Inside IES Research

Through different programs within the Department of Education, the Individuals with Disabilities Education Act authorizes funding that can provide doctoral students with valuable training in special education research. These different funding mechanisms work independently or, in some cases, can be leveraged to work synergistically. The Office of Special Education Programs (OSEP) provides support for doctoral-level students The Office of Special Education Programs (OSEP) provides support for doctoral-level students through grant programs that are part of the Personnel Development to Improve Services and Results Program to help prepare future faculty, researchers, and administrators for leadership positions. Through this program, OSEP awards funds to institutions of higher education to provide doctoral students (OSEP Scholars) with advising, mentorship, and research experience. In exchange for service to the field following graduation, scholarships may cover such student expenses as tuition and fees, health insurance, books, supplies, and research-related expenses.

IES grants allow faculty to hire doctoral students on their NCSER-funded research projects, providing another potential avenue for these students to obtain research experience. Sometimes OSEP Scholars receive their research experience and mentorship through work on NCSER-funded research projects, as either their primary research focus or an additional research training opportunity. When this occurs, the benefits of both funding sources can provide students with opportunities to apply their training and knowledge in true research settings under the guidance of seasoned researchers.

In a new blog series, we will interview doctoral students who participate in both kinds of federally funded opportunities to better understand the unique contributions of each and how the two funding sources complement one another. We asked each doctoral student to tell us about their experience as an OSEP Scholar, their work on IES-funded grants, the synergy between their OSEP supports and NCSER grant work, and how they believe these experiences will help them achieve their career goals.

Matt Klein, Texas A&M University

I am in my third year as an OSEP Scholar, supported through the Research Interventions in Special Education (RISE) Scholars Network—a partnership among Texas A&M University, the University of Nebraska-Lincoln, and the University of Tennessee, Knoxville to train future faculty in special education. This program has provided me with access to numerous learning experiences, including the opportunity to collaborate with high-caliber doctoral students, work with leading researchers at multiple institutions, and take research method courses that would otherwise not be available to me. The funding and tuition coverage that I receive as an OSEP Scholar has allowed me to focus on my studies and research without worrying about needing to take outside employment that may be unrelated to my training in education research.

I also work on an IES-funded meta-analysis project that looks at augmentative and alternative communication interventions for children with autism and/or intellectual disabilities. I love this project because I had worked as a teacher for children with autism. Currently, I code the data from the articles that are included in the analysis. This process has certainly been a learning experience, but it is so much fun because I read about interesting research that serves as inspiration for my own future work.

My work on the IES project and my experience as an OSEP Scholar inform one another. I began my doctoral program as a research assistant on the IES-funded project, and in my second year I became an OSEP Scholar. During my first year, I gained valuable research experience while working on the meta-analysis. This experience was crucial in my second year when, as an OSEP Scholar, I took a class on systematic review with intervention studies. My training as an OSEP Scholar has, in turn, given me the tools to lead a sub-project on the IES-funded meta-analysis.

Although I am still considering my future career goals, ideally, I would like to conduct research on interventions that can be used to support advocacy for play-based learning opportunities for children with disabilities. The research experience I receive as an OSEP Scholar and through IES-funded research will help build my knowledge base. The ongoing collaboration with other OSEP Scholars provides a natural forum for me to develop and refine research ideas as well as build a professional network for future collaborations even before I graduate.

Taydi Ray, Vanderbilt University

I’m a first-year doctoral student, supported by an OSEP-funded training grant—Preparing Leaders to Unify Social, Behavioral, and Communication Interventions for Toddlers (Project PLUS-BC)—a cross-site collaboration between Vanderbilt University and the University of Washington to prepare scholars for leadership roles in early childhood special education with a focus on toddler language and social-emotional development. My short time as an OSEP Scholar has allowed me to visit our partner site, attend national conferences, and participate in a cross-site prenatal-to-three seminar. The training grant has also covered school-related expenses, such as tuition and a stipend I used to purchase a new computer. The project provides mentorship, training, and research opportunities with faculty from both universities. 

EMT en Español, an IES grant, introduced me to academia before I became an OSEP Scholar. This efficacy trial strives to improve language and school readiness skills for Spanish-speaking toddlers. I joined the research team in May 2022, primarily serving as an interventionist to deliver a naturalistic language intervention, Enhanced Milieu Teaching (EMT), and train caregivers to use the strategies, too. This project was an excellent introduction to special education research.

