Department of Education Institute of Education Sciences Biennial Report Grants, Cooperative Agreements, and Contracts over $100,000

Receiving Funding FY2002 through FY2004

March 2005

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
IES Center/ Program Grant/Contract number Total value (in Start Date dollars) End Date Recipient/Principal Investigator Project description/purpose/approach

Preferred sort order is Org for sorting; Program for sorting; then Grant/Contract number

NATIONAL CENTER FOR EDUCATION RESEARCH (NCER): Grants, Cooperative Agreements, and Contracts/Task Orders begun from FY 2002 through FY2004: National R&D Centers: R305A040043 $9,972,909 9/15/2004 9/14/2009 Vanderbilt University - Kenneth Wong National Research and Development Center on School Choice, Competition, and Achievement - To conduct comprehensive investigations of the individual and systemic effects of school choice and competition Approach: A randomized field trial is conducted to examine the effects of charter schools on student achievement and parental satisfaction and involvement in school. In addition, broadened analyses are conducted on data from existing randomized field trials of school vouchers. The effects of school choice on students and schools are studied through a series of quasiexperimental designs. A third set of studies uses quantitative methods to examine conditions within which school choice programs are legislated, implemented, and financed. R305A040056 $9,996,089 9/15/2004 9/14/2009 University of North Carolina, Chapel Hill - Thomas Farmer National Research Center on Rural Education Support - To establish broadly generalizable and scientifically validated strategies to improve the learning and academic achievement of all rural students, particularly during key transitions (i.e., into school, into middle school). Approach: Randomized trials are used to evaluate the impact of whole school and targeted interventions on student academic achievement and social adjustment. A model of professional development for rural elementary and middle school teachers, web-based delivery of the professional development model, and distance learning programs for rural high school students are also evaluated with randomized trials. Center for Data-Driven Reform in Education - To develop and rigorously evaluate state, district, and school-level strategies to enhance student achievement. Approach: A randomized trial is used to evaluate a district-wide reform strategy designed to help districts analyze, track, and use data on student performance and interventions. In addition, randomized evaluations are used to investigate the impact of various program components. Interrupted time series and multiple baseline designs are used to conduct detailed analyses of student achievement over time, and qualitative studies are used to examine program implementation.

R305A040082

$9,997,674 10/1/2004

9/30/2009 Johns Hopkins University - Robert Slavin

Cognition and Student Learning: R305H020031

$737,205

1/1/2003

12/31/2005 Columbia University - Carol S. Dweck To examine the impacts of beliefs that intelligence is fixed or changeable on students' attention and cognitive processing during challenging learning tasks, and explore whether beliefs can be altered to enhance performance, particularly among women faced with challenging math problems. Approach: A series of lab-based random assignment studies with college students, whose beliefs about intelligence vary, using EEG patterns to examine effects of varying experimental conditions on attention and cognitive processing in groups identified as believing that intelligence is either fixed or changeable, and in males versus females. 10/31/2005 Wayne State University - Virginia Delaney-Black To examine academic achievement in students exposed to different levels of community violence, and to explore mechanisms by which violence exposure may be associated with academic achievement. Approach: A correlational, longitudinal study of a sample of 13- to 14-year-old African American adolescents, previously assessed shortly after birth and at age 6-7. Data are collected from adolescents and caregivers during lab visits; additional data are obtained from teachers and school records. Analyses use regression and structural equation modeling techniques.

R305H020035

$1,084,205 11/1/2002

R305H020039

$358,876 11/1/2002

10/31/2005 Northern Illinois University - M. Anne To improve students' comprehension of argumentative texts and production of written arguments, through the use of a new web-based tutoring system. Britt Approach: A series of experiments with college students compare skilled and less-skilled readers and reasoners on factors related to comprehending and producing arguments, and examine effects of variations in argument presentation. Findings are used to develop and evaluate a web-based argument tutoring system for high school students. 8/31/2005 University of California, Riverside - H. To understand math performance of young children at risk for serious math difficulties and to identify cognitive factors that influence the relationship Lee Swanson between working memory and the ability to accurately solve word problems. Approach: A cohort-sequential design in which 1st, 2nd, and 3rd grade children are followed and repeatedly assessed using a battery of cognitive and achievement tests. Children identified as being at risk for serious math difficulties are compared with non-at risk children. Analyses examine factors that underlie connections between working memory and word problem solving. 8/14/2005 Carnegie Mellon University - Robert S. Siegler To improve children's math and science learning by exploring alternative teaching strategies that can adapt to the needs of children with different levels of initial conceptual understanding. Approach: A study of the effects of different experimental conditions on 2nd through 4th graders' accuracy in number-line estimation (a math-relevant conceptual ability). A study examining relations between number-line estimation and other math-related abilities and learning. Three random assignment studies comparing effects of varying learning conditions on kindergartners' biology concept learning. To enhance student retention of learned information by providing new information on how to optimize study time. Approach: Lab-based studies with college students. All students are exposed to all research conditions using random assignment, and the effects of these conditions are evaluated. Conditions include different time intervals between periods of study and between study and assessment, and variations in amount of overlearning (repeated exposure to items even after items are responded to correctly). To understand whether playing with objects representing letters, numbers, and math symbols (manipulatives) helps or hinders young children's learning about their symbolic roles. Approach: Three random assignment studies. Two studies examine effects of play with letter- and number-shaped objects on understanding of the symbolic nature of letters and numbers in preschoolers; one study examines effects of prior play with a set of math manipulatives on young school-age children's ability to use them to perform addition and subtraction operations.

R305H020055

$709,398

9/1/2002

R305H020060

$428,879 8/15/2002

R305H020061

$500,000 10/1/2002

9/30/2005 University of California, San Diego Harold E. Pashler

R305H020088

$548,525 9/15/2002

9/14/2005 Northwestern University - David H. Uttal

R305H020113

$496,882

1/1/2003

12/31/2005 University of California, Los Angeles - To enhance student learning from an existing program, the Web-based Inquiry Science Environment (WISE), through the addition of learning Robert Bjork conditions that present difficulties for the learner but that have been shown in lab-based studies to enhance long-term learning and retention. Approach: The effects of original versus modified versions of WISE projects on student science learning are compared in random assignment studies with college students in small group settings, and in quasi-experimental studies in middle and high school science classes. Additional analyses address whether results differ for at risk versus non-at risk students. 8/31/2006 Carnegie Mellon University - John Anderson To improve students' algebra performance by adding a unit focusing on challenging word problems to an existing computer-based algebra tutor; attempt to describe learning using fMRI (functional Magnetic Resonance Imaging, a brain imaging technique). Approach: fMRI (functional Magnetic Resonance Imaging, a brain imaging technique) studies of learning with college students; fMRI studies with high school students using the algebra tutor; and a random assignment study comparing student performance with the enhanced tutor, the original tutor, or class discussion and word problems. To enhance young children's abstract thinking, and assess the impact of an education intervention on learning. Approach: A random assignment study in which three cohorts of at risk 5-year-olds receive instruction focusing on 1) abstract thinking, 2) math, 3) reading, or 4) art, and learning outcomes in the four groups are compared.

R305H030016

$991,054

9/1/2003

R305H030031

$721,039

9/1/2003

8/31/2006 George Mason University - Robert Pasnak

R305H030141

$300,715

1/1/2004

12/31/2005 University of California, Los Angeles - To improve students' learning of mathematics through teachers' use of analogy in instruction. Approach: An initial investigation of current math Keith Holyoak practices, followed by four random assignment studies in which groups of middle school students view videotaped math lessons varying in their uses of analogy. Results will be used to develop teacher workshops. 7/31/2006 University of Illinois at Chicago Keith Thiede To improve students' reading comprehension by exploring factors affecting the ability to accurately self-monitor comprehension during reading, and develop interventions to improve monitoring accuracy. Approach: Five random assignment studies compare the effects of summarizing and other comprehension monitoring strategies on reading comprehension in college students, including students identified as struggling readers. Eye tracking data will be collected and used to describe comprehension processes.

R305H030170

$780,956

8/1/2003

R305H030175

$609,824

8/1/2003

7/31/2006 Columbia University - Janet Metcalfe To improve at risk students' learning by identifying the most effective use of study time for vocabulary word sets, and develop a new computer-assisted program for science, social science, and English vocabulary learning. Approach: Eight random assignment studies in which groups of at risk 6th and 7th grade students are exposed to variations of a computer-based vocabulary learning program, and group differences in vocabulary learning are assessed. 7/31/2006 Carnegie Mellon University - David Klahr To improve science education and middle school students' science achievement by using principles from cognitive science to improve teachers' lesson planning methods. Approach: A 3-phase development and implementation project, culminating in a study in which 5th through 7th grade teachers are trained to use new lesson planning methods. Changes in instructional practices and student science achievement are assessed.

R305H030229

$754,206

8/1/2003

R305H030235

$690,569

8/1/2003

7/31/2006 University of Pittsburgh - Erik Reichle To increase understanding of the causes of "zoning out" during reading, and the educational implications of these occurrences of zoning out in college students. Approach: Lab-based experimental studies in which conditions are varied to examine how to induce and measure zoning out. Additional studies examine cognitive factors associated with individual differences in zoning out, whether tendency to zone out predicts college performance, and whether instruction in mindful reading and attention focusing techniques can reduce zoning out. 7/31/2006 University of Wisconsin, Madison Arthur Glenberg To enhance young children's reading comprehension by developing a new intervention in which children are taught to manipulate mental images of the objects and actions presented in sentences. Approach: Four random assignment studies with at-risk 1st and 2nd grade children, examining differential effects of three image manipulation (IM) training methods, whether IM training affects children's ability to use reading skills to carry out tasks, and whether integrating IM training into classroom instruction can enhance reading comprehension. To improve student math performance by exploring the impact of making math problems appear less abstract and more relevant to everyday life. Approach: Following initial experimental work isolating features that make math problems appear practical or abstract, and creating test items incorporating these features, two random assignment studies are conducted with 4th and 6th grade students comparing the effects of standard instructional materials versus materials in which math problems are presented in practical contexts.

R305H030266

$751,190

8/1/2003

R305H030282

$749,974

8/1/2003

7/31/2006 Yale University - Robert Sternberg

Page 2 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
R305H030283 $996,403 8/1/2003 7/31/2006 University of Maryland, College Park - To support learning and long-term retention of second-language vocabulary by developing a computer tutor designed to provide instruction that adapts Thomas Nelson instruction as the learner masters vocabulary words. Approach: Following initial development and testing, random assignment studies compare the effectiveness of the new adaptive computer tutor to a computer tutor presenting vocabulary in a random order. Participants include elementary and middle school students and college students enrolled in foreign-language courses. 7/31/2006 Washington University - Henry Roediger To evaluate whether college students' science learning can be enhanced using the Test Enhanced Learning (TEL) approach, in which tests are used as opportunities for learning instead of solely for assessment. Approach: Three random assignment studies examine effects of single or multiple tests, administered at differing intervals, on later test performance. Two additional random assignment studies examine the impacts of different testing schedules and different test types administered during a regular science course (with all participants exposed to all test conditions).

R305H030339

$438,098

8/1/2003

R305H040013

$1,632,711

9/1/2004

8/31/2007 Florida State University - Carol Connor To improve young children's reading skills by improving teachers' ability to provide individualized reading instruction. Approach: A random assignment study in which half of the teachers receive training and support for providing individualized reading instruction. Outcomes include implementation quality and student reading performance. 6/30/2007 University of Wisconsin, Madison Brian Bottge 8/30/2007 Boston College - Michael Russell To improve low-achieving students' math achievement through improved, technologically enhanced teaching methods. Approach: A random assignment study comparing the impact of two teaching methods with middle and high school students. To improve math instruction by developing a set of computer-based tests that teachers can use to provide individualized instruction in algebra. Approach: Multiple development and validation studies with 8th and 9th grade students; one random assignment study to assess effects of using tests on student performance. Additional studies assess the ability of teachers to use tests to guide instruction. To examine factors that may increase individuals' ability to remember what they learn, with a particular focus on the timing and content of study and using tests to improve learning. Approach: Multiple experimental studies with K-12 students, college students, and adults comparing forgetting under varying learning conditions, and a classroom intervention study based on results of lab studies.

