NCER announces new awardees FY10, session 1 competition

NCER recently made a total of 62 awards to applications considered under four FY 2010 (Session 1) competitions: Education Research Grants Program (CFDA 84.305A); Postdoctoral Research Training Program in Education (CFDA 84.305B); Statistical and Research Methodology in Education (CFDA 84.305D); and Evaluation of State and Local Education Programs and Policies (CFDA 84.305E).

NCER recently awarded 41 new research grants under the Education Research Grants Program to applications considered under the June 2009 deadline. These awards are:

Education Research Grants Program (CFDA 84.305A)

Reading and Writing

Developing Contrastive Analysis Techniques for Teaching Academic Classroom English to Young African American English-Speaking Students
University of Michigan, Holly Craig

Predictors and Subtypes of Reading Disabilities: Implications for Instruction of "Late Emergers"
Vanderbilt University, Donald Compton

Development of Integrated Text Level Curricula for Kindergarten Through Second Grade Students
The University of Texas Health Science Center at Houston, Dennis Ciancio

Fostering Reading Engagement in English-Monolingual Students and English Language Learners Through a History Curriculum
George Mason University, Ana Taboada

Mathematics and Science Education

Embedded Assessments Using the ChemCollective Virtual Lab
WestEd, Michael Timms

National Randomized Controlled Trial of Everyday Mathematics
Southwest Educational Development Corporation, Michael Vaden-Kiernan

Transforming Algebra Assignments
Strategic Education Research Partnership Institute, Mary Suzanne Donovan

An Adaptive Testing System for Diagnosing Sources of Mathematics Difficulties
Georgia Institute of Technology, Susan Embretson

Improving Mathematics Achievement through Active Student Participation in Mathematics Classrooms
University of California, Los Angeles, Noreen Webb

Cognition and Student Learning

Improving a Natural-Language Tutoring System that Engages Students in Deep Reasoning Dialogues about Physics
University of Pittsburgh, Sandra Katz

Tools of the Mind: Promoting Self-Regulation and Academic Ability in Kindergarten
New York University, Clancy Blair

Improving Students' Skill at Solving Equations Through Better Encoding of Algebraic Concepts
Temple University of the Commonwealth System of Higher Education, Julie Booth

A Theory-Driven Search for the Optimal Conditions of Instructional Guidance in Algebra Tutor
Carnegie Mellon University, John Anderson

Interactions Between Visual and Auditory Interventions for Reading
University of California, San Diego, Garrison Cottrell

Promoting Transfer of the Control of Variables Strategy in Elementary and Middle School Children via Contextual Framing and Abstraction
Carnegie Mellon University, David Klahr

Teacher Quality ? Mathematics and Science Education

A Practice-Based Approach to Professional Development in Science in Urban Elementary and Middle Schools
Technical Education Research Centers, Inc., Ann Rosebery

Linear Functions for Teaching: An Efficacy Study of Learning and Teaching Linear Functions
WestEd, Steven Schneider

Making Room for Student Thinking: Using Automated Feedback, Video-Based Professional Development, and Evidence-Based Practice Recommendations to Improve Mathematical Discussion
University of Michigan, Kevin Miller

Accessible Professional Development for Teaching Aquatic Science Inquiry
University of Hawaii, Kanesa Duncan

Social and Behavioral Context for Academic Learning

A Longitudinal Study of Teaching Practices, Classroom Peer Ecologies, and Youth Outcomes
University of Illinois, Urbana-Champaign, Philip Rodkin

Evaluation of a Video-Based Modeling Program to Promote Effective Teacher Classroom Management Practices
University of Missouri, Wendy Reinke

Increasing Adolescent Engagement, Motivation, and Achievement: Efficacy of a Web-Based, Teacher Professional Development Model
University of Virginia, Joseph Allen

The Career Passport Program: Development and Refinement
Cleveland State University, Justin Perry

Minnesota Partnership for School Connectedness
University of Minnesota, Michael Resnick

Education Leadership

Assessing School Leaders' Development of Management Skills and Leadership: A Longitudinal Mixed-Methods Study
Stanford University, Susanna Loeb

Learning Leadership: Kernel Routines for Instructional Improvement
Northwestern University, James Spillane

Education Policy, Finance, and Systems

Alignment Across K-12 Writing Standards, Assessments, Achievement, and Postsecondary Expectations: A State-by-State Analysis
Michigan State University, Gary Troia