Although I continue to work on this project, as a current OSEP Scholar, my primary research efforts and training occur through another IES-funded project—Toddler Talk. Toddler Talk aims to improve language development in toddlers at high risk for persistent developmental language disorders and poor social and academic outcomes. I currently serve as a data collector for this project, which entails learning, administering, and scoring classroom-based assessments with teachers and toddlers. I have enjoyed this unique opportunity to engage in classroom research.

Before pursuing a doctoral degree, I worked as a bilingual speech-language pathologist (SLP) in schools. I would love to combine my background in speech pathology with my budding knowledge of special education research by serving as a faculty member in a communication disorders program. Ultimately, I hope to prepare future SLPs to confidently work with culturally and linguistically diverse children with disabilities and their families. I believe that my work on Project PLUS-BC, Toddler Talk, and EMT en Español will prepare me to be a well-rounded leader in special education.

Both OSEP and NCSER provide student scholars access to a variety of experiences that include training in research methodology and opportunities to apply this knowledge and build skills within current research projects. These opportunities can comprehensively prepare doctoral students to be future leaders who will contribute to meaningful research and teach the next generation of teachers, interventionists, and providers to use evidence-based practices to serve and support children with disabilities in their communities. Thank you to Matt and Taydi for sharing their experiences as OSEP Scholars working with research supported by NCSER. NCSER looks forward to seeing the future impact you will have in your field!

This blog was written by Shanna Bodenhamer, virtual student federal service intern at NCSER and doctoral candidate at Texas A&M University. Shanna is also an OSEP Scholar through RISE. Sarah Allen manages OSEP’s Personnel Development to Improve Services and Results Program.

It is undeniable that artificial intelligence (AI) is, sooner rather than later, going to impact the work of teaching and learning in special education. Given formal adoption of AI technologies by schools and districts and informal uses of ChatGPT and similar platforms by educators and students, the field of special education research needs to take seriously how advancements in AI can complement and potentially improve our work. But there are also ways that these advancements can go astray. With these technologies advancing so quickly, and with AI models being trained on populations that may not include individuals with disabilities, there is a real risk that AI will fail to improve—or worse, harm—learning experiences for students with disabilities. Therefore, there is a pressing need to ensure that voices from within the special education community are included in the development of these new technologies.

At NCSER, we are committed to investing in research on AI technologies in a way that privileges the expertise of the special education community, including researchers, educators, and students with disabilities and their families. Below, we highlight two NCSER-funded projects that demonstrate this commitment.

Using AI to support speech-language pathologists

In 2023, NCSER partnered with the National Science foundation to fund AI4ExceptionalEd, a new AI Institute that focuses on transforming education for children with speech and language disorders. Currently, there is a drastic shortage of speech-language pathologists (SLPs) to identify and instruct students with speech and language needs. AI4ExceptionalEd brings together researchers from multiple disciplines including special education, communication disorders, learning sciences, linguistics, computer science, and AI from nine different universities across the United States to tackle pressing educational issues around the identification of students and the creation of specially designed, individualized instruction for students with speech and language disorders.

By bringing together AI researchers and education researchers, this interdisciplinary research partnership is setting the foundation for cutting-edge AI technologies to be created that solve real-world problems in our schools. A recent example of this is in the creation of flash cards for targeted intervention. It is common practice for an SLP to use flash cards that depict a noun or a verb in their interventions, but finding or creating the exact set of flash cards to target a specific learning objective for each child is very time consuming. Here is where AI comes into play. The Institute’s team of researchers is leveraging the power of AI to help SLPs identify optimal sets of flash cards to target the learning objectives of each learner while also creating the flash cards in real time. To do this effectively, the AI researchers are working hand-in-hand with speech and language researchers and SLPs in the iterative development process, ensuring that the final product is aligned with sound educational practices. This one AI solution can help SLPs optimize their practice and reduce time wasted in creating materials.

Adapting a popular math curriculum to support students with reading disabilities

Another example of how partnerships can strengthen cutting-edge research using AI to improve outcomes for students with disabilities is a 2021 grant to CAST to partner with Carnegie Learning to improve their widely used digital math curriculum, MATHia. The goal of this project is to develop and evaluate reading supports that can be embedded into the adaptive program to improve the math performance, particularly with word problems, of students with reading disabilities. CAST is known for its research and development in the area of universal design for learning (UDL) and technology supports for students with disabilities. Carnegie Learning is well known for their suite of curriculum products that apply cognitive science to instruction and learning. The researchers in this partnership also rely on a diverse team of special education researchers who have expertise in math and reading disabilities and an educator advisory council of teachers, special educators, and math/reading specialists.