R305H040032 R305H040099

$1,050,000 $1,042,561

7/1/2004 9/1/2004

R305H040108

$924,935 10/1/2004

9/30/2007 University of California, San Diego Harold E. Pashler

Education Finance, Leadership and Management: R305E040031 $1,347,731 7/1/2004 6/30/2007 Empirical Education Inc. (EEI) - Denis To help school districts incorporate randomized experiments into their program planning and decision-making by providing technical support for Newman designing and carrying out low-cost, scientifically-sound experiments. Approach: A design study in which EEI works with districts to design and carry out randomized experiments on the effects of education interventions; an independent evaluator collects data on the social-organizational aspects of this research collaboration, primarily via semi-structured interviews. The feasibility of the research support model is assessed by examining costs of experiments in relation to cost implications of school improvement decisions the experiments are designed to inform. 8/31/2006 Vanderbilt University - Ellen Goldring To improve instruction and student achievement by evaluating the impact that magnet schools have on student achievement. Approach: A random assignment study in which standardized test scores for students randomly selected via the district's lottery to attend a magnet school are compared with scores for students who entered the lottery but were not selected (and thus entered a conventional school program). Characteristics of teachers and peers in the two types of school settings are examined as possible factors in group differences. 6/30/2008 University of Pennsylvania - Jonathan To improve student achievement by developing principals' knowledge and skills through participation in the National Institute for School Leadership Supovitz (NISL). Approach: A random assignment study evaluating effects of the NISL professional development program on principals' knowledge and practice, teachers' beliefs, practices, and opportunities for instructional improvement, and 3rd and 4th grade students' performance on reading and math assessments. 7/31/2006 New York University - Leanna Stiefel To improve instruction and student achievement by improving school organization and management. Approach: A longitudinal, correlational study using the database of a large urban school district, including individual, classroom, and school level data to examine associations between school organization and change in primary school students' performance. Student outcomes include scores on annual standardized reading and math tests. 3/31/2007 MDRC - Janet Quint To improve instruction and student academic achievement by providing a theory-based leadership training program to school principals and intermediary district supervisors. Approach: A longitudinal, correlational study examining change trends in teaching practices and student achievement following implementation of a professional development program targeting school principals and their intermediary supervisors, relative to trends prior to program implementation. To improve the school readiness of prekindergartners through a large-scale implementation of an expanded online early literacy professional development program for teachers. Approach: Large randomized controlled trial in which classrooms are randomly assigned to one of six conditions varying in level of online professional development (standard, expanded, or waiting list) and whether direct coaching is provided. Effects of conditions on teacher outcomes (skills, attitudes, and perceptions) and student outcomes (language skills and social behavior during prekindergarten, kindergarten and first grade reading achievement) are compared. To improve kindergarten through 2nd grade students' reading achievement through an intervention in which teachers are trained to link student reading assessment information to instructional practices, using handheld computers and Internet resources. Approach: Large randomized controlled trial with schools randomly assigned to nine conditions varying in reading assessment format (paper, paper + desktop, handheld + desktop) and teacher support (teacher alone, website mentor, onsite mentor). Effects of conditions on student outcomes (end-of-year reading scores in kindergarten through 2nd grade, and scores on a 3rd grade accountability measure) are compared. To improve middle and high school students' achievement in reading, math, and sciences by examining conditions of successful implementation of a multifaceted instructional intervention, Talent Development (TD). Approach: Four studies including one randomized controlled trial comparing reading, math, and science achievement test scores of students in the Talent Development intervention and control classrooms. Other studies involve longitudinal comparisons of change in achievement test scores in schools with and without full TD implementation, and examinations of factors influencing implementation quality and program effectiveness. To improve children's reading skills through an afterschool reading fluency program coupled with an adult-child relationship support program. Approach: A random assignment study comparing reading performance, reading motivation, classroom behavior, and perceived competence of groups of 1st and 2nd grade children assigned to receive 1) a reading fluency program alone, 2) the reading program plus an adult-child relationship support program, or 3) neither program (the control group). To improve early literacy skills in struggling readers by providing teachers with support for implementing an effective reading intervention program. Approach: Large randomized controlled trial in which schools are randomly assigned to one of three teacher coaching models (on-site, technologybased, or standard practice) for implementation of a reading intervention program. Within schools, struggling first grade readers are randomly assigned to an intervention program or standard instruction. The level of program implementation fidelity required to improve student outcomes is assessed.

R305E040056

$457,452

9/1/2004

R305E040085

$3,080,214

7/1/2004

R305E040096

$487,910

8/1/2004

R305E040100

$1,498,923

7/1/2004

Interagency Education Research Initiative: R305W020001 $6,696,257 9/19/2002

9/18/2007 University of Texas Health Science Center - Susan Landry

R305W020002

$6,548,277 10/1/2002

9/30/2007 University of Texas Health Science Center - Barbara Foorman

R305W020003

$6,000,000

1/1/2003

12/31/2007 Johns Hopkins University - James McPartland

R305W030036

$1,000,000

9/1/2003

8/31/2005 McLean Hospital - Gil Noam

R305W030257

$5,999,744

9/1/2003

8/31/2007 Southern Methodist University Patricia Mathes

Math and Science: R305K030140 R305K040001

$1,386,161 8/25/2003 $1,952,626 8/1/2004

8/24/2007 Carnegie Mellon University - Kenneth Koedinger 7/31/2007 Education Development Center - Ellen Mandinach

To promote student math learning by providing a web-based system that offers instruction to students while also providing detailed assessments of student abilities to the teacher. To improve school readiness; to evaluate whether a focused preschool math curriculum, Big Math for Little Kids (BMLK), can improve children’s early math achievement. Approach: One random assignment study comparing the effects of the BMLK curriculum with Creative Curriculum on child outcomes. Observational data used to assess fidelity of implementation. A subgroup of children is followed longitudinally into kindergarten. To strengthen students’ mastery of key algebra skills by developing new computer- and teacher-directed lessons targeting specific topics that commonly cause problems for students. Approach: One random assignment study comparing the effects of using the newly-developed lesson units (including software, print materials, and teacher professional development) with standard curriculum on student outcomes.

R305K040003

$1,483,071

6/1/2004

6/1/2007 WestED - Steve Schneider

R305K040008

$1,500,000

6/1/2004

5/31/2007 Quantum Simulations - Benny Johnson To improve student learning in chemistry by developing a computer-based tutoring and assessment system that will improve upon an already-developed intelligent tutoring system for delivery chemistry content. Approach: A series of design, validation, and feasibility studies, culminating in a field study in which 10-12 high school chemistry teachers each teach four classes differing in whether they use a) the assessment component of the system, b) the tutoring component, c) both, or d) neither. Evaluation focuses on whether the technology performs as expected, and whether incorporation of assessment into the tutoring system improves student achievement. 8/31/2007 Educational Testing Service - Dylan Wiliam To improve students’ math and science achievement by developing diagnostic tests that are closely tied to common state content standards and are appropriate for teachers to use to measure students’ levels of understanding. Approach: Following test development and pilot testing, a randomized trial is conducted comparing performance of 4th and 8th grade students taught by teachers trained to use the diagnostic tests with that of students whose teachers have not received the tests or associated training. Observational methods are used to assess the manner and extent to which diagnostic items are incorporated into classrooms. To enhance young children’s understanding of math concepts and prevent later math difficulties by developing and evaluating a new instructional approach for teaching math in kindergarten. Approach: Following an initial development phase, one random assignment study to compare the effects of the new approach versus the standard curriculum on student math achievement and classroom engagement. A study with the same teachers is conducted in the following year to evaluate whether they become more adept at using the new approach over time, and whether increased fidelity improves student learning. To improve the quality of preschool education Approach: Collect and analyze comparable outcome data across six randomized trials evaluating the impact of specific preschool curricula on child outcomes.

R305K040051

$1,392,034

9/1/2004

R305K040081

$1,485,165

9/1/2004

8/31/2007 University of Oregon – David Chard

Preschool Curriculum Evaluation: ED01CO0039/0005 $4,452,532

6/6/2003

6/9/2007 Mathematica Policy Research, Inc.

Page 3 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
ED01CO0052/0004 R305J020014 $4,748,682 5/13/2002 $2,139,384 7/15/2002 5/14/2006 Research Triangle Institute (RTI) 7/14/2006 University of Texas Health Science Center - Susan H. Landry 7/14/2006 Vanderbilt University - Dale Farran To improve the quality of preschool education. Approach: Collect and analyze comparable outcome data across seven randomized trials evaluating the impact of specific preschool curricula on child outcomes. To improve beginning reading instruction for at-risk children. To evaluate effect of two language/literacy curricula, "Let's Begin with the Letter People" and "Doors to Discovery". Approach: Randomized trial to examine effect of the two curricula on child outcomes and to determine conditions under which each curriculum achieves the greatest impact on children's developmental outcomes. To improve school readiness of at-risk children. To evaluate effects of two preschool curricula, "Bright Beginnings" and "Creative Curriculum" Approach: Randomized trial to evaluate the impact of the two curricula on child outcomes. Descriptive study includes classroom observations and assessments of children’s language, self-regulation, narrative comprehension, and numeric concepts. To improve instruction of beginning math skills. To evaluate impact of Pre-K Mathematics on low-income children. Approach: Randomized trial to evaluate effect of Pre-K Mathematics on child outcomes. Descriptive study to compare sensitivity of several math measures for assessing preschool children’s mathematical thinking.

R305J020020

$2,080,641 7/15/2002

R305J020026

$3,037,038 7/15/2002

7/14/2006 University of California, Berkeley Prentice Starkey

R305J020027 R305J020039

$1,070,837 7/15/2002 $1,375,329 7/15/2002

7/14/2006 Purdue University - Douglas R. Powell To improve school readiness. To evaluate effect of Project Approach on at-risk children's development. Approach: Randomized trial to evaluate impact of Project Approach on child outcomes. Descriptive research examining instructional conversations in each classroom. 7/14/2006 University of North Carolina at To improve school readiness of at-risk children. To evaluate effect of Creative Curriculum on child outcomes. Approach: Randomized trial to evaluate Charlotte - Richard G. Lambert effect of Creative Curriculum on at-risk typically developing children and on children with special needs. Descriptive research examines teacher stress and the content and quality of teacher instructional practices. 7/14/2006 University of North Florida - Cheryl Fountain To improve beginning reading instruction for at-risk children. To evaluate the impact of Early Literacy and Learning Model, a preschool intervention. Approach: Randomized trial to examine effect of Early Literacy and Learning Model. Descriptive research to explore relations among child, teacher, and classroom characteristics and to examine relation of teacher support to preschool teachers' classroom practices, retention, and job satisfaction. To improve beginning reading instruction for preschool children. To evaluate effect of Ladders to Literacy, a focused curriculum supplement used in this study with Creative Curriculum. Approach: Randomized trial to evaluate effect of Ladders to Literacy on beginning reading skills of at-risk children. Descriptive research includes the collection of observational data to examine the interactions between classroom ecologies, teachers’ behavior, and children’s behavior. To improve beginning reading instruction for at-risk preschool children. To evaluate impact of Ready, Set, Leap (RSL), a multi-sensory curriculum focusing on beginning reading skills. Approach: Randomized trial to evaluate effect of RSL on child outcomes and to compare two levels of teacher professional development. Descriptive research examines relations among teachers' experience with the curriculum, knowledge and attitudes towards children’s learning outcomes. To improve language instruction for at-risk preschool children. To evaluate impact of The Language-Focused Curriculum on children's language. Approach: Randomized trial to evaluate effect of The Language Focused Curriculum on child outcomes. Descriptive research on teacher-child relationships and on relations between child outcomes and child and family characteristics.

R305J020040

$3,667,839 7/15/2002

R305J020051

$1,436,681 7/15/2002

7/14/2006 University of New Hampshire - Jeff Priest

R305J030037

$2,182,828 7/15/2003

7/14/2007 University of California, Berkeley Anne Cunningham

R305J030084

$1,426,418 7/15/2003

7/14/2007 University of Virginia - Laura Justice

R305J030093

$1,675,653 7/15/2003

7/14/2007 Florida State University - Christopher To improve beginning reading instruction for at-risk preschool children. To evaluate impact of the Open Court pre-K/DLM Express and Literacy Lonigan Express curricula. Approach: Randomized trial to test impact of two curricula on child outcomes and to test impact of different approaches to teacher professional development. 7/14/2007 University of Missouri - Kathy Thornburg To improve school readiness and children's thinking. To evaluate impact of Project Construct on children's general knowledge, language, mathematics, and socio-emotional development. Approach: Randomized trial to evaluate impact of Project Construct on child outcomes. Descriptive research to examine teachers' beliefs and practices.

R305J030103

$1,161,335 7/15/2003

R305J030120 R305J030138

$1,945,376 7/15/2003 $1,481,236 7/15/2003

7/14/2007 Georgetown University - Sharon RameyTo improve beginning reading instruction for preschool children. To evaluate impact of the Building Language for Literacy (BLL) curriculum. Approach: Randomized trial to test impact of BLL on child outcomes and to test two approaches to teacher professional development. 7/14/2007 Success for All Foundation - Bette To improve school readiness by testing impact of a comprehensive preschool program (Curiosity Corner) with and without follow through to a Chambers comprehensive school reform program (Success for All). Approach: Randomized trial to evaluate impact of curricula and effect of follow through to a comprehensive school reform program. 9/29/2009 University of Virginia - Robert Pianta To increase national capacity for conducting rigorous education research by producing scientists trained in rigorous methodological approaches with a specific focus on educational risk and prevention. Approach: Two levels of support for Fellows, including 1) a four-year doctoral study program in risk and prevention, and 2) a two-year fellowship for students already engaged in a program of study in a home department, allowing them to conduct research on a question of educational significance. 9/29/2009 Carnegie Mellon University - David Klahr To increase national capacity for conducting rigorous education research by training researchers who can apply the basic techniques of cognitive and developmental psychology, statistics, and human-computer interaction, among others, to the study of educational problems. Approach: An interdisciplinary program in which students in disciplinary doctoral programs engage in coursework, research, and other activities emphasizing 1) the need for a bidirectional flow of information between basic lab studies and applied settings, 2) cutting edge knowledge assessment techniques, and 3) educational technology and appropriate use of state-of-the-art statistical methods.