Turnaround Intervention for Transformation of High-Need Schools
Turnaround for Children, Inc., Joan Stamler

Early Childhood Programs and Policies

ECHOS: Early Childhood Hands on Science
Museum of Science, Inc., Judy Brown

Extending the Cultural and Linguistic Validity of the Adjustment Scales for Preschool Intervention (ASPI) for Low-Income, Latino Children
University of Miami, Rebecca Shearer

Development of an Online Course to Improve Teachers' Use of Effective Teacher-Child Interactions During Delivery of Early Literacy and Language Instruction
University of Virginia, Bridget Hamre

Interventions for Struggling Adolescent and Adult Readers and Writers

Measuring Reading Progress in Struggling Adolescents
Florida State University, Barbara Foorman

Assessment of Comprehension in Older Struggling Readers
Boston University, Gloria Waters

English Language Learners

Language and Literacy Abilities in Spanish Language Speaking Children
University of Houston, Lee Branum-Martin

Postsecondary Education

Evaluating the Long-Term Effects and the Costs of Two Community College Interventions
MDRC, Thomas Brock

Causes and Consequences of Public Subsidies in Higher Education: Evidence from Community College Districts
University of Michigan, Isaac McFarlin

Expanding College Opportunities: Evaluation of a Random Assignment Intervention
Stanford University, Caroline Hoxby

Evaluating the Effects of Basic Skills Mathematics Placement on Academic Outcomes of Community College Students in the Los Angeles Community College District
University of Southern California, Tatiana Melguizo

Education Technology

Mathemantics Preschool --> 3: Development and Evaluation of Mathematics Software for Children from Preschool to Grade 3
Teachers College, Columbia University, Herbert Ginsburg

A Technology-Rich Teacher Professional Development Intervention that Supports Content-Based Curriculum Development for English Language Learners
Educational Testing Service, Jill Burstein

Developing and Evaluating a Technology-Based Fractions Intervention Program for Low-Achieving and At-Risk Students
Vanderbilt University, Ted Hasselbring

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Postdoctoral Education Research Training Program in the Education Sciences (CFDA 84.305B)

NCER recently awarded 10 new research training grants under the Postdoctoral Education Research Training Program in Education to applications considered under the June 2009 deadline. These awards are:

Interdisciplinary Postdoctoral Research Training Program in Education Sciences
University of Virginia, Sara Rimm-Kaufman

Penn GSE in Postdoctoral Training Program in the Education Sciences
University of Pennsylvania, Laura Desimone

Postdoctoral Field Based Research Methodology Training
Vanderbilt University, Dale Farran

Postdoctoral Research Training Fellowship in Early Childhood Education Sciences
The University of North Carolina at Chapel Hill, Margaret Burchinal

Post Doctoral Research Training in Education Sciences
Northwestern University, Larry Hedges

Postdoctoral Training in Children?s Mathematics Learning
Carnegie Mellon University, Robert Siegler

University of Illinois at Urbana-Champaign Postdoctoral Research Training Program in Mathematics Education
Board of Education of the University of Illinois, Sarah Lubienski

Postdoctoral Training Program in Mathematical Thinking, Learning, and Instruction
University of Wisconsin, Mitchell Nathan

Carnegie Mellon and RAND Traineeships (CMART) in Methodology and Interdisciplinary Research
Carnegie Mellon University, Brian Junker

The Science Writing Heuristic Post-doctoral Fellowship
The University of Iowa, William Therrien

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Statistical and Research Methodology in Education (CFDA 84.305D)

NCER recently awarded nine new research grants under the Statistical and Research Methodology in Education to applications considered under the June 2009 deadline. These awards are:

Regression Discontinuity Designs with Assignment Based on Multiple Rating Scores: Statistical Properties and Issues in the Context of Education Evaluation
MDRC, Howard Bloom

Non-Linear Multilevel Latent Variable Modeling with a Metropolis-Hastings Robbins-Monro Algorithm
University of California, Los Angeles, Li Cai

Practical Tools for Multilevel Hierarchical Modeling in Education Research
Columbia University, Andrew Gelman

Constructing Value-Added Indicators of Teacher and School Effectiveness that We Can Trust
Michigan State University, Cassandra Guarino

Better Warranted Quasi-Experimental Practice for Evidence-Based Practical Research
Northwestern University, Thomas Cook