It has taken this kind of partnership—and the inclusion of relevant stakeholders and experts—to conduct complex research applying generative AI (ChatGPT) and humans to revise word problems within MATHia to decrease reading challenges and support students in understanding the semantic and conceptual structure of a word problem. Rapid randomized control trials are being used to test these revised versions with over 116,000 students participating in the study. In 2022-2023 the research team demonstrated that humans can successfully revise word problems in ways that lead to improvements in student performance, including students with disabilities. The challenge is in trying to train generative AI to reproduce the kinds of revisions humans make. While generative AI has so far been unevenly successful in making revisions that similarly lead to improvements in student outcomes, the researchers are not ruling out the use of generative AI in revising word problems in MATHia.

The research team is now working with their expert consultants on a systematic reading and problem-solving approach as an alternative to revising word problems. Instead of text simplification, they will be testing the effect of adding instructional support within MATHia for some word problems.

The promise of AI

AI technologies may provide an opportunity to optimize education for all learners. With educators spending large amounts of their day planning and doing paperwork, AI technologies can be leveraged to drastically decrease the amount of time teachers need to spend on this administrative work, allowing more time for them to do what only they can—teach children. Developers and data scientists are invariably going to continue developing AI technologies, many with a specific focus on solutions to support students with disabilities. We would like to encourage special education researchers to exert their expertise in this development work, to partner with developers and interdisciplinary teams to apply AI to create innovative and novel solutions to improve outcomes for students with disabilities. For AI to lead to lasting advances in education spaces, it will be imperative that this development is inclusive of the special education field.

This blog was written by NCSER Commissioner, Nate Jones (Nathan.Jones@ed.gov) and NCSER program officers Britta Bresina (Britta.Bresina@ed.gov) and Sarah Brasiel (Sarah.Brasiel@ed.gov).

For students with learning disabilities, many of whom may take more time to read and process information than non-disabled peers, an extended time accommodation (ETA) is often used on standardized assessments. In 2021, IES awarded a grant for researchers to explore the test-taking behavior, including use of accommodations such as ETA, of students with disabilities in middle school using response process data from the NAEP mathematics assessment. In this blog, we interview Dr. Xin Wei from Digital Promise to see what she and Dr. Susu Zhang from University of Illinois at Urbana-Champaign are learning from their study.

The researchers have delved into the performance, process, and survey data of the eighth graders who took the digital NAEP mathematics test in 2017. Their recent article presents a quasi-experimental study examining the differences in these data across three distinct profiles of students with learning disabilities (LDs)—students with LD who received and utilized ETAs, students with LD who were granted ETAs but did not use them, and students with LD who did not receive ETAs.

The key findings from their study are as follows:

• Students with LDs who used their ETAs performed statistically significantly better than their peers with LDs who were not granted ETA and those who received ETA but did not use it. They also engaged more with the test, as demonstrated by more frequent actions, revisits to items, and greater use of universal design features like drawing tool and text-to-speech functionalities on most of the math items compared to students who were not granted extended time.
• Students with LDs who had ETAs but chose not to use them performed significantly worse than their peers with LDs who were not granted extended time.
• Students with LDs who were granted ETAs saw the best performance with an additional 50% time (45 minutes compared to the usual 30 minutes provided to students without ETA).
• Students who were given extra time, regardless of whether they used it, reported feeling less time pressure, higher math interest, and enjoying math more.
• There were certain item types for which students who used ETAs performed more favorably.

We recently discussed the results of the study with Dr. Wei to learn more.

Which types of items on the test favored students who used extended time and why do you think they benefited?

The assessment items that particularly benefited from ETAs were not only complex but also inherently time-consuming. For example, students need to complete four sub-questions for item 5, drag six numbers to the correct places for item 6, type answers into four places to complete an equation for item 9, type in a constructive response answer for item 11, and complete a multiple-choice question and type answers in eight places to complete item 13.

For students with LDs, who often have slower processing speeds, these tasks become even more time-intensive. The additional time allows students to engage with each element of the question thoroughly, ensuring they have the opportunity to fully understand and respond to each part. This extended time is not just about accommodating different processing speeds; it's about providing the necessary space for these students to engage with and complete tasks that are intricate and time-consuming by design.