Predoctoral Training: R305B040049

$4,737,063 9/30/2004

R305B040063

$4,983,570 9/30/2004

R305B040074

$4,986,549 9/30/2004

9/29/2009 Florida State University - Christopher To increase national capacity for conducting rigorous education research by producing graduates who can conduct high quality education research Lonigan regardless of academic discipline. Approach: A program providing specialized interdisciplinary coursework, training, and research experiences in educational science, with a focus on reading research, to fellows working towards their doctorates in separate departments and colleges. 9/29/2009 Northwestern University - James Spillane To increase national capacity for conducting rigorous education research by preparing scholars who are equipped to conduct theoretically grounded, methodologically rigorous research in education. Approach: An interdisciplinary emphasis on 1) research training with an emphasis on program evaluation, 2) training in learning, cognition and child development, 3) economics-based policy training, and 4) policy and program development and implementation training.

R305B040098

$3,663,364 9/30/2004

R305B040110

$4,797,204 9/30/2004

9/29/2009 Vanderbilt University - David Cordray To increase national capacity for conducting rigorous education research by training scientists who will be experts in conducting randomized field experiments of theory-based interventions and approaches aimed at enhancing student learning in educational settings. Approach: An interdisciplinary program with emphases on 1) the use of randomized field trials, 2) knowledge of educational settings, based on relevant educational theories and prior research, and 3) cognitive psychology and neuroscience. 8/31/2005 University of Pittsburgh - Charles Perfetti To further scientific understanding of vocabulary acquisition; to determine the effects on comprehension of having partial and incomplete knowledge of words; to improve instruction for learning vocabulary. Approach: Modify and evaluate Text Talk, an instructional approach for teaching vocabulary to kindergarten and Grade 1 children; Experiments with adults to examine underlying processes involved in acquisition of word meanings To improve reading comprehension in classrooms by providing a means to improve textbook writing and more appropriately match textbooks to the intended students – develop two automated tools that assess and identify problems in the readability of textbooks for students from pre-kindergarten through college. Approach: Set of experiments to investigate effects of text cohesion (readability of text) for young readers (grades 3-5) and youngadult readers and establish parameters required for the automated tools; set of experiments to describe how the effects of text cohesion depend on text genre (narrative, expository), students' prior knowledge and word-based reading skills; data used to refine automated tools To improve reading comprehension through use of web-based computer tutor that assesses and individualizes vocabulary instruction to students in Grades 6 through 12. Approach: Laboratory experiments to test specific features of the web-based tutor; randomized field trial to evaluate effects of the web-based vocabulary tutor on students' word knowledge, comprehension, writing, and ability to learn new academic content through reading To improve reading comprehension instruction and better understand underlying cognitive processes involved in reading and learning from multi-media, web-based texts. Approach: One descriptive study to examine cognitive processes and learning from digital and multimedia web-based texts; Two experimental studies using a computer-based learning environment to test effects of different computer-generated strategies (e.g., text-to-speech decoding with synchronized highlighting of text) on reading outcomes for Grade 4 struggling readers To prevent the development of reading comprehension difficulties by improving reading instruction for beginning readers and to develop an assessment to screen for those likely to experience difficulties. Approach: A series of design studies to develop a story read aloud intervention for Grade 1 students; correlational study to validate an assessment framework to identify students who are likely to experience comprehension difficulties; random assignment study to test impact of the read aloud intervention

Reading Comprehension: R305G020006

$498,903

9/1/2002

R305G020018

$1,425,200

9/2/2002

8/31/2005 University of Memphis - Danielle McNamara

R305G020027

$799,884

9/1/2002

8/31/2005 University of Colorado - Thomas Landauer

R305G020041

$1,499,281

9/2/2002

8/31/2005 CAST, Inc. - Bridget Dalton

R305G020057

$1,019,249

9/1/2002

10/30/2003 Pacific Institute for Research - Scott Baker

R305G020075

$786,372 10/1/2002

9/30/2005 Ohio State University - Ian Wilkinson To develop an instructional approach to improve high-level reading comprehension of late elementary school students utilizing the most effective group discussion techniques. Approach: Identify common features of high quality student discussions; implement new intervention based on group discussion in Grades 4 and 6; random assignment quasi-experimental study to evaluate the optimal group discussion technique. 12/31/2006 University of Illinois, ChampaignUrbana - Richard Anderson To evaluate the impact of Collaborative Reading, a group discussion technique designed to improve children's ability to comprehend, evaluate, and produce arguments, on elementary students' reading comprehension and writing. Approach: Randomized trial of impact of Collaborative Reading on reading comprehension outcomes in 32 4th and 5th grade classrooms

R305G030070

$1,499,892

1/1/2004

Page 4 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
R305G030072 $1,222,818 8/15/2003 8/14/2006 Pennsylvania State University - Bonnie To improve instruction for struggling readers in middle school by developing a web-based intelligent tutor that will provide individualized instruction to Meyer students. Approach: Develop intelligent tutor. Conduct two random assignment studies with middle school students to test the effects of different features of the intelligent tutor in the context of learning science and social studies content; one interview study to determine what students understand about using the structure of texts to support reading 12/31/2006 Florida State University - Richard Wagner To improve measures of reading comprehension and instructional practices by understanding the source of individual and developmental differences in students' reading comprehension. Approach: Two longitudinal studies to test models of comprehension follows cohort of Grade 2 students and Grade 4 students for 3 years; two experiments to test the effects of intervening on particular aspects of reading comprehension. Studies include English Language Learners and at-risk minority children; one psychometric study of differences in sensitivity and validity of various tests of reading comprehension To improve reading comprehension instruction by creating a web-based search engine that will enable teachers to individualize the selection of reading materials to target each student's vocabulary level, background knowledge, and interests and in so doing, better support learning new vocabulary. Approach: Two experiments with college students to establish search engine's criteria for optimum percentage of new vocabulary words in a text and level of difficulty for texts; one study with students in Grades 3 through 6 to evaluate effects of reading texts selected by the search engine on reading comprehension To improve reading comprehension instruction for elementary school students, including English Language Learners. Approach: Work with teachers to develop and refine instructional strategies based on two distinct theoretical models; two random assignment studies to evaluate impact of instructional approaches on reading comprehension. Study includes Grade 2 and 4 students and one group of English Language Learners To prevent the development of reading comprehension problems by improving vocabulary instruction for young children at risk for reading difficulties. Approach: A series of small experiments to test various vocabulary instructional strategies; two random assignment studies to test effects of explicit vocabulary instruction on at-risk kindergarten children's reading. To increase children's ability to learn academic content when they read textbooks by improving reading instruction for expository texts. Approach: Three random assignment studies with at-risk Grade 2 students to compare the effects of teaching specific reading comprehension strategies on learning social studies content. To improve reading instruction for and reading comprehension of struggling adolescent readers. Approach: Develop a comprehensive two-year intervention for struggling high school readers designed to increase motivation; decoding skills; and word identification, fluency, and comprehension strategies; one random assignment study to test intervention.

R305G030104

$794,885

1/1/2004

R305G030123

$1,003,526

9/1/2003

8/31/2006 Carnegie Mellon University - James Callan

R305G030140

$1,475,400 10/1/2003

9/30/2006 University of Illinois, ChampaignUrbana - Georgia Garcia

R305G030250

$685,623

9/1/2003

8/31/2006 University of Connecticut - Michael Coyne 9/30/2006 Columbia University, Teachers College - Joanna Williams 6/30/2007 University of Kansas - Michael Hock

R305G030283

$779,263 10/1/2003

R305G040011

$1,367,309

7/1/2004

R305G040021

$1,443,487

9/1/2004

R305G040046

$1,770,514

9/1/2004

8/31/2007 University of Minnesota - Paul van den To understand underlying processes of reading comprehension; to improve reading instruction by developing specific instructional techniques based on Broek these underlying processes for students in Grades 3 through 11. Approach: Two experimental studies to examine comprehension processes; two laboratory experiments to test effects of specific strategies on reading comprehension; one random assignment study in schools to test newly developed curriculum. 8/31/2007 University of Memphis - Danielle To improve reading instruction; increase high school students' reading achievement and their ability to learn new material (science, history, literature) McNamara through reading. Approach: Eight studies to develop, assess, and refine iSTART, a computer tutor designed to teach reading comprehension strategies in the context of academic content courses. 8/31/2007 University of Pittsburgh - Margaret McKeown To improve reading comprehension instruction and enhance elementary students' reading skills. Approach: Develop an instructional approach for teaching specific comprehension strategies; two random assignment studies with Grade 5 students in high poverty, low achieving schools to evaluate the effects of QtA, a discussion based approach for teaching reading comprehension, as compared to the newly developed instructional approach for teaching reading comprehension strategies. To improve reading comprehension of college students by developing an online assessment tool that will identify weaknesses in students' reading comprehension strategies . Approach: Develop and test a new automated online reading strategy assessment tool (RSAT) with college students. To improve identification of specific reading problems by providing diagnostic assessments for use with adolescent and adult struggling readers. Approach: Series of studies to develop and validate diagnostic assessments of reading comprehension difficulties. To improve reading instruction by embedding explicit reading comprehension instruction in context of learning science; increase reading comprehension of at-risk upper elementary school children. Approach: One random assignment study to test impact of embedding reading comprehension instruction in the context of learning science.

R305G040049

$1,126,577

9/1/2004

R305G040055

$1,560,506

7/1/2004

6/30/2008 Northern Illinois University - Joseph Magliano 8/31/2008 Education Testing Service - John Sabatini 5/30/2007 Florida Atlantic University - Nancy Romance

R305G040065 R305G040089

$1,572,635 $749,973

9/1/2004 6/1/2004

R305G040097

$1,599,944

9/1/2004

8/31/2008 University of Colorado - Barbara Wise To improve identification of specific reading difficulties in students Grades 3 to 7 with development of an automated reading assessment tool, including version to be used with Spanish-speaking children. Approach: Develop and test the automated reading assessment tool, ICARE. Carry out a series of correlational studies to validate an automated comprehensive reading assessment tool. 7/31/2007 Washington Research Institute To improve reading skills of students with reading disabilities and struggling readers in Grades 4 through 8 through supplementary tutoring by Patricia Vadasy paraprofessionals. Approach: Three randomized trials to evaluate the effects of the Quick Reads fluency program for struggling readers. 8/31/2009 Vanderbilt University - Douglas Fuchs To improve reading instruction and achievement by providing opportunities for children to engage in structured, individualized practice of specific reading skills through implementation of the Peer-Assisted Learning Strategies program. Approach: Large-scale randomized trial to evaluate Peer Assisted Learning Strategies, an instructional approach for providing individualized practice in reading skills. Study includes at-risk and English Language Learners in kindergarten and Grade 4. 5/31/2009 University of Iowa - Richard Hurtig To improve instruction for and enhance development of beginning reading skills. Approach: Large-scale randomized trial to evaluate effectiveness of Breakthrough to Literacy, a curriculum to teach beginning reading skills for pre-kindergarten and kindergarten children.

R305G040103 R305G040104

$645,297 $5,497,179

8/1/2004 9/1/2004

R305G040145

$5,717,410

6/1/2004

R305G040153

$1,500,000

9/1/2004

8/31/2007 State University of New York, Buffalo To improve instruction for reading and writing with development of an integrated reading and writing curriculum for 4th and 5th grade students. - James Collins Approach: Develop an integrated reading and writing curriculm; two random assignment studies with at-risk students to test impact of integrated reading and writing curriculum on reading comprehension and writing skills. 8/31/2007 Mathematica Policy Research, Inc. 8/24/2007 University of Maryland - Gary D. Gottfredson To promote positive social and character development and reduce antisocial behavior in school. Approach: Collect and analyze comparable outcome data across seven social and character development intervention programs. To improve instruction to develop students' social-emotional skills and prevent violence. To evaluate the impact of the Second Step curriculum, which targets the development of empathy, social problem solving, impulse control, and anger management. Approach: Randomized trial to evaluate the efficacy of the Second Step intervention combined with character development planning teams. Focus on processes underlying the Second Step program, and the reliability and validity of social-emotional competence measures with students grades K-2. Includes an economic evaluation of the program. To improve instruction in the language arts and social-emotional skills. To evaluate the impact of the Reading, Writing, Respect, & Resolution (4Rs) Program, a literacy-based curriculum focused on conflict resolution, intergroup understanding, and social-emotional learning; a peer mediation program; and teacher training. Approach: Randomized trial to evaluate impact of the Reading, Writing, Respect, & Resolution Program on student outcomes. Descriptive research to examine relation between teacher characteristics and teachers' receptivity to and implementation of the program. Includes an economic evaluation of the program.

