This summer, NCES will be offering training seminars on the analysis
of the following NCES databases:
- Early Childhood Longitudinal Study (ECLS) (May 20-23);
- National Assessment of Educational Progress (NAEP) (June 17-20);
- National Education Longitudinal Study of 1988 Eighth-Graders (NELS:88)
(May 28-31);
- National Household Education Surveys Program (NHES) (July 29-August1);
- Program for International Student Assessment (PISA) (July 29-August
1);
- Schools and Staffing Survey (SASS) (June 24-27); and
- Education finance data from the Common Core of Data (CCD), ECLS, and
SASS (May 28-31).
These seminars are designed for researchers in academic communities who
are interested in quantitative studies. Each seminar is 4 days long and
covers several topics, including the nature and contents of the database,
statistical and technical methods for using the database, and computer
software for accessing and analyzing the data. Seminar activities include
lectures, illustrations, demonstrations, and hands-on practice. At the
end of each seminar, participants are expected to make a brief presentation
describing their analyses and findings.
For more information, contact Beverly Coleman (Beverly.Coleman@ed.gov).
Jointly funded by the National Science Foundation (NSF), NCES, and the
Office of Educational Research and Improvement (OERI), this training and
research program is administered by the American Educational Research
Association (AERA). The program has four major elements: a research grants
program, a dissertation grants program, a fellows program, and a training
institute. The program is intended to enhance the capability of the U.S.
research community to use large-scale data sets, specifically those of
the NSF and NCES, to conduct studies that are relevant to educational
policy and practice, and to strengthen communications between the educational
research community and government staff.
Applications for this program may be submitted at any time. The application
review board meets three times per year. The following are examples of
grants recently awarded under the program:
Research Grants
- Mark Beasley, St. John's University—Effects of Educational Opportunity
on the Intraschool Distribution of Eighth-Grade Mathematics Achievement
in the U.S. and Korea: Multilevel Analyses of TIMSS
- Douglas Downey, Ohio State University—When the Time Is Right: Delayed
Entry to Kindergarten and Its Consequences for Stratification
- Ithel Jones, Florida State University—Social and Academic Effects
of Varying Types of Preschool Experiences
- Lois Joy, Smith College—Gender Differences in the Transition From
College to Work: Salaries, Occupations, and Job Changes in the Skilled
Job Market
- Seongeun Kim, University of California, Los Angeles—Prevention of
School Violence and Crime: Investigation of Cross-Level Interaction
Effects of Risk and Protective Factors on Adolescent Violence and Crime
Using Multilevel Longitudinal Methods
- John Warren, University of Washington—Trends in the Selectivity and
Consequences of Adolescent Employment, 1966-1997
Dissertation Grants
- Percy Abram, Stanford University—Does Language Matter? The Effects
of Language on the Development of Social Capital Among Latino Students
- Nora Gordon, Harvard University—Tracking Title I: From Revenues to
Inputs to Outcomes
- Jenifer Hamil-Luker, University of North Carolina, Chapel Hill-Differential
Participation in and Returns to Education Over the Life Course
- Amy Lutz, SUNY-Albany—Bilingualism in the USA: Language Outcomes and
Consequences for Hispanic Youth
- David Most, University of California, Los Angeles—Funding and Finishing
the Ph.D.: The Role of Various Patterns of Graduate Support Mechanisms
- Gregory Palardy, University of Californi, Santa Barbara—An Improved
Model for the Equitable Evaluation of School Effectiveness: An Application
of Multilevel Latent Variable Growth Modeling
The NAEP Secondary Analysis Grant Program was developed to encourage
education researchers to conduct secondary analysis studies using data
from the National Assessment of Educational Progress (NAEP) and the NAEP
High School Transcript Studies. This program is open to all public or
private organizations and consortia of organizations. The program is typically
announced annually, in the late fall, in the Federal Register.
Grants awarded under this program run from 12 to 18 months and awards
range from $15,000 to $100,000. The following grants were awarded for
fiscal year 2001:
- David Grissmer, Rand Corporation—Analyzing State NAEP Data to Address
Educational Policy Issues in K-12 Education
- Lawrence Rudner, LMP Associates, Inc.—Scoring Content Essays Using
Bayesian Networks
- Robert Lissitz, University of Maryland—Science Achievement in Social
Contexts: An Alternative Method for Analysis of Data From NAEP
- Richard Niemi, University of Rochester—Components of Knowledge in
the NAEP 1998 Civics Main and Trend Assessments
- Daniel Sherman, American Institutes for Research—Application of Small
Area Estimation Methods to NAEP
- Claudia Gentile, Educational Testing Service—Evaluating the "Creative"
in Creative Writing
- Matthew Schultz, ACT, Inc.—Describing Achievement Levels With Multiple
Domain Scores
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