Generalized Dimensionality Assessment for Multidimensional Psychometric Models
Arizona State University, Roy Levy

A d-Estimator for Single Case Designs
University of California, Merced, William Shadish

Testing Different Methods of Improving the External Validity of Impact Evaluations in Education
Abt Associates, Inc., Robert Olsen

Value-Added Models and Accountability: Next Steps
University of Wisconsin, Madison, Robert Meyer

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Evaluation of State and Local Education Programs and Policies (CFDA 84.305E)

NCER recently awarded two new research grants under the Evaluation of State and Local Education Programs and Policies to applications considered under the June 2009 deadline. These awards are:

Intended and Unintended Consequences of State High-Stakes Testing: Evidence from Standards-Based Reform in Massachusetts
President and Fellows of Harvard College, Graduate School of Education, Richard Murnane

The Impact of the Michigan Merit Curriculum and Michigan Promise Scholarship on Student Outcomes
University of Michigan, Brian Jacob

NCER announces new FY 2009 Awards

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NCER recently awarded a total of 52 awards to applications considered under the three FY 2009 competitions: Education Research Grants Program (CFDA 84.305A); Predoctoral Training Grants Program (CFDA 84.305B); and Evaluation of State and Local Education Programs and Policies (84.305E).

Education Research Grants Program (CFDA 84.305A)

NCER recently awarded 36 new research grants under the Education Research Grants Program to applications considered under the October 2008 deadline. These awards are:

Reading and Writing

A Multi-Part Intervention for Accelerating Vocabulary Acquisition Through Inductive Transfer
Florida Atlantic University, Nancy Romance

Responding to the National Crisis in Writing: An Efficacy Study of Telescoping Pet Ramp an Elementary Grades Writing Program
Education Development Center, Inc., Andrea Kotula

Measuring Vocabulary Knowledge with Testlets: A New Tool for Assessment
University of California, Santa Cruz, Judith Scott

Mathematics and Science Education

Academic Achievement in Limited English Proficient Students: A Multivariate Latent Growth Modeling Analysis of Predictors, Mediators, and Moderators
Lake Forest College, Sergio Guglielmi

Promoting Robust Understanding Of Genetics With A Cognitive Tutor That Integrates Conceptual Learning With Problem Solving
Carnegie Mellon University, Albert Corbett

Cosmic Chemistry: Engaging Summer Learning for High School Students
Mid-continent Research for Education and Learning (McREL), Dawn Mackety

Promoting Science Among English Language Learners (P-SELL): Efficacy and Sustainability
University of Miami, Okhee Lee

Applications Of Intelligent Tutoring Systems (ITS) To Improve The Skill Levels Of Students With Deficiencies In Mathematics
University of Memphis, Xiangen Hu

Spatial Temporal Mathematics At Scale: An Innovative And Fully Develped Paradigm To Boost Math Achievement Among All Learners
University of California, Irvine, Michael Martinez

Cognition and Student Learning

Creating Scalable Interventions for Enhancing Student Learning and Performance
New York University, Joshua Aronson

Focusing on the Efficacy of Teaching Advanced Forms of Patterning on First Graders' Improvements in Reading, Mathematics, and Reasoning Ability
George Mason University, Robert Pasnak

Teacher Quality: Reading and Writing

Impact of Teacher Study Groups as Observed Teaching Practice and Student Vocabulary Knowledge: A Multi-Site Randomized Control Trial in First Grade
Instructional Research Group, Russell Gersten

Social and Behavioral Context for Academic Learning

Examining Variation in the Impact of School-Wide PBIS
Johns Hopkins University, Catherine Bradshaw

Organizational Skills Interventions for Children With ADHD
Children's Hospital Medical Center, Joshua Langberg

SECURe: Developing an Integrated Social, Emotional, and Cognitive Understanding and Regulation Intervention
University of Michigan, Frederick Morrison

Development of The "4R-SUCCESS" Program Aimed at Improving Elementary School-Aged Children Social and Scholastic Competence
Arizona State University, Gary Ladd

Effects of Classroom Management Training on Early Learning Skills
Duke University, Desiree Murray

The Social Skills Improvement System Classwide Intervention Program: Social, Behavioral, and Academic Outcomes in the Intermediate Grades
The Pennsylvania State University, James DiPerna

Professional Development to Support and Sustain a Classroom Behavior Management Strategy
American Institutes for Research, Jeanne Poduska