Social and Character Development: ED01CO0039/0006 $4,005,246 9/24/2003 R305L030002 $2,150,085 8/25/2003

R305L030003

$2,369,900 8/25/2003

8/24/2007 New York University - J. Lawrence Aber

R305L030065

$1,724,726 8/25/2003

8/24/2007 State University of New York, Buffalo To improve the management of students’ behavior. To evaluate the School-Wide Academic and Behavioral Competencies (ABC) Model, a - William E. Pelham comprehensive program that includes school-wide discipline rules, social skills training, peer tutoring, peer mediation, and parent training, and include methods of working with children with impaired behavioral or social functioning (such as ADHD). Approach: Randomized trial to evaluate the impact of the ABC Model on school behavior and child psychopathology. Observational study to examine teachers' classroom management strategies and study of medication use in students with impaired behavioral or social functioning. Includes an economic evaluation of the program. 8/24/2007 University of Illinois at Chicago Brian R. Flay To reduce antisocial behavior and promote positive social development. To evaluate impact of the Positive Action program, a comprehensive approach that includes grade-specific curricula, school-wide climate change, and parental involvement. Approach: Randomized trial to evaluate the impact of the Positive Action program. Descriptive study to examine processes underlying the Positive Action program. Includes an economic evaluation of the program.

R305L030072

$1,928,084 8/25/2003

R305L030162

$1,797,932 8/25/2003

8/24/2007 University of North Carolina at Chapel To improve school-wide behavior management and students' social skills; to better understand social roles and process underlying social interaction. To Hill - Thomas Farmer evaluate impact of the Competence Support Program, a multi-level program that includes social skills training, school-wide behavior management, and teacher training in classroom social dynamics management. Approach: Randomized trial to evaluate effectiveness of the Competence Support Program on student outcomes and teacher performance; descriptive, observational studies to examine underlying social processes and peer networks. Includes an economic evaluation of the program. 8/24/2007 Children's Institute - Deborah B. Johnson To evaluate the impact of the Promoting Alternative Thinking Strategies (PATHS) program, a social skills training program, on elementary school students' emotional literacy, positive peer relations, and social problem-solving. To better understand process of changing problem behaviors. Approach: Randomized trial to evaluate the PATHS program. Focus on underlying processes involved in changing problem behavior, such as hostile attribution biases. Includes an economic evaluation of the program.

R305L030165

$1,800,000 8/25/2003

Page 5 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
R305L030173 $1,824,960 8/25/2003 8/24/2007 Vanderbilt University - Leonard Bickman To improve character development. To evaluate the impact of Love in a Big World (LBW), a character education program that is designed to promote children's positive relationships with their teachers and peers, and enhance the classroom and school environment. To test underlying theory of this character education program. Approach: Randomized trial to evaluate the efficacy of LBW on child outcomes and to evaluate the impact of teacher training on teachers' character education knowledge, self-efficacy, and positive attitudes toward character education, and whether these outcomes influence the fidelity of program implementation. Includes an economic evaluation of the program. "Remote Access to Natural Language Parsing and Enhanced Text Presentation Technology for Improved Reading" "Astronomy Distance Learning Systems" NativeAccent Kids: An English Pronunciation Trainer for Non-Native Children -- Extending Teacher Time and Helping Non-Native Children Catch Up in School" "Integration of Intelligent Tutoring Systems into Middle School Biology Education" "Training the Tutors: Literacy E-Courses" "Remarkable Reading Machine: Your Child" "Artificial Intelligence Software for Student Assessment in Chemistry Education" "Synchronized Multimedia E-Book Development for Reading Fluency and Comprehension"

Small Business Innovation Research: ED02CO0033 $300,000 9/15/2002 ED02CO0041 $300,000 9/30/2002 ED02CO0042 $300,000 9/30/2002 ED02CO0044 R305S030006 R305S030011 R305S030012 R305S030013 Teacher Quality: R305M030052 $300,000 9/30/2002 $499,960 11/1/2003 $490,544 9/25/2003 $500,000 9/1/2003 $499,999 8/7/2003 $2,820,670 9/1/2003

8/31/2004 Walker Reading Technologies, Inc. 8/31/2004 Cybernet Systems Corporation 8/31/2004 Carnegie Speech Company 8/31/2004 South Dakota Health Technology Innovations The NeuronFarm, LLC Media Group of Connecticut, Inc Quantum Simulations, Inc USteach Inc

10/30/2005 9/24/2005 8/31/2005 7/31/2005

8/31/2007 Instructional Research Group - Russell To improve reading instruction for beginning readers by developing a professional development program using Teacher Study Groups. Approach: Gersten Develop and test with random assignment study comparing impact of professional development with and without use of Teacher Study Groups in urban schools with high percentages of English Language Learners in California and Pennsylvania. Focus group study will examine teachers' perceptions of the professional development. 9/14/2006 University of Michigan - Joanne Carlisle 9/14/2007 Haskins Labs - Susan Brady To improve teacher professional development for Reading First Teachers by developing a professional development program. Approach: Develop and test with quasi-experimental design impact of three components of a professional development program in high poverty, low reading achievement schools. To improve reading instruction for beginning readers and teacher professional development by developing a professional development program based on the National Reading Panel's five elements of effective reading instruction, using mentoring to improve teachers' reading instruction for Grade 1 students. Approach: Develop and test with random assignment study a professional development program and a mentoring program for teachers in schools with high percentages of students from low-income backgrounds. Study includes classroom observations and evaluations of videotaped lessons. To improve teacher professional development for pre-algebra mathematics by developing a video-internet based approach to teacher training. Approach: Develop and test with random assignment study a math professional development program for schools with high proportions of at-risk Hispanic, Black, and English Language Learner students. Analysis of videotapes of teachers' lessons will be used to assess instructional practices. To improve professional development by developing a program that focuses on English language instruction for preschool teachers working in schools serving low income, primarily Latino children in North Carolina. Approach: Develop and test professional development program using random assignment study.

R305M030090

$1,638,912 9/15/2003

R305M030099

$2,912,063 9/15/2003

R305M030154

$1,594,019 9/15/2003

9/14/2007 LessonLab, Inc. - James Stigler

R305M040032

$1,467,046

9/1/2004

8/31/2007 University of North Carolina, Chapel Hill - Virginia Buysse

R305M040086

$3,046,054

7/1/2004

6/30/2008 University of Chicago - Anthony Bryk To improve reading instruction for kindergarten through Grade 3 students by evaluating an existing teacher professional development program and developing and assessing a web-based delivery approach. Approach: One quasi-experimental study of the Literacy Collaborative training. One random assignment study of the impact of using a web-based collaborative learning environment for training reading coordinators in low income, high minority schools in Ohio. 8/31/2007 Florida State University - Douglas Harris 8/31/2007 DePaul Univeristy- Barbara Radner To validate teacher certification tests. Approach: Correlational study to examine relation between teacher test scores and other background characteristics to their students' achievement. To improve professional development for middle school math by developing a 3-course graduate sequence in algebra instruction. Approach: Develop and test with random assignment design delivery of math professional development for teachers in low math achieving urban schools. To validate Praxis Middle School Mathematics tests for teacher licensure. Approach: Correlational study to examine relation between teachers' Praxis Test scores and their students math achievement test scores. To improve professional development for beginning reading instruction and to improve training for rural teachers by developing a remote-coaching delivery approach. Approach: Develop and test using random assignment study a professional development program for Head Start teachers comparing on-site coaching and remote-coaching delivery. To validate three California tests for new teachers. Approach: Correlational study to examine relation between teachers' certification test scores and their students' achievement test scores.

R305M040121 R305M040127

$978,698 $1,052,822

9/1/2004 9/1/2004

R305M040156 R305M040167

$1,573,623

7/1/2004

$1,418,091 10/1/2004

6/30/2008 Education Testing Service - Richard Tannenbaum 9/30/2007 Purdue University - Douglas Powell

R305M040186 Unsolicited Proposals: R305U020001

$1,590,967

7/1/2004

6/30/2008 RAND - Richard Buddin

$272,018 10/1/2002

10/1/2004 Council for Excellence in Government, Purpose is to provide help state and local education agencies, and others, in identifying and implementing research-proven interventions. Coalition for Evidence-Based Policy 5/31/2006 Florida State University Closing the Gap project is an evaluation of intensive remedial reading programs for 3rd and 5th graders who have not yet acquired the reading skills necessary to succeed in school. The reading programs selected for the evaluation each offer 100 hours of pullout instruction in small groups. This threeyear study will assess the impact of these interventions on students during the 2003-2004 school year, with follow-up data collection on student achievement planned for spring 2005. To build capacity for rigorous research through postdoctoral fellowships in which beginning researchers receive additional training and mentoring in the application of psychological science to pre K-12 education. Approach: Postdoctoral fellowships for beginning researchers to work with senior investigators who conduct rigorous research in the education sciences. To improve the design, reporting, synthesis, and use of program effectiveness research in education by examining four issues associated with effect size statistics, and providing guidance to IES and the education research community. Approach: A combination of conceptual and empirical approaches is used, including literature review, compilation of effect-size data from existing meta-analyses, and secondary data analyses from education databases.

R305U030001

$999,863

6/1/2003

R305U030004

$2,070,573 10/1/2003

9/30/2006 American Psychological Assocation

R305U040001

$415,828

1/1/2005

6/30/2006 MDRC - Howard Bloom

R305U040002 R305U040003

$765,242 11/1/2004 $514,567 1/1/2005

11/1/2007 The Social Science Research Council – To establish a professional community of researchers who support and conduct rigorous education research. Approach: Create an organizational Mark Constas infrastructure; develop new academic journal focused on the education sciences. 12/31/2008 National Opinion Research Center To provide methods to better represent, interpret, and combine results of multi-site randomized controlled trials in education by conducting practical, Larry Hedges applied statistical work addressing nine specific issues. Approach: Statistical problems are formulated, and then solutions are obtained using standard mathematical methods. Solutions are sometimes tested using simulated data to determine accuracy of models in small sample situations. 10/31/2007 University of Wisconsin - Robert H. Meyer 9/30/2007 The RAND Corporation - J.R. Lockwood To address statistical and practical issues associated with the use of current value-added models for assessing school performance and develop Webbased value-added tools for schools. Approach: Statistical models and software are developed and tested using simulated data and real data from four school districts. To address three key shortcomings in current value-added statistical models for estimating teacher effects, develop software for estimating new models, and communicate findings, including uncertainties of models, to school administrators and education researchers. Approach: Statistical models and software are developed and tested using simulated data, as well as real data from a large urban school district. National Literacy Panel on Language Minority Children and Youth - The contractor is responsible for managing the work of the 15 scholars on the Panel and the professional staff that carry out the approved tasks. The aim of this contract is to enable the contractor to prepare a major report that synthesizes the research literature on literacy.

R305U040004

$600,000 11/1/2004

R305U040005

$500,000 10/1/2004

Other: ED02CO0059/0001 $1,889,436 9/28/2004 9/30/2005 SRI International

Grants, Cooperative Agreements and Contracts/Task Orders initially awarded prior to FY2002 but having continuation costs funded in FY2002 or after:
American Indian and Alaska Native Education Research Grants: R306N010004 $846,138 11/1/2001 10/31/2004 Seneca Nation of Indians R306N010008 R306N010012 $1,395,279 11/1/2001 $6,274,852 11/1/2001 10/31/2005 Arizona State University 10/31/2006 University of Alaska at Fairbanks To examine the extent and ways that incorporating Native language or culture in education strategies affect student academic achievement and social development. To study a cohort of over 800 American Indian/Alaska Native educators in order to investigate the extent and ways incorporating Native language and culture affects learning. To systematically investigate the effects of a culturally based math curriculum on Alaska Native students' math performance and to more rigorously test the overall efficacy of the treatment curriculum through a randomized study and to test its generalizability beyond the original target group (rural Yup'ik students).

Centers:

Page 6 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
R117D940005 $63,169,167 10/1/1994 9/30/2004 Johns Hopkins University Center for Research on the Education of Students Placed at Risk (CRESPAR) -CRESPAR is a partnership between Johns Hopkins and Howard University. CRESPAR conducts research related to the educational performance of poor and minority children. The Center supports four programs of research: (1) early and elementary school studies, (2) middle and high school studies, (3) school and family partnerships, and (4) systematic supports for school reform efforts. The research projects are designed to improve the education of students at risk for educational failure by documenting determinants of school success for students placed at risk, ensuring that successful educational reform programs and practices are widely implemented, and promoting intellectual achievement, motivation, socio-emotional competence and a positive school experience for students. National Research Center on the Gifted and Talented (NRC/GT) - NRC/GT focuses on identifying and developing talent potentials in students and examining the role of school and community influences on the development of gifted and talented students. National Research & Development Center on English Learning & Achievement (CELA)- CELA conducts research designed to improve students' English and literacy achievement in schools across America. Researchers examine elements of curriculum, instruction, and assessment that are essential to developing high literacy achievement. National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA) - NCISLA's research focuses on developing ways of advancing K-12 students' learning of mathematics and science. The Center's researchers work with teachers and diverse student populations to develop new math and science learning environments and professional development models for sustained student learning and achievement in math and science.