Why did you decide to look at the additional survey data NAEP collects on math interest and enjoyment in your study of extended time?

These affective factors are pivotal to academic success, particularly in STEM fields. Students who enjoy the subject matter tend to perform better, pursue related fields, and continue learning throughout their lives. This is especially relevant for students with LDs, who often face heightened test anxiety and lower interest in math, which can be exacerbated by the pressure of timed assessments. Our study's focus on these affective components revealed that students granted extra time reported a higher level of math interest and enjoyment even if they did not use the extra time. ETAs appear to alleviate the stress tied to time limits, offering dual advantages by not only aiding in academic achievement but also by improving attitudes toward math. ETAs could be a low-cost, high-impact accommodation that not only addresses academic needs but also contributes to emotional health.

What recommendations do you have based on your findings for classroom instruction?

First, it is crucial to prioritize extra time for students with LDs to enhance their academic performance and engagement. This involves offering flexible timing for assignments and assessments to reduce anxiety and foster a greater interest in learning. Teachers should be encouraged to integrate Universal Design for Learning principles into their instructional methods, emphasizing the effective use of technology, such as text-to-speech tools and embedded digital highlighters and pencils for doing scratchwork. Professional development for educators is essential to deepen their proficiency in using digital learning tools. Additionally, teachers should motivate students to use the extra time for thorough problem-solving and to revisit math tasks for accuracy. Regularly adjusting accommodations to meet the evolving needs of students with LDs is vital in creating an inclusive learning environment where every student can achieve success.

What is the implication of the study findings on education equity? 

Our study demonstrates that ETAs offer more than just a performance boost: they provide psychological benefits, reducing stress and enhancing interest and enjoyment with the subject matter. This is vital for students with LDs, who often face heightened anxiety and performance pressure. To make the system more equitable, we need a standardized policy for accommodations that ensures all students who require ETAs receive them. We must consider the variable needs of all students and question the current practices and policies that create inconsistencies in granting accommodations. If the true aim of assessments is to gauge student abilities, time is a factor that should not become a barrier.

U.S. Department of Education Resources

Learn more about the Department’s resources to support schools, educators, and families in making curriculum, instruction, and assessment accessible for students with disabilities.

• The Center on Inclusive Technology and Education Systems (CITES) funded by the Office of Special Education Programs (OSEP)
• The National Center on Accessible Educational Materials (AEM) funded by OSEP
• Myths and Facts Surrounding Assistive Technology Devices and Services from OSEP
• National Education Technology Plan from the Office of Education Technology

Learn more about conducting research using response process data from the 2017 NAEP Mathematics Assessment.

This  interview blog was produced by Sarah Brasiel (Sarah.Brasiel@ed.gov), a program officer in the National Center for Special Education Research.

A key challenge for children with autism is the need to strengthen social communication, something that can be supported early in a child’s development. Dr. Hannah Schertz, professor at Indiana University Bloomington’s School of Education, has conducted a series of IES-funded projects to develop and evaluate the impact of early intervention, mediated through parents, for improving social communication in toddlers with or at risk for autism. We recently interviewed Dr. Schertz to learn more about the importance of guiding parents in the use of mediated learning practices to promote social communication, how her current research connects with her prior research, and what she hopes to accomplish.

Why is parental mediation in early intervention important for very young children with autism? How does it work and why do you focus this approach on improving children’s social communication development?

The intervention targets social communication because it is the core autism challenge and it’s important to address concerns early, as signs of autism emerge. Research has found that preverbal social communication is related to later language competency. Our premise is that this foundation will give toddlers a reason to communicate and set the stage for verbal communication. More specifically, joint attention—one preverbal form of social communication—is the key intervention target in our research. It is distinct from requesting/directing or following requests, which are instrumental communications used to accomplish one’s own ends. Joint attention, which takes the partner’s interests and perspectives into account, is an autism-specific challenge whereas more instrumental communication skills are not.

Our research team incorporates a mediated learning approach at two levels—early intervention providers supporting parents and then parents supporting their toddlers. The approach is designed to promote active engagement in the learning process and leverage the parent’s privileged relationship with the child as the venue for social learning. Early intervention providers help parents understand both the targeted social communication outcomes for their children (intervention content) and the mediated learning practices (intervention process) used to promote these child outcomes. As parents master these concepts, they can translate them flexibly into a variety of daily parent-child interactions. This understanding allows parents to naturally integrate learning opportunities with child interests and family cultural/language priorities and preferences. Over time, their accrued knowledge, experience, and increased self-efficacy should prepare them to continually support the child’s social learning even after their participation in the project ends.