Education Leadership

School Leadership for Student Achievement: A Survey and Quasi-Experimental Analysis of Leadership in Florida
University of Wisconsin, Eric Camburn

School Leader Communication Model (SLCM)
Syracuse University, Benjamin Dotger

Developing and Validating the Next Generation of Leadership Evaluation Tools: Formative Assessment for High Stakes Accountability
University of Wisconsin, Richard Halverson

Education Policy, Finance, and Systems

When to Exit ELL Students: Monitoring Subsequent Success and Failure in Mainstream Classrooms after ELL's Reclassification
University of California, Los Angeles, Joan Herman

Collaborative, Technology-Enhanced Lesson Planning as an Organizational Routine for Continuous, School-Wide Instructional Improvement
University of Pittsburgh, Mary Stein

A Multisite Evaluation of the Implementation and Impact of Supplemental Educational Services
University of Wisconsin, Carolyn Heinrich

Systems Leadership in Middle School: A School Policy Intervention With Random Assignment
University of South Florida, Kathryn Borman

Summer School and Summer Learning: An Examination of Selection, Implementation, and Program Effects in a Multiyear Randomized Trial
University of Oregon, Keith Zvoch

Early Childhood Programs and Practices

Preschool Program Impacts on School Readiness: Variation By Prior Child Language And Attention Skills, And The Quality Of Infant/Toddler Care
University of California, Irvine, George Farkas

Experimental Validation of the Tools Of the Mind Prekindergarten Curriculum
Vanderbilt University, Dale Farran

Lens on Science: Development and Validation of a Computer-Administered, Adaptive, IRT-Based Science Assessment for Preschool Children
University of Miami, Daryl Greenfield

Interventions for Struggling Adolescent and Adult Readers and Writers

Word Generation: An Efficacy Trial
Harvard University, Catherine Snow

Assessing Online Reading Coimprehension: The ORCA Project
University of Connecticut, Donald Leu

Education Technology

The Assess-As-You-Go Writing Assistant: A Student Work Environment That Brings Together Formative and Summative Assessment
University of Illinois, Urbana Champaign, William Cope

STEPS To Literacy: An Integrated Digital Writing Space for English Language Learners
Teachers College, Columbia University, Charles Kinzer

Adapterrex: Exploring the Learning Benefits of Erroneous Examples and Their Dynamic Adaptations Within the Context Of Middle School Mathematics
Carnegie Mellon University, Bruce McLaren

Learning by Teaching Synthetic Student: Using Simstudent to Study the Effect of Tutor Learning
Carnegie Mellon University, Noboru Matsuda

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Predoctoral Research Training Programs (CFDA 84.305B)

NCER recently awarded 11 new predoctoral training grants under the Education Research Training Grants Program. These awards are:

Predoctoral Research Training Programs

Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis
Stanford University, Sean Reardon

Research in Cognition and Mathematics Education
University of California, Berkeley, Geoffrey Saxe

Training Interdisciplinary Eductional Scientists (TIES) Program
Pennsylvania State University, Thomas Farmer

Interdisciplinary Pre-Doctoral Research Training Program
Michigan State University, Robert Floden

Preparing Scholars for Rigorous Mixed-Method Studies of K-20 Education Policies and Programs: The Collaborative Researchers for Education Sciences Training (CREST) Program
University of Washington, Robert Abbott

Interdisciplinary Training Program in the Education Sciences (ITP)
University of Wisconsin, Adam Gamoran

The University of Chicago Pre-Doctoral Training Program in Education Sciences
University of Chicago, Stephen Raudenbush

Predoctoral Interdisciplinary Research Training
Florida State University, Christopher Lonigan

University of Virginia Predoctoral Training Program in Education Sciences (PTPES)
University of Virginia, Robert Pianta

University of Pennsylvania Pre-doctoral Training Program in Interdisciplinary Methods for Field-based Research in Education
University of Pennsylvania, Rebecca Maynard

Program in Interdisciplinary Education Research (PIER)
Carnegie Mellon University, David Klahr

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Evaluation of State and Local Education Programs and Policies Program (CFDA 84.305E)

NCER recently awarded 5 new research grants under the Evaluation of State and Local Education Programs and Policies Program. These awards are:

Evaluation of State and Local Education Programs and Policies

Evaluating the Effectiveness of Tennessee's Voluntary Pre-K Program
Vanderbilt University, Mark Lipsey

