IES Announces FY 2022 Grant Competitions in Education Research Statistics and Using Data for Recovery

Another item from IES, this time a funding announcement that some readers of this space might be interested in pursuing.

The National Center for Education Research (NCER) at IES released funding announcements for Fiscal Year 2022 (FY 2022) for the Statistical and Research Methodology in Education and the Using Longitudinal Data to Support State Education Recovery Policymaking Grant Programs. Application Packages are available on June 15, 2021 The Application deadline is August 12, 2021 Statistical and Research Methodology in Education (84.305D): This program provides a wide range of methodological and statistical tools that will better enable applied education scientists to conduct rigorous education research. In FY 2022, IES invites applications for Core Grants (previously named Regular Grants) and Early Career Grants. The Core Grants topic supports the development of new and improved methods as it has in the past, and it now specifically supports the compilation of existing research and information into such products as toolkits, guidelines, compendia, and review papers. The Early Career Grants topic supports the development of new and improved methods by early career researchers and the maximum award has been increased to $300,000 to support greater collaboration among researchers and allow greater involvement of postdoctoral fellows and graduate students in the work. Using Longitudinal Data to Support State Education Recovery Policymaking (84.305S):  For FY 2022, through the Using Data for Recovery grant program, the IES will support state agencies’ use of their state’s education longitudinal data systems (SLDS) as they and local education agencies reengage their students after the disruptions caused by COVID-19. State agencies may use these grants to  (1) identify subpopulations of students that did not engage or progress at expected rates during and after the disruption and the reasons why, and (2) develop evidence on the implementation and impact of programs and policies intended to help these students fully reengage and progress in their education. State agencies can apply for these grants, on their own or in collaboration with other organizations.  Proposed research can address learners in pre-kindergarten, K-12, postsecondary, and adult education. More information about the IES research programs, application process, and deadlines are available on the IES Funding Opportunities web page. Pre-recorded webinars that describe the grant programs, application procedures, and grant writing procedures will be available in the coming weeks. The Institute of Education Sciences is the independent research, evaluation, and statistics arm of the U.S. Department of Education. Visit the IES website, sign up for the IES news flash or follow IES on Twitter and Facebook to learn more. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation and statistics.

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New Report Released on Effects of the COVID-19 Pandemic on Undergraduate Student Experiences in Spring of 2020

While not K-12 focused, I suspect that this report has lots of common themes that readers of this blog would find interesting.

In the spring of 2020, 84 percent of all undergraduates experienced some or all their classes moving to online-only instruction due to the coronavirus (COVID-19) pandemic. Twenty-seven percent of students reported receiving a tuition refund from their institution, and 38 percent a room-and-board refund. A new and unique National Center for Education Statistics report, 2019–20 National Postsecondary Student Aid Study (NPSAS:20): First Look at the Impact of the Coronavirus (COVID-19) Pandemic on Undergraduate Student Enrollment, Housing, and Finances (Preliminary Data), is released. The population included in this report is approximately 61,000 undergraduate students from the nationally representative NPSAS:20 sample. The data used in this report provide the first national estimates of the impact of COVID-19 on postsecondary students in the first academic semester of the pandemic. This First Look describes early pandemic disruptions to students’ enrollment, housing, and finances, as well as how institutions supported and informed students on these and other impacts. Some key findings from this report include: Thirty-four percent of undergraduates received technology or technical services from their institution to aid in transitioning to online instruction. Twenty-eight percent of undergraduates experienced a housing disruption due to COVID-19: moving back to their permanent address, moving to another living situation, or having difficulty finding safe and stable housing. Twenty-nine percent of undergraduates lost a job or lost income as a result of the pandemic. Seventy percent of undergraduates agreed that their institution provided helpful communication on changes to accessing coursework due to the pandemic. To view the full report, please visit https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021456. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation and statistics.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

NCSER Announces FY 2022 Research Grant Competition

This funding announcement may be of interest to some readers.

The National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES) released its funding announcement for Fiscal Year 2022 (FY 2022). Research to Accelerate Pandemic Recovery in Special Education (84.324X) This program seeks to address the urgent challenges districts and schools face in supporting students with or at risk for disabilities, their teachers, and their families in the aftermath of the pandemic. Grants will support research that— Is directly related to a pandemic-related problem, issue, or intervention (program, policies, practices) Has the potential to significantly and rapidly improve outcomes for students with or at risk for disabilities Will provide actionable and timely results to districts and schools There will be two sets of deadlines for this competition: First deadline Application Package will be available on June 15, 2021 Letters of intent (optional but encouraged) are due June 30, 2021 Application deadline is August 2, 2021 Second deadline Application Package will be available on June 15, 2021 Letters of intent (optional but encouraged) are due July 15, 2021 Application deadline is September 9, 2021 Grants awarded through 84.324X will be supported by the American Rescue Plan. Due to limited Research in Special Education funds available for new awards, NCSER will not release any additional competitions in FY 2022. More information about the IES research programs, application process, and deadlines are available on the IES Funding Opportunities web page. The Institute of Education Sciences is the independent research, evaluation, and statistics arm of the U.S. Department of Education. Visit the IES website, sign up for the IES news flash or follow IES on Twitter and Facebook to learn more. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation and statistics.

You have received this message because you subscribed to a newsflash service through IES or one of its centers. Change your options or unsubscribe from this service. By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

Online WWC Training: Single-case Design Standards

This online training from IES may be of interest to some readers.

The What Works Clearinghouse Single-case design (SCD) training is now available on the WWC website. WWC group design reviewers and SCD researchers can now become certified reviewers of SCD studies by viewing video modules and taking the certification exam. This training is intended primarily for researchers and applied analysts interested in becoming WWC certified reviewers of SCD studies. This training is also relevant to SCD researchers who are interested in designing studies that meet WWC standards and how the WWC quantifies effects from SCD studies. Participants must be certified in the WWC group design standards to complete SCD certification. The training covers the following topics: An overview of key features of single case design and design variants Criteria for review eligibility, determining a study rating, and assessing evidence standards How to use the SCD study review guide The design-comparable effect size for SCDs, including considerations for data extraction and effect size estimation Visit the SCD Online Training webpage: https://ies.ed.gov/ncee/wwc/SingleCaseTraining Contact the WWC Help Desk for questions: https://ies.ed.gov/ncee/wwc/help The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation and statistics.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

New Report on Parental Involvement in U.S. Public Schools in 2017-18

While this is based on education prior to the pandemic, I think the issue of the involvement of parents in public schooling has reached new importance.

The National Center for Education Statistics released a new Data Point report today, Parental Involvement in U.S Public Schools in 2017-18. This report examines parent and/or guardian involvement in various school-based engagement opportunities, as reported by public primary, middle, and high school principals. Findings include: Principals reported that in the 2016-17 school year, all nine parent engagement opportunities NTPS listed were more often available at primary schools than at middle or high schools. Among schools offering the same parent engagement opportunity, primary school students more frequently had high parent participation at seven out of the nine events than did middle school students. Primary school students also more often had high parent attendance at eight out of the nine events than did high school students. Primary school principals less often reported low attendance at any of the nine events when compared to principals at middle or high schools offering the same parent engagement opportunities. Note: High parent attendance meant 76-100 percent of all students enrolled at the school had at least one parent attending the event and low parent attendance meant 0-25 percent of all students had at least one parent attending the event. To view the full report, please visit https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021041. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation and statistics.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).