R206R000001 R305A960005

$8,397,092 10/1/2000 $17,804,000 3/1/1996

9/30/2005 University of Connecticut 2/28/2005 State University of New York at Albany 2/29/2004 University of Wisconsin

R305A960007

$17,596,860

3/1/1996

R305B960002 R305R970004

$35,002,735

2/5/1996

$12,708,161 10/1/1997

9/30/2003 University of Michigan

2/4/2006 University of California, Los Angeles Center for Research on Evaluation, Standards, and Student Testing (CRESST) - CRESST has four programs of research that focus on assessing educational quality and addressing persistent problems in the design and use of assessment systems to serve multiple purposes. Center for the Improvement of Early Reading Achievement (CIERA) - CIERA represents a consortium of researchers from five universities. The Center's research addresses three areas: (1) characteristics of children and the texts they read; (2) home and school influences on early reading achievement; and (3) policy and teacher professional development effects on early reading achievement. The Center ensures that the research on children's early reading acquisition is disseminated to teachers, teacher educators, parents, and policymakers. Center for Research on Education, Diversity & Excellence (CREDE) - CREDE researchers develop effective educational practices for linguistic and cultural minority students and evaluate their effectiveness on improving student learning. Research projects include evaluations of curriculum models in diverse settings and with student populations that range from Zuni-speaking students in New Mexico to Spanish-speaking children in California. National Center for Early Development & Learning (NCEDL) - The research at the NCEDL focuses on enhancing the cognitive, social, and emotional development of children from birth to age eight. Researchers examine early childhood practices related to children's development and education and ensure that the research is translated into educational practice and disseminated to practitioners and policymakers. National Center on Increasing the Effectiveness of State and Local Education Reform Efforts (CPRE) - CPRE researchers examine how educational reforms lead to improvement in instruction and how knowledge and experience influence school reform efforts. The research projects include looking at accountability and school reform, costs of school reform and effective resource use patterns, cost effectiveness of programs for students in high-poverty communities, knowledge- and skill-based teacher evaluation, teacher quality, and high school strategies for instructional improvement. Center for the Study of Teaching and Policy (CTP) - CTP researchers examine efforts to improve the quality of teachers, teaching and learning. Their mission is to identify ways that leaders, policymakers, teacher developers, and the education reform community can support teachers' work and careers, improve teacher quality, and, ultimately, the quality of students' learning opportunities in elementary and secondary schools. National Center for Postsecondary Improvement (NCPI) - NCPI researchers examine postsecondary education issues such as effective teaching, learning and assessment practices that contribute to student outcomes, professional development initiatives for educators, student transitions from school to work, and academic quality and productivity.

R306A960001

$29,236,444

7/1/1996

12/31/2004 University of California, Santa Cruz

R307A960004

$25,739,684

3/1/1996

2/28/2006 University of North Carolina, Chapel Hill 2/28/2006 University of Pennsylvania

R308A960003

$33,446,708

3/1/1996

R308B970003

$8,089,193 10/1/1997

5/1/2004 University of Washington

R309A960001

$15,715,841

4/1/1996

7/31/2004 Stanford University

R309B960002

$29,959,235

8/1/1996

7/31/2006 Harvard Graduate School of Education National Center for the Study of Adult Learning and Literacy (NCSALL) -The mission of NCSALL is to improve practice in educational programs that serve adults with limited literacy and English language skills and those without a high school diploma. They accomplish this by examining factors that contribute to program success and adult learning such as adult development, adult reading, adult student persistence, literacy practices of adult learners, health and adult learning practices, and the impact of participation in adult education and literacy programs on students, families and communities.

Comprehensive School Reform - Model Design and Evaluation: ED99CO0137 $7,571,689 9/22/1999 12/21/2004 The George Washington University

The National Clearinghouse on Comprehensive School Reform was created to provide educators and the public with the most recent research and evaluation of reform designs, models, and strategies. In addition, the clearinghouse assists customers in promoting the use and application of research and development to upgrade the capacity of schools so they can prepare all students to achieve to high standards. Comprehensive School Reform Model Design and Evaluation contracts fund the development of new, research-based CSR models for middle and high schools, as well as the evaluation of those models. Part of the objective is to help students meet state content standards and national education goals. This one focuses on "Different Ways of Knowing Middle Grades Model"America's Choice Design Model." Comprehensive School Reform Model Design and Evaluation contract: "Making Schools Work (MSW) Model." Comprehensive School Reform Model Design and Evaluation contract: "Success For All - Middle School Model." Comprehensive School Reform Model Design and Evaluation contract: "America's Choice Design Model." Comprehensive School Reform Model Design and Evaluation contract: "Talent Development Model". Comprehensive School Reform Model Design and Evaluation contract: "Aim At Middle School Results Model." Comprehensive School Reform Model Design and Evaluation contract: "First Things First (FTF) Model." Proposal for the Evaluation of Comprehensive School Reforms - Selected Research Questions: How and why do schools choose particular CSR models? How much assistance do the model developers provide over time and at what cost? How well are reforms implemented and sustained over time? What conditions affect implementation success? What resources are needed to support the model? How has the model affected school climate, curriculum content, teaching practices, student test scores and other outcomes? Do the models have different effects on different types of students? Randomized Evaluations of Success for All - Selected Research Questions: How does the Success for All model affect student achievement, attendance, behavior, and other student outcomes? Is Success for All more, less, or equally effective for different student groups, such as English language learners; high, low, and average achievers; and various racial and ethnic backgrounds? What are the characteristics and practices of schools whose students make better- or worse-than-average gains? What policies and practices contribute or detract from successful implementation? National Longitudinal Evaluation of Comprehensive School Reform - This primarily quantitative study will help determine the effects of Comprehensive School Reform (CSR) models on student reading and mathematics achievement in elementary and middle schhols and identify components that are most effective for specific populations and situations. It will involve surveys of district administrators, principals, and teachers and analysis of student record data over three years. Effectiveness of District Strategies for Comprehensive School Reform - Will assess whether school and student outcomes vary by the degree to which schools implement six specific dimensions of CSR. Methods will include surveys, on-site interviews and classroom observations, and collections and analysis of student demographic and performance data over 4 years.

ED99CO0151

$13,024,095 9/30/1999

3/31/2005 Galef Institute

ED99CO0152 ED99CO0153 ED99CO0154

$11,639,999 9/30/1999 $10,007,196 9/30/1999 $10,198,136 9/30/1999 9/30/1999 9/30/1999 9/29/1999 10/1/2000

ED99CO0155 $11,640,000 ED99CO0156 $6,756,833 ED99CO0159 $8,753,361 Comprehensive School Reform - Research: R306S000008 $4,934,660

3/31/2005 Southern Regional Education Board 3/31/2005 Success for All Foundation 3/31/2005 National Center on Education and the Economy 3/31/2005 Johns Hopkins University 3/31/2005 Education Development Center 3/30/2005 MDRC 9/30/2005 RAND

R306S000009

$5,780,370 10/1/2000

9/30/2005 Success for all Foundation

R306S000012

$7,517,910 10/1/2000

9/30/2005 American Institutes for Research, Pelavin Center

R306S000013

$943,822 10/2/2000

9/30/2005 Policy Study Associates Inc.

Field-initiated research grants: R305T010065 $1,152,573 R305T010076 $1,172,211

3/1/2001 5/1/2001

2/4/2004 Boston College - Michael Russell 4/12/2004 University of California, San Diego Lea Hubbard and Hugh Mehan (portions of grant later transferred to University of San Diego)

“The Relationship Among District Level Support, Classroom Use and Student Outcomes: A Comprehensive Examination of Education Technology” "Reform as Learning: Systematic Educational Reform in the San Diego City Schools"

R305T010084 R305T010115 R305T010143 R305T010147

$800,568 5/15/2001 $606,465 $1,352,622 $1,137,582 6/1/2001 5/1/2001 5/1/2001

5/14/2004 Michigan State University - Mary "Teacher Qualifications and the Quality of Teaching" Kennedy 11/30/2004 New York University - Leanna Stiefel "Good Schools, Good Students? Measuring School Performance with Diverse Students" 4/30/2005 University of California - Michael Aldaco 4/30/2005 University of Kansas - Eric M. Vernberg "Improving access: Determining the effective parameters of academic outreach programs" "Outcomes of an Innovative School-Based Intensive Mental Health Treatment Program"

Page 7 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
R305T010153 R305T010154 $769,596 7/1/2001 6/30/2005 Oregon State University - Lawrence Rosenkoetter 3/14/2005 University of Arizona - Teresa L. McCarty (later transferred to Arizona State University) "Reducing Early Violence: Education Works" “The Impact of Native Language Shift and Retention on American Indian Students’ English Language Learning and School Achievement”

$861,492 3/15/2001

R305T010155 R305T010160

$786,666 $783,642

1/1/2001 8/1/2001

12/31/2003 State University of New York at "A Longitudinal Investigation of the Influence of Peer Talk about Text on Reading Development in Grades K-3" Buffalo - Janice F. Almasi 4/21/2004 George Washington University - Vasti "Investigating the Complexities of the Choice to Stay in College for Latino Students" Torres (later transferred to Indiana University) 3/31/2005 Pennsylvania State University - Patrick "The Dream Deferred: Increasing the College Preparedness of At-Risk Students" T. Terenzini 2/28/2005 University of South Carolina - Diane The South Caroline Reading Initiative: Impact on the reading skills and strategies of children in graes K-5 and on teachers' reading beliefs and "practices" Stephens 5/31/2005 California Polytechnic State University "Predicting the Graduation Rate and Initial Employment of Teachers Prepared Through Alternative Certification Programs" - Elaine Chinn 8/31/2004 University of Connecticut - Mark A. "Gender, Technology and Group Decision-Making: An Experimental Study in Secondary Education International Studies" Boyer and Scott W. Brown 8/19/2004 University of Illinois - Richard C. "The Social Propagation of Argument Strategems Project" Anderson 2/28/2005 Florida State University - Ann M. "Improving Early Identification of Young Children At Risk for Language And Reading Difficulties" Wetherby 6/30/2005 University of Colorado at Denver "The Academic Engagement of Low Income Latino and Anglo Middle School Students: A Multi-Level Action Research Project" Alan Davis and Mark Clarke 12/31/2004 University of Michigan, Ann Arbor - "Examining the Validity of Teacher Licensure Decisions" Pamela Moss 9/30/2005 University of Wisconsin, Madison - L. "Investigation of Factors Associated with Degree Completion" Allen Phelps 12/31/2004 University of Connecticut Health "A Social Competence Curriculum for Toddlers with Behavior Problems" Center - Mary Beth Bruder 8/30/2005 Claremont Graduate University "Learning through Teaching in an After-School Pedagogical Laboratory" Michelle Foster 8/31/2004 Vanderbilt University - Kathleen “The Social Context of Parental Involvement: A Path to Enhanced Achievement” Hoover-Dempsey 6/30/2005 University of Florida, Gainesville “Minimizing Summer Reading Loss among Poor Children” Richard L. Allington 11/30/2005 University of Missouri at Columbia - “Assessing the Impact of Standards-based Middle School Mathematics Curricula on Student Achievement and the Classroom Learning Environment” Robert Reys 11/30/2004 University of California at Los “Becoming Oppositional? Children’s Academic Achievement, Friendship Networks, and Ethnic Identity as They Transition into Middle School” Angeles - Meredith Phillips 9/30/2004 Lt. Joseph P. Kennedy Institute “Project TAPESTRY: An Investigation of the Impact of an Integrated Parenting Intervention on the Parenting Practices of High-Risk Mothers and Carole W. Brown Child Outcomes” 12/30/2004 University of Oklahoma - Irene “Learning Early Travel Skills: Effects of Power Mobility on the Development of Young Children with Severe Motor Impairments” McEwen 9/20/2005 University of Illinois, Champaign “Underrepresented Minorities in the Academy: Understanding the Career Attainment Process” William Trent 9/30/2005 Urban Institute - Jane Hannaway “An Evaluation of Florida’s Accountability System” 9/30/2005 Urban Institute - Dan Goldhaber (later “Does the Teacher Labor Market Promote High Quality?” transferred to University of Washington) 8/31/2005 University of Louisville - Melissa Evans-Andris 8/31/2005 City University of New York - Linnea C. Ehri 9/30/2005 University of North Carolina at Chapel Hill - Virginia Buysse 8/31/2005 University of Maryland, College Park Rebecca J. Kopriya 9/30/2005 Northwestern University - Dan A. Lewis 12/31/2005 University of Missouri at Columbia Harris M. Cooper (later transferred to Duke University) 8/31/2003 8/31/2003 8/31/2003 8/31/2003 8/31/2003 Quantum Simulations Physitron Inc. Statpoint LLC Sigma Systems Research Inc. Tech-X Corporation “Comprehensive School Reform, Educational Dynamics, and Achievement in Kentucky Middle Schools” “Guided Repeated Oral Reading of Text: Effects of Word Enrichment for Struggling Readers” “Nuestros Ninos/Our Children: Addressing the Needs of Young Latino Children and Families” “Valid Assessments for English Language Learners” “Assessing the Educational Consequences of Welfare Reform” “Homework: A Research Synthesis with Implications for Policy and Practice”