Proposal to Measure the Impact of Indiana's System of Diagnostic Assessments on Student Achievement Outcomes
Learning Point Associates, Shazia Miller

Evaluation of Core Knowledge Charter Schools in Colorado
University of Virginia, David Grissmer

Evaluation of Ninth Grade Academies in Broward County Public Schools and the State Of Florida
MDRC, Corinne Herlihy

Evaluation of the New Jersey Preschool Expansion (NJPE) Program
Mathematica Policy Research, Inc., Christine Ross

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NCER announces new FY 2010 Research support

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NCER Announces New FY 2010 Research Grants

NCER recently awarded 36 new research grants under the Education Research Grants Program and two new grants in the Evaluation of State and Local Education Programs and Policies from applications considered under the October 2009 deadline. In addition, two new National Research and Development Centers were awarded. Spending for these grants and centers total $96 million.

The newly funded projects address a wide range of topics and seek to improve student outcomes from preschool to postsecondary in multiple domains using innovative techniques. The projects include:

Researchers at C.N.A. Corporation will test whether implementation of a teacher professional development program, Using Data, will help teachers make better use of assessment and other data and will in turn improve student performance in mathematics.At the University of Delaware, a research team will develop a writing curriculum designed for remedial college-level students whose ability to continue in college depends upon completing this composition class.A team at the University of Georgia will explore the processes through which two widely used reading practices (repeated readings and guided wide reading) affect reading fluency, underlying reading behaviors, expression while reading, and comprehension outcomes for participating second graders.The National Research and Development Center on Scaling Up Effective Schools will conduct value-added analyses to identify high schools that effectively serve traditionally low performing students and those that are not effective. They will then determine which practices are differentially associated with the effective high schools. Based on those findings, a team of researchers, district personnel and teachers will design a process to transfer these practices to high schools that are less effective with such students, and assess the impact of this transfer. The Center is a joint effort of Vanderbilt University, the University of Wisconsin, Florida State University, the Education Development Center, Inc., Broward County Public Schools in Florida, and the Dallas Independent School District in Texas.

A list of all new awards follows.

Education Research Grants Program (CFDA 84.305A)

Reading and Writing

Efficacy of Rich Vocabulary (RVOC) Instruction for Classrooms
Washington Research Institute, Patricia Vadasy

Robust Instruction of Academic Vocabulary for Middle School Students
University of Pittsburgh, Margaret McKeown

Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms
The Ohio State University, George Newell

Development of a Curriculum to Teach Writing in Postsecondary Developmental English Composition Classes
University of Delaware, Charles MacArthur

Mathematics and Science

Learning Progressions in Middle School Science Instruction and Assessment
University of California, Berkeley, Mark Wilson

Establishing the Validity and Diagnostic Capacity of Facet-Based Science Assessments
SRI International, Angela DeBarger

Argument-Driven Inquiry in the Middle and High School Laboratory — The Refinement and Further Development of a New Instructional Model
Florida State University, Victor Sampson

Do Professional Communities Improve K–16 Curricula Mastery and Augment Mathematics Achievement?
University of North Carolina, Charlotte, Stephanie Moller

Toward High School Biology: Helping Middle School Students Make Sense of Chemical Reactions
American Association for the Advancement of Science (AAAS), Jo Ellen Roseman

The Connected Chemistry Curriculum
University of Maryland, College Park, Mike Stieff

Creating Cross-Grade Assessments of the Development of Core Algebraic Constructs
Educational Testing Service (ETS), Malcolm Bauer

Cognition and Student Learning

Developing and Evaluating Measures of Formative Assessment Practices
University of Colorado, Denver, Maria Ruiz-Primo

Exploring Reading Fluency and its Underlying Behaviors
University of Georgia Research Foundation, Inc., Scott Ardoin

Teacher Quality — Reading and Writing

The Targeted Reading Intervention: A Web-Based Professional Development Program Targeting K–1 Classroom Teachers and Their Struggling Readers
University of North Carolina, Chapel Hill, Lynne Vernon-Feagans

Validation of an Assessment of Teacher Knowledge of Beginning Reading Instruction
American Institutes for Research (AIR), Terry Salinger

Teacher Quality — Mathematics and Science

Using Data to Inform Decisions: How Teachers Use Data to Inform Practice and Improve Student Performance in Mathematics
C.N.A. Corporation, Ellen Mandinach

