program in Education Sciences
The University of Virginia's Interdisciplinary Predoctoral Training Program in Education Sciences (PTPES) built upon the Curry School of Education's interdisciplinary focus on risk and prevention and educationally relevant research in a range of departments in the College of Arts and Sciences.
Federal funding program:
Award number:
R305B040049
Grant
Multidisciplinary Program in Education Sciences (MPES)
Northwestern University's School of Education and Social Policy established the Multidisciplinary Program in the Education Sciences (MPES) to support interdisciplinary doctoral training.
Federal funding program:
Award number:
R305B040098
Grant
Program in Interdisciplinary Education Research (PIER)
The Carnegie Mellon's Program in Interdisciplinary Research (PIER) aimed to produce scientists qualified to do rigorous research needed for evidence-based educational practice and policy. PIER fellows dealt with the bi-directional flow of ideas and challenges between laboratory studies and instructional applications.
Federal funding program:
Award number:
R305B040063
Grant
National Research and Development Center on School Choice
The National Center on School Choice conducts scientific, comprehensive studies on school choice to inform policy and practice. Established through a five-year grant from the Institute of Education Sciences (IES) of the U.S. Department of Education, the NCSC is located at Vanderbilt University's Peabody College in Nashville, Tennessee. The $13.3 million grant includes the original $9,972,909 grant and a supplement to conduct an additional research study.
Federal funding program:
Award number:
R305A040043
Grant
Assessing the Impact of Principals' Professional Development: An Evaluation of the National Institute for School Leadership
In this project, the researchers proposed to evaluate impact of the National Institute for School Leadership (NISL) on principals' knowledge and practice. NISL was a district-level strategy for improving student achievement by developing principals. The researchers aimed to address the following research questions:
Federal funding program:
Award number:
R305E040085
Grant
Learning from Efforts to Strengthen Educational Leadership in Urban School Districts
In this project, the researchers aimed to investigate the possible relationships among leadership actions, teacher practices, and student achievement, to build research knowledge about how education leaders can become more effective. At the time of this study, there was little evidence regarding what good instructional leaders do and whether these actions had an impact on students' academic achievement. In this project, the researchers' goal was to develop preliminary information on the empi...
Federal funding program:
Award number:
R305E040100
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