R305T010167 R305T010185 R305T010218 R305T010242 R305T010250 R305T010262 R305T010285 R305T010511 R305T010527 R305T010563 R305T010585 R305T010673 R305T010692 R305T010735 R305T010738 R305T010754 R305T010757 R305T010762 R305T010774 R305T010782

$725,055 $1,670,553 $1,002,192 $967,386

4/1/2001 3/1/2001 6/1/2001 3/1/2001

$537,591 8/21/2001 $1,263,114 $555,108 $1,893,531 $677,610 $1,003,926 3/1/2001 7/1/2001 1/1/2002 1/1/2002 1/1/2002

$1,322,394 9/15/2001 $813,882 $714,642 9/1/2001 1/2/2002

$1,244,181 12/1/2001 $315,234 10/1/2001 $795,000 10/1/2001 $535,338 1/1/2002

$1,401,708 9/21/2001 $850,707 10/1/2001 $409,527 10/1/2003

R305T010812 R305T010818 R305T010840 R305T010846 R305T010869 R305T010881

$434,415 $405,786

9/1/2001 9/1/2001

$1,310,613 10/1/2001 $1,979,634 9/1/2001

$800,568 10/1/2001 $184,320 1/1/2002

Small Business Innovation Research: ED01CO0108 $300,000 ED01CO0109 $300,000 ED01CO0110 $300,000 ED01CO0111 $300,000 ED01CO0113 $300,000 Unsolicited Proposals: R305U000003 $9,143,824 R305U010001

9/30/2001 9/30/2001 9/30/2001 9/30/2001 9/30/2001 10/1/2000

"Advanced Software for Interactive Learning of Applied Mathematics" "Introducing Mathematics to At-Risk Students Through a 3D Role Playing Game " "Toward Value-Added Productivity Analysis and Reporting" "Audio Based Instructional Video Indexing and retrieval" "Endless Learning Visual Information Space"

$4,118,954 10/1/2001

9/30/2005 American Educational Research Supports creation of a 5-year program of postdoctoral fellowships in educational research along with the establishment of a small grants competition for Association postdoctoral research and dissemination research. 9/30/2005 University of Houston - David Francis This study addresses biological and behavioral variation in the language development of Spanish speaking children. Jointly funded with the National Institute of Child Health and Human Development, the project examines the functional brain activity associated with the simultaneous development of multiple languages in children and will enhance our understanding of the role of language in the literacy development of young English language learners.

NATIONAL CENTER FOR EDUCATION EVALUATION AND REGIONAL ASSISTANCE (NCEE): Evaluations: ED01CO0026/0020 $9,000,000 9/17/2003 9/30/2008 American Institutes for Research (AIR) The Impact of Professional Development Models and Strategies on Teacher Practice and Student Achievement is designed to evaluate the effects of two professional development approaches on improving early reading. The approaches are: (1) a 5-day summer institute with 3 days of follow-up through the school year, and (2) institutes and follow-up days plus coaching by an in-school reading specialist trained in a particular coaching approach. ED01CO0026/0025 $5,445,602 9/30/2004 9/29/2009 American Institutes for Research (AIR) Contract to evaluate the relative effectiveness of a curriculum that combines explicit and implicit approaches to instruction in increasing adult ESL learners' language and literacy skills, as compared to typical adult ESL instruction, which tends to include only implicit instruction. The evaluation will focus upon adult learners who have low levels of literacy in their native language and no or low literacy skills in English. 10/1/2006 Decision Information Resources, Inc. Early Reading First (ERF) National Evaluation, a Congressionally mandated study, will assess the impact of ERF grants on children's language and literacy outcomes and on preschools' language and literacy instruction and practice. The study will use a quasi-experimental design (regression discontinuity) that will provide unbiased estimates of program impact. Feasiblity Study of condcuting an impact evaluation of the Math and Science Partnership program. Evaluation of the Effectiveness of Educational Technology Intervention - This mandated evaluation assesses the impact of using selected technologies that are intended to improve student academic achievement in reading and/or in mathematics. Seventeen educational technology products were selected competitively in the fall of 2003 for implementation in the 2004-05 school year.

ED01CO0027/0002

$3,906,539 7/29/2003

ED01CO0028/0001 ED01CO0039/0007

$300,000 3/30/2004 $4,086,271 9/30/2003

3/30/2006 National Opinion Research Center 9/29/2006 Mathematica Policy Research, Inc.

Page 8 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
ED01CO0039/0008 $4,844,000 9/28/2003 9/27/2006 Mathematica Policy Research, Inc. Evaluation of the Impact of Charter School Strategies - The purpose of this study is to evaluate achievement gains of middle school entrants in charter schools. The study will work with the selected charter schools to implement lotteries in order to randomly assign applicants to either receive (treatment group) or not receive (control group) admission to the schools. Enrollment lotteries are required in most state charter school laws and federal grantee regulations require charter schools with waiting lists to select students for enrollment by lottery. The Impact Evaluation of Teacher Preparation Models is designed to assess the effects of different types and amounts of teacher training on student achievement, taking advantage of the existing variation in teacher training across different routes to certification—both alternative and traditional. Evaluation of Reading Comprehension Programs - This study will assess the effectiveness of reading comprehension programs with direct instruction of comprehension skills within social studies and sciences content areas. This study will evaluate the effectiveness of a school-based violence prevention program for middle schools. Violence is a particular concern for middle schools because incidents of school-related violence are more likely to occur in these grades, however there is some question about the effectiveness of the violence-prevention programs available for adoption in middle schools. Development, Implementation, and Impact Evaluation of Academic Instruction for After-School Programs - The Department held an open competition and had experts in reading and math select two developers, Success for All in reading and Harcourt Publishers in math, to adapt their research-based school day curricula for use in the after-school setting. These new intensive after-school academic curricula are being pilot-tested in eight after-school centers during the 2004- 2005 school year. The Evaluation of the Impact of the DC Choice Program (a federally-funded scholarship program for low-income residents of Washington, DC) will be based largely on a comparison of outcomes of approximately 2,000 student applicants randomly assigned by a lottery to either receive a scholarship or not receive a scholarship. Design of Evaluation of School Based Drug Program The Reading First Impact Study is a mandated evaluation that will evaluate the impact of Reading First on student reading achievement. The study will use a quasi-experimental design (regression discontinuity) that will provide unbiased estimates of program impact. The Even Start Classroom Literacy Interventions and Outcomes Study is testing four intervention models within Even Start family literacy projects. The study design includes random assignment of 120 Even Start projects to receive one of the four intervention models or to participate in an "as is" control group. Crime and Saftey Survey: 2004 Technical Support for Title I Independent Review Panel An Evaluation of the Impact of Supplemental Literacy Interventions in Freshman Academies - This study will assess the impact of two supplemental literacy programs for striving readers in ninth grade smaller learning communities. The evaluation contractor and an expert panel will select the two literacy programs in the fall of 2004. Teacher Induction Impact Evaluation - This study will examine the effectiveness of a teacher induction program in increasing retention rates and affecting teacher practices among novice elementary school teachers. The Evaluation of the Impact of the DC Choice Program (a federally-funded scholarship program for low-income residents of Washington, DC) will be based largely on a comparison of outcomes of approximately 2,000 student applicants randomly assigned by a lottery to either receive a scholarship or not receive a scholarship. Evaluation of Teacher Certification by the National Board for Professional Teaching Standards (NBPTS) - An independent study committee of experts will develop a rigorous conceptual and methodological framework for evaluating the impact of NBPTS certification. The study framework will address design issues including: 1) the comparison of successful candidates, unsuccessful candidates, and non-candidates; 2) the measures of teacher quality and student achievement that should be used; and, 3) the certification subject areas that should be included in the evaluation. Federal legislation to support after-school programs, the 21st Century Community Learning Centers Program, was originally funded in 1998 in response to the need for children to have access to safe and supervised after-school activities that can help develop academic, personal, and social skills.

ED01CO0039/0009

$6,731,218 9/30/2003

9/29/2006 Mathematica Policy Research, Inc.

ED01CO0039/0010 ED01CO0052/0015

$7,866,467 9/30/2004 $1,985,075 8/31/2004

9/29/2008 Mathematica Policy Research, Inc. 8/30/2009 Research Triangle Institute (RTI)

ED01CO0060/0004

$3,997,421 9/18/2003

9/17/2006 MDRC

ED01CO0082/0016

$576,280 3/26/2004

1/25/2005 WESTAT, INC.

ED01CO0088/0002 ED01CO0093/0004 ED01CO0120

$217,777 8/26/2003 $6,979,232 9/29/2003 $16,414,125 9/28/2001

2/26/2005 Berkley Policy 9/28/2008 Abt Associates, Inc. 9/27/2006 WESTAT, INC.

ED02PO3107 ED03CO0033 ED04CO0111/0001

$670,730 9/29/2002 $299,515 8/8/2003 $4,829,065 9/30/2004

9/28/2006 Abt Associates, Inc. 8/7/2005 Dixon Group, Inc. 9/29/2008 MDRC

ED04CO0112/0001 ED04CO0126

$1,867,132 9/30/2004 $735,342 7/21/2004

9/29/2009 Mathematica Policy Research, Inc. 7/20/2009 WESTAT, INC.

ED04CO0139

$1,491,150

9/7/2004

9/6/2007 National Academy of Sciences

ED99CO0134

$12,090,498 9/30/1999

9/29/2005 Mathematica Policy Research, Inc.

English Language Acquisition Evaluation: R305P030016 $5,395,762 10/1/2003

9/30/2008 Johns Hopkins University

Effects of Transitional Bilingual Education, Two-Way Bilingual, and Structured English Immersion Programs and the Literacy and Oracy of SpanishDominant Children - This evaluation will test enhanced versions of the Success for All structured English immersion, transitional bilingual and two-way bilingual programs in 15 high-poverty schools.

R305P030031

$8,093,384 10/1/2003

9/30/2008 University of Houston - David Francis Optimizing Educational Outcomes for English Language Learners is an evaluation of enhanced versions of structured English immersion and transitional bilingual education programs that differ in the amount of Spanish language used for instruction, compared to typical, existing programs. 9/30/2008 Texas A&M Research Foundation Project English Language Literacy Acquisition is an evaluation of enhanced versions of structured English immersion and transitional bilingual education programs compared to existing programs that are already in place. The enhanced versions include the use of additional strategies in intensive English, professional development and parent training. To provide educators, policymakers, researchers, and the public with reviews of the best scientific evidence on the effectiveness of specific interventions (programs, products, practices, and policies) to improve important student outcomes. The WWC gathers published and unpublished studies, screens them for relevance to the topic and validity of the outcome measures, assesses the causal validity of randomized controlled trials and quasi-experimental design studies, reviews the evidence of effectiveness of the interventions, and releases its reports to the public through the WWC web site. Sixteen ERIC clearinghouses were funded by the Institute of Education Sciences to perform six basic tasks: database development,products,user services, outreach and training, system improvement and special projects; and management. ERIC clearinghouses select documents, books, and journal articles that will become part of the ERIC database, following system-wide selection criteria. Each clearinghouse is assigned a well-defined and unique scope of coverage. 9/30/2004 Computer Sciences Corporation ERIC Processing & Reference Facility performs the following broad technical functions: Acquisitions and Selection, document control, editing and database building; publication preparation; lexicography; data entry; reference and user services; computer system maintenance and operations; technical;coordination of the ERIC information system; marketing and sale of the ERIC databse in electronic form. Access ERIC's purpose is to increase the overall impact of ERIC by expanding and complementing the activities of ERIC Clearinghouses and other components, especially in regards to system-wide innovation and database development; operating a Web site; toll-free telephone number, and serving as a contact point through which the public can be directed to the appropriate resources of the ERIC system.