Developing Mathematics Teaching Through Focused Collaborative Assessment of Practice
University of Michigan, Pamela Moss

Making Middle School Mathematics Accessible for All Students
WestEd, Shandy Hauk

Social and Behavioral Context for Academic Learning

Academic Achievement Outcomes from a Pre-K Family and School Intervention
New York University School of Medicine, Laurie Brotman

Intrapersonal Factors Associated with Academic Success among High School Students in Advanced Placement and International Baccalaureate (AP-IB) Programs
University of South Florida, Shannon Suldo

Using an Empirically-Supported Teacher Consultation Model to Facilitate the Implementation of an Integrated Social-Emotional Learning and Literacy Curriculum in Urban Elementary Schools
University of Virgina, Jason Downer

Education Policy, Finance, and Systems

Preventing Truancy in Urban Schools Through Provision of Social Servies by Truancy Officers
National Opinion Research Center (NORC), Jonathan Guryan

Strategic School Funding for Results
American Institutes for Research (AIR), Jay Chambers

Early Childhood Programs and Policies

Touch Your Toes! Developing a New Measure of Behavioral Regulation
Oregon State University, Megan McClelland

The Availability of Early Childhood Education and Care in the United States: Exploring Links between Policy, Availability and Effects, 1990–2005
Stanford University, Susanna Loeb

Middle and High School Reform

Bringing Rigor and Relevance to High School Reform through Thematic Curricula
Institute for Research and Reform In Education (IRRE), James Connellp>

English Language Learners

Improving the Teaching and Learning of English Language Learners: The Instructional Conversational Model
The University of Georgia Research Foundation, Inc., Pedro Portes

Validating Universal Screening and Progress Monitoring Instruments for Use with ELLs in Response-To-Intervention Models
University of Wisconsin, Madison, Craig Albers

An Efficacy Study of Project GLAD
Education Northwest, Theresa Deussen

Language in Math
University of Miami, Walter Secada

The Iterative Development of Modules to Support Teachers' Engagement in Exploring Language and Meaning in Text with English Language Learners
University of Michigan, Mary Schleppegrell

Developing a Formative Assessment of Academic Reading Comprehension for English Language Learners: A Tool to Improve Teaching and Learning
Educational Testing Service (ETS), Mikyung Wolf

Postsecondary Education

The Efficacy of Personal Response Systems (Clickers) as Learning Tools: A Multidisciplinary, Large-Scale, Empirical Evaluation
University of Massachusetts, Dartmouth, Amy Shapiro

Ready or Not? California's Early Assessment Program and the Transition to College
University of California, Davis, Michal Kurlaender

Education Technology

DeepTutor: An Intelligent Tutoring System Based on Deep Language and Discourse Processing and Advanced Tutoring Strategies
University of Memphis, Vasile Rus

Habitat Tracker: Learning about Scientific Inquiry through Digital Journaling at Wildlife Centers
Florida State University, Paul Marty

Research and Development Center in the Education Sciences (CFDA 84.305C)

NCER recently awarded two new research grants for Research and Development Centers in the Education Sciences for applications considered under the October 2009 deadline. These awards are:

National Center for Cognition and Mathematics Instruction
WestEd, Steven Schneider

National Research and Development Center on Scaling Up Effective Schools
Vanderbilt University, Thomas Smith

Evaluation of State and Local Education Programs & Policies (CFDA 84.305E)

NCER recently awarded two new research grants under the Evaluation of State and Local Education Programs & Policies for applications considered under the October 2009 deadline. These awards are:

Evaluation of the Effectiveness of the Ohio Department of Education's Literacy Core Curriculum for Early Childhood Educators
The Ohio State University Research Foundation, Shayne Piasta

Middle School Intervention Project (MSIP)
University of Oregon, Scott Baker

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Small Business Innovation Research Program Fast-Track proposals now available on the room

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Small Business Innovation Research Program (SBIR)

The Small Business Innovation Research (SBIR) program was established by Congress in 1982 to provide federal research and development funding to stimulate the small business sector and to strengthen the national base for technological innovation. At present, 11 Federal agencies, including the U.S. Department of Education, provide more than $2 billion annually to for-profit small business firms and their partners. The U.S. Department of Education operates its SBIR program through two program offices, the Institute of Education Sciences and the Office of Special Education and Rehabilitative Services / National Institute on Disability and Rehabilitation Research.