How does your more recent work, developing and testing Building Interactive Social Communication (BISC), extend your prior research examining Joint Attention Mediated Learning (JAML)?

Both JAML and BISC address the same goal—supporting social communication as early signs of autism emerge. In JAML, researchers guided parent learning directly while parents incorporated social communication into interaction with their toddlers. BISC extends the intervention by supporting community-based practitioners in facilitating parent learning rather than parents learning directly from the research team. BISC also added a component to address cases in which parents identify child behaviors that substantially interfere with the child’s social engagement.

You recently completed a pilot study to test a new professional development framework for supporting early intervention providers in implementing BISC. Please tell us about the findings of this study. What were the impacts on the early intervention providers, parents, and toddlers?

We tested an early version of BISC to study its preliminary effects on early intervention provider, parent, and child outcomes for 12 provider/parent/child triads. In effect size estimates derived from single-case design data, we found large effects for early intervention provider fidelity (for example, mediating parent learning, guiding parents’ reflection on video-recorded interaction with their toddlers, and supporting active parent engagement) and parent application of mediated learning practices to promote toddler social communication. We also found large effects on child outcomes (social reciprocity, child behavior, and social play) and a small effect on joint attention.

As you begin your larger-scale trial to examine the efficacy of BISC on provider, parent, and child outcomes, what impact do you hope your work will have on the field of early intervention generally and the development of social communication in children with autism more specifically? 

Approximately 165 community-based early intervention practitioners will have learned to support parent learning through direct participation or as control group participants who receive self-study materials. These providers will be equipped to bring this knowledge to their future work. We anticipate that practitioners will experience their implementation role as feasible and effective. Ultimately, toddlers with early signs of autism will have greater access to early, developmentally appropriate, and family-empowering early intervention that directly addresses the core social difficulty of autism. Forthcoming published materials will extend access to other providers, offering an intervention that is more specifically tailored to the needs of very young children with social communication challenges than other approaches.

Is there anything else you would like to share/add regarding your projects? 

I would like to thank my colleagues and project co-principal investigators (Co-PIs) for their expertise and contributions to this work. For our current BISC efficacy project, Co-PI Dr. Patricia Muller (Director of the Center for Evaluation, Policy, and Research) is leading the randomized controlled trial and cost-effectiveness study, and Co-PI Dr. Jessica Lester (professor of Counseling and Educational Psychology) is overseeing the qualitative investigation of parent-child interactions using conversation analysis to explore potential influences on child outcomes. Kathryn Horn coordinates intervention activities, Lucia Zook oversees operational and assessment activities, and Addison McGeary supports recruitment and logistical activities.

This blog was authored by Skyler Fesagaiga, a Virtual Student Federal Service intern for NCSER and graduate student at the University of California, San Diego. The grants in this connected line of research have been managed by Amy Sussman (PO for NCSER’s early intervention portfolio) and Emily Weaver (PO for NCSER’s autism research portfolio).

IES widely supports and disseminates high-quality research focusing on science, technology, engineering, and mathematics (STEM) through NCER and NCSER. To celebrate National STEM Day on November 8 and every day, we highlight some of the work that NCER and NCSER have supported over the years in the various STEM areas, as well as opportunities for funding future work. Additional information about IES’s investment in STEM education can also be found on our STEM topic page.

Science

• Researchers developed ChemVLab+ an online chemistry intervention that allows high school students to perform experiments and analyze data in a flexible, multimedia virtual chemistry lab environment. The online modules promote conceptual understanding and science inquiry skills aligned to the Next Generation Science Standards. The chemistry activities are freely available on the project website.
• Researchers are developing Words as Tools, an intervention for emergent bilingual adolescents that is designed for use in English as a second language classes to promote development of metalinguistic awareness with science vocabulary. The lessons, being developed with a lens of culturally sustaining pedagogy, are intended to help build knowledge of essential science words as well as how words work in science.
• Researchers are evaluating the efficacy of an integrated science and literacy curriculum (ISLC) designed to engage first grade students in scientific investigations at a level appropriate for young learners. ISLC addresses the challenges of language and literacy development by ensuring that the language of science is brought forward and explicitly addressed in an integrated approach.
• Through Project MELVA-S, researchers are developing an online formative assessment that measures the science vocabulary knowledge of Latinx bilingual students with different levels of English and Spanish language proficiencies. Results from the assessment can be used to monitor the progress of individual students, help teachers differentiate language and vocabulary instruction, and provide additional science vocabulary supports.