R305P030032

$6,762,115 10/1/2003

What Works Clearinghouse: ED02CO0022

$23,805,419

8/1/2002

7/31/2007 American Institutes for Research – Rebecca Herman; Campbell Collaboration – Robert Boruch

Education Resources Information Center (ERIC): ERIC Clearinghouses:

ED00CO0016

$5,683,103 1/15/2000

ED01CO0095

$1,688,854

5/1/2001

9/30/2004 Aspen Systems Corporation

ED04CO0005 ED04PO2208 ED99CO0005 ED99CO0007 ED99CO0008 ED99CO0010 ED99CO0011 ED99CO0013 ED99CO0014 ED99CO0016 ED99CO0020 ED99CO0024 ED99CO0026 ED99CO0027 ED99CO0028 ED99CO0032

$34,613,434 3/12/2004 $436,836 9/30/2004 $8,669,855 $2,416,762 1/1/1999 1/1/1999

3/11/2009 CSC/Professional Services Group

3/31/2006 Information International Associates 12/31/2003 12/31/2003

$4,542,194 12/23/1998 12/31/2003 $2,264,761 1/1/1999 12/31/2003 $2,445,491 $2,679,740 1/1/1999 1/1/1999

Education Resources Information Center (ERIC). The mission of the new ERIC is to provide a comprehensive, easy-to-use, searchable, Internet-based bibliographic and full-text database of education research and information for educators, researchers, and the general public. ERIC Quality Assurance monitors and measures and helps to assure the performance of the online ERIC system consisting of a public Web site, bibliographic,and full--text database, and search engine. Syracuse University ERIC Clearinghouse on Information & Technology American Association of Colleges for ERIC Clearinghouse on Teaching & Teacher Ed. Teacher Ed. Center for Applied Linguistics ERIC Clearinghouse on Languages & Linguistics University of California at Los Angeles ERIC Clearinghouse on Community Colleges

$2,562,828 7/1/1999 $3,424,266 12/23/1998 $2,400,932 12/23/1998 $5,960,136 12/23/1998 $2,434,116 1/1/1999 $2,820,269 12/23/1998 $2,320,039 1/1/1999

12/31/2003 University of Oregon ERIC Clearinghouse on Educational Management 12/31/2003 Ohio State University ERIC Clearinghouse on Adult, Career, & Vocational Ed. 12/31/2003 University of North Carolina at ERIC Clearinghouse on Counseling & Student Services Greensboro 12/31/2003 Indiana University ERIC Clearinghouse on Social Studies /Social Science Ed. 12/31/2003 University of Illinois at UrbanaERIC Clearinghouse on Elementary and Early Childhood Ed. Champaign 12/31/2003 Ohio State University ERIC Clearinghouse on Science, Mathematics & Environmental Ed. 12/31/2003 Council for Exceptional Children ERIC Clearinghouse on Disabilities & Gifted Ed. 12/31/2003 Appalachia Educational Laboratory, ERIC Clearinghouse on Rural Education & Small Schools Inc. 12/31/2003 Indiana University ERIC Clearinghouse on Reading, English, & Communication 12/31/2003 University of Maryland at College Park ERIC Clearinghouse on Assessment & Evaluation

Page 9 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
ED99CO0035 ED99CO0036 National Library of Education: ED02PO3189 $2,567,824 $2,451,830 1/1/1999 1/1/1999 12/31/2003 Teacher Colleges, Columbia University ERIC Clearinghouse on Urban Education 12/31/2003 George Washington University 9/29/2005 Scientific and Commercial Systems Corporation ERIC Clearinghouse on Higher Education Library Technical and Reference Services-provides cataloging, government documents and collection management and reference services Ten Regional Educational Laboratories were funded by The Institute of Education Sciences to bridge research, policy, and practice so as to serve state and local education agencies, communities, and schools. Under the guidance and direction of their governing boards, the laboratories conduct applied research and development, disseminate knowledge about best practice, and provide technical assistance. The laboratories also assess the educational needs of their regions, provide opportunities for state and regional gatherings on vital topics, and work jointly as a laboratory network. Mid-Continent Research for Education and Learning - States Served: Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming Laboratory for Student Success - States Served: Delaware, Maryland, New Jersey, Pennsylvania, and Washington, DC Southwest Educational Development Laboratory - States Served: Arkansas, Louisiana, New Mexico, Oklahoma, and Texas Northeast and Islands Regional Educational Laboratory at Brown University - States Served: Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont, Puerto Rico, and Virgin Islands North Central Regional Educational Laboratory - States Served: Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin Western Regional Educational Laboratory at WestEd - States Served: Arizona, California, Nevada, and Utah Northwest Regional Educational Laboratory - States Served: Alaska, Idaho, Montana, Oregon, and Washington Pacific Resources for Education and Learning - States Served: American Samoa, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Guam, Hawaii, the Republic of the Marshall Islands, and the Republic of Palau

$1,363,511 9/30/2002

Regional Educational Laboratories:

ED01CO0006 ED01CO0007 ED01CO0009 ED01CO0010

$27,361,014 12/13/2000 12/12/2005 Mid-Continent Research for Education and Learning $34,046,948 12/13/2000 12/12/2005 Laboratory for Student Success, Temple University $35,999,856 12/13/2000 12/12/2005 Southwest Educational Development Laboratory $39,466,538 12/15/2000 12/14/2005 Northeast and Islands Regional Educational Laboratory at Brown University $43,256,912 12/13/2000 12/12/2005 Learning Point Associates $35,639,084 12/13/2000 12/12/2005 WESTED $33,685,208 12/11/2000 12/10/2005 Northwest Regional Educational Laboratory $21,154,772 12/14/2000 12/13/2005 Pacific Resources for Education and Learning

ED01CO0011 ED01CO0012 ED01CO0013 ED01CO0014

ED01CO0015 ED01CO0016 Other: ED00CO0088 ED01CO0048/0002

$37,185,248 12/15/2000 12/14/2005 SERVE, University of North Carolina- Regional Educational Laboratory at SERVE - States Served: Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina Greensboro $27,135,184 12/14/2000 12/14/2005 AEL, Inc The Regional Educational Laboratory at AEL, Inc. - States Served: Kentucky, Tennessee, Virginia, and West Virginia $1,130,000 9/15/2000 $386,054 9/9/2002 10/30/2004 National Academy of Sciences 6/30/2005 Northwest Regional Educational Laboratory A synthesis of Recent Reports Education Research Assesses the feasibility of conducting experiments to test the effects of culturally based education on student achievement and other outcomes. If the study can demonstrate a feasible way to test education programs based on Native cultures and language, the next step would be to assess whether to begin a full study. If the IES evaluation indicates a full experiment is warranted, a national competitive contract process will be conducted in 2005.

NATIONAL CENTER FOR EDUCATION STATISTICS (NCES): Assessment: ED01CO0018 $18,725,648 4/1/2001 3/31/2006 WESTAT, INC.

National Assessment of Adult Literacy (NAAL) - The NAAL is a nationally representative and continuing assessment of English language literacy skills of American Adults. It seeks to describe the status of adult litercay in the United States; report on national trends; and identify relationships between literacy and selected characteristics of adults. This activity will involve performing follow-up activities and studies of current data.

ED99CO0110

$5,678,268 8/30/1999

12/31/2006 American Institutes for Research (AIR) National Assessment of Adult Literacy (NAAL) - This is a national study that includes an assessment of the English-language literacy skills of American adults. The specific goals of the study are: determine the current status of literacy in the U.S. population, monitor trends in the status of adult literacy in the U.S., and provide information for state and national policymakers and educators about the findings for improviding the literacy of the nation's adults. 5/9/2007 American Institutes for Research (AIR) NAEP Validity Study - The purpose of the contract is to conduct studies on validity and reliability issues related to NAEP for the current assessment cycle. 9/25/2008 American Institutes for Research (AIR) NAEP State Analysis Contract – This contract provides technical and analytical support necessary to design, conduct and report in-depth, thematic studies of students achievements on state NAEP assessments. This includes the collection, evaluation and synopsis of State assessment data and policies. The project is expected to enrich the utility of state NAEP data by analyzing existing and forthcoming assessment results. 9/17/2008 Council of Chief State School Officers NAEP Information Network – This contract provides the ongoing accumulation of state policy and assessment information, regular meetings with (CCSSO) representatives of state education agencies to share information about emerging issues, data collection and reporting schedules; and coordination with state-based organizations located in the Washington area that is required for the success of the NAEP-State partnership. 9/25/2008 WESTAT, INC. NAEP State Service Center Contract – To provide orientation, training, technical assistance, and administrative support to NAEP State Coordinators. The focus of the Center is to support the Coordinators in their roles and responsibilities as liaison between the SEA and NCES on issues regarding NAEP assessment activities. NAEP 2003-2007 – Alliance, Design, Analysis and Reporting – Ensures the coordination of the NAEP 2003-2007 activities among the alliance contractors as well as the overall design of upcoming assessments and the analysis and reporting of current assessments. The contractor maintains data for tracking overall project progress and provides logistical support for complaints from the public and other substantive comments. NAEP 2003-2007 – Sample and Data Collection – Provides services vital to the NAEP 2003-2007 assessment cycle related to activities in sample selection; preparation of sampling weights; administration and collection for pilot and field tests, operataional assessments, and special studies; and shipment of completed assessment materials to the scoring contractor. NAEP 2003-2007 Materials, Distribution and Scoring Contract – This contract involves the preparation and packaging of all assessment and auxiliary materials; the distribution of assessment booklets and materials to the test administrators for each school; processing and scanning all assessment booklets; develops scoring and training materials and scores all constructed-response items in the respective assessments.

ED01CO0026/0005 ED01CO0026/0019

$2,623,000 5/10/2002 $5,708,870 9/25/2003

ED01CO0040/0009

$1,399,563 9/16/2004

ED01CO0082/0013

$24,582,599 9/26/2003

ED02CO0023

$85,878,972 9/17/2002

9/16/2007 Education Testing Service (ETS)

ED02CO0034

$142,550,063 9/16/2002

9/15/2007 WESTAT, INC.

ED02CO0035

$83,996,769 9/16/2002

9/15/2007 NCS PEARSON, INC.

ED02CO0036

$8,484,111 9/16/2002

9/15/2007 American Institutes for Research (AIR) NAEP 2003-2007 Item Development Contract – Provides services vital to the development of background variables, cognitive items, and scoring rubrics for the 2003-2007 NAEP. The contractor assists in the training of scorers, conducting small-scale pilot tests of items and rubrics and supporting item reviews. 9/15/2007 Government Micro Resources, Inc (GMRI) 9/19/2007 Hager Sharp NAEP 2003-2007 Web Operations Management Contract – The contract involves the development, implementation, and support of Internet-related applications and services across the NAEP Alliance contract; contractor identifies and deploys emerging technologies and new products to improve NAEP offerings; and ensure timely release of quality products and services using Web technologies. NAEP Dissemination, Outreach and Meeting Logistics Contract – To employ proven strategies to engage the media and to facilitate the accurate reporting of NAEP results and to support the NAEP State Service Centers and the NAEP State Coordinators. Also to continue public awareness activities of the NAEP at the national level, communicate information about the NAEP assessments and the importance of the NAEP data to policymakers and researchers. The contractor will also provide assistance in the work related to planning and coordination of NAEP meetings, press releases, and conference activity across the country. NAEP 2003-2007 Quality Assurance Contract – To provide the formative evaluation activities for the NAEP Alliance contracts, including more than 60 site visits per year to ensure overall quality assurance of the sampling, weighting, data collection procedures, scaling, equating, analysis and reporting. NAEP Indian Education Coordination Support - To gain cooperation and secure partication from schools selected to participate in the National Indian Education Survey. Crosscutting Education Data Analysis – These funds provide ongoing support for data on various programs including planning, technical and administrative support. Education Modeling System – Projections Data and Model Updates – Produces projections of education statistics using the NCES Education Modeling System. The contract is used to (1) update the System’s data banks; (2) purchase economic data used in the production of projection; (3) execute the forecasting models; (4) revise model specifications; (5) extract projected data and rates; and (6) upgrade the system. Quick-Response Information System (QRIS). Supports quick, ad hoc surveys on issues not covered by NCES' large recurring surveys . ED policymakers, state and local education officials, Congress, and the general public use findings from the surveys. Includes Fast Response Survey System (FRSS) and Postsecondary Education Quick Information System (PEQIS)

ED02CO0037

$11,280,837 9/16/2002

ED02PO2738

$8,588,525 9/20/2002

ED02PO3120

$9,341,031 9/24/2002

9/23/2007 Human Resources Research Organization 9/30/2005 Windwalker Corporation

ED04CO0143

$238,113 9/15/2004

Early Childhood, International, and Crosscutting Studies: ED01CO0089/0001 $1,200,000 9/26/2003 ED03PO1614 $1,500,000 6/10/2003

9/27/2005 Child Trends 6/9/2008 Global Insights

ED04CO0059/0001

$4,000,000 9/13/2004

9/12/2009 WESTAT, INC.

Page 10 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
ED99CO0004 $3,989,900 12/21/1998 6/20/2005 WESTAT, INC. Quick-Response Information System (QRIS). Supports quick, ad hoc surveys on issues not covered by NCES' large recurring surveys . ED policymakers, state and local education officials, Congress, and the general public use findings from the surveys. Includes Fast Response Survey System (FRSS) and Postsecondary Education Quick Information System (PEQIS)

RN95127001

$129,368,407

9/5/1995

12/31/2005 American Institutes for Research (AIR) Education Statistics Service Institute (ESSI) – This contract conducts a wide range of activities in support of NCES's efforts to carry out a program of over 100 surveys, maintain a web site used by three-quarters of a million customers monthly, and assist states and postsecondary institutions in building a solid infrastructure for accurate and timely statistics. The ESSI was created in 1995, to support NCES's analytic, research and development activities. 12/31/2007 Research Triangle Institute (RTI) The Early Childhood Longitudinal Study, Birth Cohort-Preschool Years (ECLS-B, Preschool Years) – Continues the national sample of children from the 2001 birth cohort and prepares for the national data collection when most of the children in the sample are one year away from beginning kindergarten. The Early Childhood Longitudinal Study, Kindergarten and First Grade Waves - Continues a national sample of children from birth through the first two years of formal schooling. This activity will finalize the kindergarten and first grade field test instruments and design, and conduct a field test of the methodologies to be used during these two waves of the study. Early Childhood Longitudinal Study – Kindergarten, Phase III, Grade 5 – Class 1998. Follows a nationally representative sample of children attending kindergarten in 1998-99 through grade 5. Early Childhood Longitudinal Study – Birth Cohort – Follows a nationally representative sample of the 2001 birth cohort at 9 months and 24 months. The National Household Education Survey Program (NHES 2005/2007) – Comprises a series of cross-sectional surveys of contemporary issues in education that are not well studied through traditional school-based designs. The 2005 and 2007 NHES surveys focus on early childhood care and education, before and after school care, and adult education. Supports data collection for the 2005 NHES that will be in the field at the start of 2005 and to support preparations for the 2007 NHES collections. PISA National and PIRLS National – Supports the national data collection of PISA 2006 (Program for International Student Assessment), which is a study of 15 year olds’ math, science, and reading literacy, and PIRLS 2006 (Progress in International Reading Study), which is a national study of fourth-graders' reading performance. IEA TIMSS 2003 – Supports international costs associated with the development, refinement, oversight, analysis, and reporting of the Trends in International Mathematics and Science Study (TIMSS) 2003.