The Institute of Education Sciences? Small Business Innovation Research (SBIR) program provides up to $850,000 for the research and development of technological products that directly or indirectly lead to improved student learning and academic achievement.

Products developed include those that can be used by students, teachers, or administrators in school or other formal education settings, in regular or special education classrooms, from pre-kindergarten through the post-secondary level. Technological products intended for use by students or teachers must be within the content areas of reading, writing, mathematics, or science, or must contribute to the improvement of social skills and behaviors that support academic learning and other important school-related outcomes (e.g., attendance, high school graduation rates). Products intended for teacher use may also include tools designed to improve the efficiency or accuracy with which teachers carry out their administrative responsibilities (e.g., recording and calculating grades). Technological products intended for use by school-level administrators (e.g., principal, guidance counselors, special education administrators) must be to improve the manner in which schools are operated (e.g., products that inform school operation, school data systems to inform practice). Products may be implemented or integrated within school practice as a replacement to existing curricula, supplement to existing curricula, teacher professional development program, instructional approach, student assessment, or as a management tool for school administrators.

Technological products may be in the following forms, but are not limited to: software (e.g., intelligent tutors, assessment engines), digital format readers, multi-media products (e.g., DVDs, videotapes, videoconferencing, television programs), technological devices (e.g., interactive whiteboards, clickers, personal computing devices, tablets, handheld devices), online instruction (e.g., "e-learning" products, distance learning products), or systems-level technologies (e.g., network infrastructure devices, school management programs).

Small Business Innovation Research Project Selector

SBIR Program Contact

Dr. Edward Metz
(202) 208-1983
Edward.Metz@ed.gov

Applicant Information

The Institute of Education Sciences' SBIR program is structured in three phases, the first two of which are supported by SBIR funds.

Phase I: Phase I awards supports the development of a prototype of an education technology product that contributes to improved student learning and academic achievement in the field of education, and research activities to determine the feasibility of the prototype in a school or other formal education delivery setting. Phase I awards are for 6-months, and up to $100,000.

Phase II: The Phase II award period is designed to continue the research or R&D effort initiated in Phase I with products that appear sufficiently promising as a result of Phase I. Phase II awards are for periods up to 2 years in amounts up to $750,000.

Phase II Fast Track Option: Through the Fast-Track option, the Institute funds meritorious proposals for activities that cover both the Phase I and Phase II periods. Fast Track projects include full-scale development of an education technology product that contributes to improved student learning and academic achievement in the field of education, evaluation of the product in a school or other formal education delivery settings, and plans for the private sector commercialization of the product. By providing funds for the Phase I period (6 months, up to $100,000) and an option for Phase II (2 years, up to $750,000), commencing as soon as Phase I ends, the Fast-Track mechanism has the potential to eliminate a funding gap between Phase I and Phase II. Firms with strong research or research and development (R/R&D) capabilities in education technology in the priority areas listed within the Request for Proposals are encouraged to participate.

Consultative or other arrangements between such firms and universities or other non-profit organizations are permitted for up to one-third of the funding in Phase I and up to half of the funding in Phase II. However, the small business must serve as the project lead.

Phase III. An objective of the SBIR program is to increase private sector commercialization of innovations derived from Federal R/R&D. During Phase III, the small business concern is expected to pursue commercialization with non-SBIR funds. Successful Phase II and Fast Track proposals include plans for commercialization. The Department of Education does not provide funding during the Phase III period.

Submission Deadlines

The Institute of Education Sciences invites qualified small business firms to submit a Phase I proposal for up to $100,000 for the research and development of a prototype of an technological product that leads to improved student learning or teacher practices. In addition to a Phase I proposal, firms have the option to submit a "Fast-Track" (Phase I & Phase II) proposal for up to $850,000 for the research and development of a fully developed technological product.

The due date and time for the receipt of proposals is 11AM EST on January 11, 2010.

To access the Phase I RFP, visit the Federal Business Opportunities website at: https://www.fbo.gov/index?s=opportunity&mode=form&id=14c42280f9804be9a58ff34f86a1d91a&tab=core&_cview=1

To access the Fast-Track RFP, visit the Federal Business Opportunities website at: https://www.fbo.gov/index?s=opportunity&mode=form&id=46991ba81809264fff86a1529498a061&tab=core&_cview=1

Federal Agency Sponsors

Eleven federal agencies participate in this program, including: the Departments of Education (ED), Agriculture (USDA), Commerce (DOC), Defense (DOD), Energy (DOE), Health and Human Services (HHS), Homeland Security (DHS), and Transportation (DOT); the Environmental Protection Agency (EPA), the National Aeronautics and Space Administration (NASA), and the National Science Foundation (NSF). The program is administered similarly by each of these departments.