Technology

• Using The Foos by codeSpark, researchers are exploring computational thinking processes in grades 1 and 3 through a series of classroom-based studies.
• Researchers are evaluating the efficacy of the CAL-KIBO curriculum, an educational robotics program designed for use with early elementary school-aged students to examine its impact on computational thinking, fluid reasoning, and math achievement.
• Researchers are systematically investigating how specific features of immersive virtual reality (IVR) can be used to improve student outcomes in science learning. In particular, the researchers are exploring how visual and auditory IVR design features can enhance affective state and cognitive processing in general and for specific subgroups of learners.
• Researchers are developing and testing TaylorAI, an artificial intelligence formative feedback and assessment system for hands-on science investigations to help build student competence as they engage in laboratory activities.
• In partnership with the National Science Foundation, IES is co-funding two National Artificial Intelligence (AI) Institutes. Under NCER, the Institute for Inclusive and Intelligent Technologies for Education (INVITE) is developing artificial intelligence (AI) tools and approaches to support behavioral and affective skills (for example, persistence, academic resilience, and collaboration) to improve learning in STEM education. Under NCSER, the AI Institute for Exceptional Education (AI4ExceptionalEd) is using multiple cutting-edge AI methodologies to create the technology to assist speech-language pathologists with identifying students in need of speech and language services and delivering individualized interventions.

Engineering

• Researchers are developing an innovative teacher professional learning intervention called Elevating Engineering with Multilingual Learners that is intended to help grade 3-5 teachers develop the knowledge and skills they need to effectively teach engineering to English learners and all students through culturally and linguistically responsive pedagogies and engineering instruction.
• Product developers and researchers are developing and testing NEWTON-AR, an augmented reality (AR) application-based engineering, computer science, and STEM puzzle game for children in kindergarten to grade 3. Intended for use in classrooms, after-school programs, and at home, NEWTON-AR will combine AR, engineering, simulation, making, and programming into a sandbox game where students create, modify, simulate, prototype, and test contraptions to solve puzzle challenges.

Mathematics

• Researchers have developed and tested for efficacy of Fusion, a first-grade intervention aimed at developing understanding of whole numbers for students at risk for mathematics learning disabilities. It is designed as a program for schools using a multi-tiered approach to instruction that provides increasingly intense levels of instruction based on the results of frequent progress monitoring of students.
• Researchers tested for efficacy of Pirate Math Equation Quest, a word problem-solving intervention for third grade students with mathematics difficulties, including students with or at risk for mathematics learning disabilities.
• Researchers assessed the efficacy of Interleaved mathematics practice, an intervention that rearranges math practice problems so that 1) different kinds of math problems are mixed together, which improves learning, and 2) problems of the same kind are distributed across multiple assignments, which improves retention. A new systematic replication study is also now underway to further examine the efficacy of interleaved mathematics practice.
• Researchers have conducted several impact studies (one conducted with grade 7 students in Maine and replication study conducted in North Carolina) of ASSISTments, a free web-based program that provides immediate feedback to students and teachers on homework. ASSISTments can be used with any commercial or locally developed math curriculum, and teachers can assign "mastery" problem sets that organize practice to facilitate the achievement of proficiency.  

STEM Education Research Funding Opportunities

Research grant funding opportunities focusing on STEM education can be found across several programs and competitions. Currently, there are several active funding opportunities where training or research with a STEM education focus would fit:  

• Early Career Development and Mentoring Program for Education Research – Contact: Jennifer.Schellinger@ed.gov; Deadline: January 11, 2024
• Early Career Development and Mentoring Program for Faculty at Minority-Serving Institutions (MSIs) – Contact: Katina.Stapleton@ed.gov; Deadline: January 11, 2024
• Extending the Reach of the Career and Technical Education (CTE) Research Network – Contact: Corinne.Alfeld@ed.gov;  Deadline: January 11, 2024
• Digital Learning Platforms to Enable Efficient Education Research Network – Contact: Erin.Higgins@ed.gov; Deadline: January 11, 2024  

More information on these fundings opportunities can also be found at: https://ies.ed.gov/funding/

This blog was written by Sarah Brasiel (sarah.brasiel@ed.gov), program officer at NCSER and Christina Chhin (christina.chhin@ed.gov), program officer at NCER.