IES Staff
Tracy Rimdzius
Education Research Analyst
NCEE
Associated IES Content
Contract
Study of the Impact of English Learner Classification and Reclassification Policies
Entry into and exit from English learner (EL) status are high-stakes decisions with implications for academic equity in the U.S. EL status governs the instructional settings, language supports, and educational opportunities available to students. Since former ELs are no longer entitled to language supports, exiting EL status too soon can leave these students linguistically unprepared for success in general education settings. However, maintaining EL status for too long can compromise students'
Federal funding program:
Contract number:
91990021D0004/91990021F0387, 91990021D0004/91990022F0057
Contract
Implementation Evaluation of the Title III National Professional Development Program
A key challenge for states and school districts nationwide is how to meet the demand for teachers with the knowledge and skills to support English learners' English proficiency and mastery of content knowledge. The National Professional Development (NPD) program, authorized by <em>Title III</em> of the <em>Elementary and Secondary Education Act (ESEA)</em>, supports institutions of higher education in partnership with states and districts as they strive to meet this demand and improve classroo
Federal funding program:
Contract number:
91990019C0060
Contract
National Evaluation of Title III Implementation
English learners (ELs) face disproportionate educational challenges because they must master subject-matter content while also developing English proficiency.
Federal funding program:
Contract number:
91990019C0060
Contract
National Evaluation of the Comprehensive Literacy State Development (CLSD) and Striving Readers Comprehensive Literacy (SRCL) Programs
Boosting literacy among school-age children remains a national priority. Nearly one-third of students in the U.S. have not developed the foundational reading skills needed to succeed academically, with those living in poverty, those with disabilities, and English learners (ELs) especially at risk. Since 2010 Congress has provided funds for preschool through grade 12 literacy improvement efforts, including through the Striving Readers Comprehensive Literacy (SRCL) program and the newer Comprehe
Federal funding program:
Contract number:
91990018C0020
Contract
Academic Language Impact Evaluation
Academic language skills are critical supports for reading and understanding for all students, particularly for English Learners (ELs) and disadvantaged native English speakers whose achievement typically lags behind their peers.
Federal funding program:
Contract number:
ED-IES-15-C-0050
Contract
Race to the Top—Early Learning Challenge: Descriptive Study of Tiered Quality Rating and Improvement Systems in Nine Round 1 States
The Race to the Top—Early Learning Challenge Program (RTT-ELC) aimed to improve early learning and development programs so children enter kindergarten ready to succeed.
Federal funding program:
Contract number:
EDIES10C0077
Contract
Evaluation of Investing in Innovation
Expanding both the use and evidence base of effective educational strategies is critical to improving student learning and closing equity gaps nationwide. The Investing in Innovation (i3) Fund is one key U.S. Department of Education program explicitly focused on these goals and the first to require adherence to the Department's standards for high quality, rigorous evaluation. Between 2010 and 2016, the i3 program invested $1.4 billion to help districts, nonprofit organizations, and schools imp
Federal funding program:
Contract number:
ED-IES-10-C-0064, ED-IES-13-C-0005, ED-IES-14-C-0007, ED-IES-15-C-0002
Contract
Exploratory Study of Instructional Practices that Foster Language Development and Comprehension in Prekindergarten through Grade 3
The National Assessment of Educational Progress (NAEP) found that one-third of fourth-grade students performed below a basic level in reading in 2011. Gaps in reading and language development between disadvantaged children and their more advantaged peers begin early, as documented by the Early Childhood Longitudinal Study. Recent efforts to improve reading instruction and achievement have centered on the use of scientifically based reading instruction. However, while IES evaluations of these t
Federal funding program:
Contract number:
ED-04-CO-0112/0011
Contract
Study of Teacher Preparation in Early Reading Instruction
The No Child Left Behind Act (NCLB) of 2001 created the Reading First program to help ensure that all students can read at or above grade level by the end of third grade. The program targeted low-income, low-performing schools and was funded at $393 million in Fiscal Year 2008. The Reading First legislation required "a measurement of how well students preparing to enter the teaching profession are prepared to teach the essential components of reading instruction." This study addressed that req
Federal funding program:
Contract number:
ED-04-CO-0062/0001
report
Evaluation Report
Third National Even Start Evaluation Follow-Up Findings From the Experimental Design Study
Eighteen Even Start projects and 463 families participated in the EDS -- 309 families were randomly assigned to participate in Even Start and 154 were assigned to a control group that could avail themselves of any educational services to which they were entitled, but they could not participate in Even Start. Pretest data on child and adult literacy skills were collected in the fall, posttest data were collected in the spring/summer, and follow-up data were collected in the following spring.
Dec 01, 2004
Contract
Evaluation of Reading Comprehension Programs
Title I, Part A of the Elementary and Secondary Education Act (as reauthorized in 2001 by the No Child Left Behind Act) is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. As the largest federal program supporting elementary and secondary education (funded at $13.9 billion in Fiscal Year 2008), these resources are targeted primarily to high-poverty districts and schools.In 200
Federal funding program:
Contract number:
ED-01-C0039/0010
Contract
Reading First Impact Study
The No Child Left Behind Act (NCLB) of 2001 created the Reading First program to help ensure that all students can read at or above grade level by the end of third grade. The program was funded at $393 million in Fiscal Year 2008 and targeted low-income, low-performing schools. This evaluation was conducted in response to Reading First's legislation requiring that the U.S. Department of Education contract with an independent organization for a "rigorous, scientifically valid, and quantitative"
Federal funding program:
Contract number:
ED-01-CO-0093/0004
Contract
Closing the Reading Gap: Impact Evaluation of Supplemental Remedial Reading Programs
Title I, Part A of the Elementary and Secondary Education Act (as reauthorized in 2001 by the No Child Left Behind Act) is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. As the largest federal program supporting elementary and secondary education (funded at $13.9 billion in Fiscal Year 2008), these resources are targeted primarily to high-poverty districts and schools.In 200
Federal funding program:
Contract number:
R305U030002A
Contract
National Evaluation of Early Reading First
Early Reading First (ERF) was a discretionary grant program authorized by the No Child Left Behind Act and funded at $113 million in Fiscal Year 2008. ERF was designed to improve pre-reading and language instruction in early childhood programs and targeted funding toward early childhood programs that served primarily low-income children, including Head Start centers, Title I preschools, Even Start Centers, State pre-kindergartens, and independent child care centers. This study was congressiona
Federal funding program:
Contract number:
ED-01-CO-0027/0002
Contract
Even Start Classroom Literacy Interventions and Outcomes (CLIO) Study
The Even Start Family Literacy program was first enacted in 1988 as Part B of Chapter 1 of Title I of the Elementary and Secondary Education Act of 1965 (ESEA). Even Start supported integrated family literacy services to help break the intergenerational cycle of poverty and illiteracy. Even Start's funding ($66.5 million in Fiscal Year 2008) served those families identified as the most in need of family literacy services in their community.Two previous experimental studies of Even Start showed
Federal funding program:
Contract number:
ED-01-CO-0120
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