Two offices in the Department of Education (ED) administer SBIR Programs:

Institute of Education Sciences (IES); Office of Special Education and Rehabilitative Services (OSERS)/ National Institute on Disability and Rehabilitation Research (NIDRR).

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Preschool Curriculum programs on School Readiness: report from the Preschool Curriculum evaluation research Initiative

Preschool curricula of different is available and widely used, however, rigorous evaluations of the impact of these curricula, lack of children's school readiness for evidence. Such information is important as early childhood Center programs are important, sometimes the only, part of a series of federal and State efforts to improve the capacity of schools to children, young people at risk (for example, the Director of the Start button, even if the start of the public in the pre-kindergarten). In 2005, almost half (47%) of all low income for families, children 3-5 years enrolled in either part of the day or days of the date on which the whole early childhood programs (US Department of education 2006).

Institute of Education Sciences (YOKE) began in 2002 with a view to the adoption of strict performance evaluations of available preschool curricula to pre-school Curriculum evaluation research (PCER) initiative. 12 research teams to take one or two curricula in the nursery settings that serve mainly the income levels of the children of experimental design.Each group preschools or classrooms were treatment groups for intervention curricula or control the development of curricula and the children were followed through pre-Kinder kindergarten. agreement with RTI International YOKE (RTI) and Mathematica Policy Research (MMR) to evaluate the impact of each by using a common set of 14 curricula in the cohort of pre-school children begins operations in June in the autumn of 2003.

This report includes the individual results of each study evaluations for RTI and MMR. Chapter 1 describes the PCER initiative and evaluations, including the experimental design, implementation, analysis, results and conclusions of the common elements of details.Figures 2-13, issue, each research team, including information on the development of curricula, Site-specific samples, task, to the population, and results of individual evaluations curricula in more detail.Appendix a presents the results of the analysis of data from a secondary. Annex b sets out in more detail information on the analytical technique is carried out. annexes c and d provide more information about the results of the measures.

The Institute of Education Sciences to start reading about research Network

Contact information:

Dr. Elizabeth Albro
(202) 219-2148
Elizabeth.albro@ed.gov

Dr. Karen Douglas
(202) 208-3896
Karen.douglas@ed.gov

Description:

Read about the research initiative (reading about) was created to develop effective approaches to improve reading comprehension for all students.Reading data to take an integrated approach to improve the understanding of the problem and include (a) shall apply to basic research to identify the basis for understanding the processes that contribute to and help text; (b) the development of approaches, curricula, technology and teacher professional development programs to improve students ' reading comprehension class 12 prekindergarten; and (c) by developing evaluation and validation of assessments käyttäjäyhteisölle reading.In addition, the Institute plans to change the agreement with reading research processing has been carried out research with a view to speeding up the process and creating a network of researchers closely linked.Central to the success of the initiative is fully in the work of teachers and other school personnel in the design and interpretation of research studies and assistance.Read about project period is 1 through 30 July 2010.June 2015.

Ask about research initiative will be posted online at reading applications: http://ies.ed.gov/funding/pdf/2010_84305f.pdf.

Six groups were selected to participate in reading data network through competitive, scientific review process, the Five groups will focus on Basic. processes, to promote reading comprehension and develop and evaluate Prompt approaches, curricula, technology and professional development to improve the reading comprehension and knowledge in order to increase the broad range of groups are handled. five research questions and engage in different research strategies, including the market for large pipes with longitudinal, observational and experimental studies in the sixth Group develop designed to measure the modification of the developmental reading comprehension skills assessments. a total of six groups that contain more than 130 researchers representing the Linguistics, cognitive psychology, developmental psychology, reading, speech and language pathology, assessment and evaluation. Typical r & d process, education has been slow to develop effective solutions to speed up the information about the process of basic research. network reading will work quickly to develop and test multiple content and grade new approaches and activities in close cooperation with the Member State to fulfil obligations — the process by which the multiple intervention prototyping. reading data network is designed to aggressively attack and get solutions to help students to understand they read.

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