ED01CO0052/0009

$12,500,000 3/25/2003

ED01CO0052/0013

$21,600,000

7/7/2004

7/11/2009 Research Triangle Institute (RTI)

ED01CO0100 ED98CO0002 ED01CO0082/0012

$29,000,000 8/15/2001

12/31/2005 WESTAT, INC.

$39,812,977 12/31/1997 12/31/2005 WESTAT, INC. $10,412,000 6/9/2003 6/9/2008 WESTAT, INC.

ED01CO0052/0014

$7,635,000 8/25/2004

8/29/2009 Research Triangle Institute (RTI)

ED02CO0025

$3,352,000 9/16/2002

9/15/2006 International Association for the Evaluation of Educational Achievement (IEA) 9/30/2008 IEA/ Boston College 1/13/2008 WESTAT, INC.

ED04CO0145 ED99CO0089 ED99CO0113

$1,500,000 9/30/2004 $5,682,895 1/14/1999 $7,500,000 8/30/1999

PIRLS International – Supports the development of an international study of reading performance in the 4th grade. International Assessment Activities – Supports national data collection for the Trends in International Mathematics and Science Study (TIMSS 2003), Program for International Student Assessment (PISA 2003), and continuing analysis of PISA 2000 data. 8/29/2009 American Institutes for Research (AIR) International Analysis Contract – Task order for Support for OECD Network – Provides technical and administrative support to NCES in managing the Organization for Economic Cooperation and Development’s (OECD) Network A on assessing educational outcomes, participating in the Program for International Student Assessment (PISA) and interacting with other international initiatives related to Network A activities.

Elementary/Secondary and Libraries Studies: ED01CO0079/0001 $2,700,000

4/4/2003

4/3/2005 Synectics for Management Decisions, Decennial School District Project and Technical Assistance - The purpose of this contract is to proivde technical assistance in the areas of support and Inc maintenance for NCES School District Demographic System, in the profiles report of the 2000 Census School District Tabulation Data topics such as at-risk children. The contract also provides technical assistance to NCES data users. 8/31/2008 Research Triangle Institute (RTI) Education Longitudinal Study of 2002 (ELS:2002) -- This funding is needed to: 1) complete first follow-up activities (electronic codebooks, user manual, and desriptive report); 2) support second follow-up field test activities (questionniare design, OMB clearance package); and 3) begin preparation for second follow-up full-scale data collection activites.

ED00CO0025

$27,910,168 3/22/2000

ED01CO0040/0007

$1,400,000 9/25/2003

9/24/2008 Council of Chief State School Officers Data Quality Standards – The purpose of this contract is to develop and maintain the NCES Online Data Handbooks, which are used throughout the (CCSSO) Department; to sponsor personnel exchanges between SEAs to allow States to learn how others have handled challenges in data management; and to conduct data quality studies of the CCD. This contract includes the PBDMI support of state data systems, state site visits, and technical assistance. 12/31/2004 WESTAT, INC. Report on library media centers: Westat compiled and analyzed historic and statistical data on public school library media centers. A report was produced titled "Fifty years of Supporting Children's Learning: A History of Public School Libraries and Federal Legislation from 1953 to 2000 (NCES 2005-311)". The report was released on March 10, 2005.

ED01PO2918

$109,405 7/31/2001

ED02PO1246

$3,656,771

4/1/2002

6/30/2004 Pinkerton Computer Consultants, Inc. NCES/Elementary Secondary and Library Studies Division (ESLSD)- Program Maintenance, Development and Support – To continue to support Website development and management, product development and support and Customer Support. The range of activities conducted by this contract includes: online collection of Libraries data, enhancement and maintenance of peer search tools for Libraries, Private Schools and education finance; development of the integrated CCD database, online public access to data, etc 3/31/2005 Pinkerton Computer Consultants, Inc. The purpose of this contract is to provide website, web tool, and technical support to NCES. The range of activiites includes on-line collection of library data, enhancement and maintenance of web sites and peer comparison tools, and development of on-line public access tools. This contract may be extended for up to five years. 9/30/2007 WESTAT, INC. Elem/Secondary Educ Cooperative System Support – Task Force Mtg/Administrative Support – This work order will provide support for several major areas of work including Task Force/Working Group meetings, training and Personnel Exchanges, establishment and maintenance of group listservs, and pre-planning for the 2004 Mgmt Information Systems Conference. National Cooperative Education Statistics System - (all state contracts)- The purpose of the state contracts is to produce and maintain, with the cooperation of the states, comparable and uniform education data on elementary and secondary education that are useful for policy making at the Federal, state and local level. Several of the efforts include: 1) revision of state or local data elements definitions in order for states to report in alignment with Federal data requirements; 2) adoption of common electronic data interchange standards for transmitting information; and 3) coordination of National Assessment of Education Progress (NAEP) to promote understanding of NAEP data and results to stakeholders

ED04PO0925

$14,000,000

4/1/2004

ED01CO0082/0009

$15,100,000 9/27/2002

ED03CO0030 ED03CO0035 ED03CO0037 ED03CO0038 ED03CO0039 ED03CO0040 ED03CO0041 ED03CO0042 ED03CO0043 ED03CO0044 ED03CO0045 ED03CO0046 ED03CO0047 ED03CO0050 ED03CO0051 ED03CO0052 ED03CO0053 ED03CO0055

$241,666

9/3/2003

7/1/2004 Arizona State Department of Education National Cooperative Education Statistics System - Arizona 7/31/2004 Colorado Department of Education National Cooperative Education Statistics System - Colorado 7/31/2004 Connecticut Department of Education National Cooperative Education Statistics System - Connecticut 7/30/2004 7/1/2004 7/31/2004 7/31/2004 7/1/2004 Delaware Department of Education Idaho Department of Education Kansas Department of Education Louisiana Department of Education Massachusetts Department of Education 7/30/2004 Minnesota Department of Education 7/31/2004 Mississippi Department of Education 7/31/2004 Montana State Office of Education 7/31/2004 Nebraska Department of Education 7/31/2004 New Jersey State Department of Education 7/31/2004 North Dakota Department of Public Instruction 7/31/2004 Oklahoma State Department of Education 7/31/2004 Rhode Island State Department of Education 7/31/2003 South Carolina Department of Education 7/31/2004 Utah State Office of Education National Cooperative Education Statistics System - Delaware National Cooperative Education Statistics System - Idaho National Cooperative Education Statistics System - Kansas National Cooperative Education Statistics System - Louisiana National Cooperative Education Statistics System - Massachusetts National Cooperative Education Statistics System - Minnesota National Cooperative Education Statistics System - Mississippi National Cooperative Education Statistics System - Montana National Cooperative Education Statistics System - Nebraska National Cooperative Education Statistics System - New Jersey National Cooperative Education Statistics System - North Dakota National Cooperative Education Statistics System - Oklahoma National Cooperative Education Statistics System - Rhode Island National Cooperative Education Statistics System - South Carolina National Cooperative Education Statistics System - Utah

$260,189 8/28/2003 $324,463 8/28/2003 $268,086 9/3/2003 $241,088 8/30/2003 $302,862 9/8/2003 $220,591 9/10/2003 $232,779 8/28/2003 $278,052 9/5/2003 $239,702 9/10/2003 $237,235 9/12/2003 $237,295 9/7/2003 $287,490 9/7/2003 $304,807 $232,323 $268,124 9/9/2003 9/8/2003 9/7/2003

$234,867 9/29/2003 $249,219 9/15/2003

Page 11 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
ED03CO0056 ED03CO0057 ED03CO0058 ED03CO0059 ED03CO0060 ED03CO0061 ED03CO0062 ED03CO0063 ED03CO0064 ED03CO0065 ED03CO0066 ED03CO0067 ED03CO0068 ED03CO0069 ED03CO0070 ED03CO0071 ED03CO0072 ED03CO0073 ED03CO0074 ED03CO0075 ED03CO0076 ED03CO0077 ED03CO0078 ED03CO0079 ED03CO0080 ED03CO0084 ED03CO0085 ED03CO0086 ED03CO0087 ED03CO0088 ED03CO0089 ED03CO0091 ED03CO0092 ED03CO0097 Postsecondary Studies: ED01CO0098 $247,534 9/10/2003 $266,496 9/11/2003 $245,483 9/24/2003 $275,171 9/10/2003 $258,023 9/10/2003 $271,087 9/15/2003 $237,961 $220,966 $259,103 $367,836 9/17/2003 9/17/2003 9/23/2003 9/11/2003 7/4/2004 Virginia Department of Education National Cooperative Education Statistics System - Virginia 7/31/2004 Washington Office of Public InstructionNational Cooperative Education Statistics System - Washington 7/31/2004 West Virginia Department of EducationNational Cooperative Education Statistics System - West Virginia 7/31/2004 Wisconsin Department of Public Education 7/1/2004 Wyoming Department of Education 7/31/2004 Alabama State Department of Education 7/31/2004 Alaska Department of Education 7/31/2004 Arkansas Department of Education 7/31/2004 Georgia State Board of Education 7/31/2004 Hawaii State Department of Education 7/31/2003 Missouri Dept of Elementary and Secondary Education 7/31/2004 New Hampshire Department of Education 7/31/2004 North Carolina Department of Public Instruction 7/31/2004 Pennsylvania Department of Education National Cooperative Education Statistics System - Wisconsin National Cooperative Education Statistics System - Wyoming National Cooperative Education Statistics System - Alabama National Cooperative Education Statistics System - Alaska National Cooperative Education Statistics System - Arkansas National Cooperative Education Statistics System - Georgia National Cooperative Education Statistics System - Hawaii National Cooperative Education Statistics System - Missouri National Cooperative Education Statistics System - New Hampshire National Cooperative Education Statistics System - North Carolina National Cooperative Education Statistics System - Pennsylvania

$238,605 9/12/2003 $246,521 9/12/2003 $239,325 9/15/2003 $248,622 9/11/2003 $242,052 9/15/2003 $320,227 9/12/2003 $240,774 9/23/2003 $214,172 9/15/2003 $334,020 9/17/2003 $271,936 9/23/2003 $252,400 9/15/2003 $266,761 9/11/2003 $279,393 9/16/2003 $231,301 9/29/2003 $244,212 $271,426 $237,484 $209,876 $197,949 $285,637 $224,453 9/15/2003 9/23/2003 9/16/2003 9/23/2003 9/23/2003 9/23/2003 9/23/2003

7/31/2004 Illinois State Department of Education National Cooperative Education Statistics System - Illinois 7/31/2004 Kentucky Department of Education National Cooperative Education Statistics System - Kentucky 7/31/2003 Maine Department of Education National Cooperative Education Statistics System - Maine 7/31/2004 Maryland State Department of National Cooperative Education Statistics System - Maryland Education 7/31/2004 Michigan Department of Education National Cooperative Education Statistics System - Michigan 7/31/2004 Nevada Department of Education National Cooperative Education Statistics System - Nevada 7/31/2004 New Mexico State Department of National Cooperative Education Statistics System - New Mexico Education 7/31/2004 Ohio Department of Education National Cooperative Education Statistics System - Ohio 7/31/2004 Oregon Department of Education National Cooperative Education Statistics System - Oregon 7/31/2004 South Dakota Department of Education National Cooperative Education Statistics System - South Dakota 7/31/2003 7/31/2004 7/31/2004 7/31/2004 7/31/2004 7/31/2004 7/31/2004 Texas Education Agency California Department of Education DC Public Schools Florida Department of Education Indiana Department of Education Iowa Department of Education Puerto Rico Department of Education National Cooperative Education Statistics System - Texas National Cooperative Education Statistics System - California National Cooperative Education Statistics System - Washington, DC National Cooperative Education Statistics System - Florida National Cooperative Education Statistics System - Indiana National Cooperative Education Statistics System - Iowa National Cooperative Education Statistics System - Puerto Rico National Cooperative Education Statistics System - Tennessee National Cooperative Education Statistics System - Vermont National Cooperative Education Statistics System - New York Baccalaureate and Beyond Longitudinal Study (B&B:1993/2003) – The contract provides information concerning education and work experiences after completion of the bachelor’s degree. It provides both cross-sectional information one year after bachelor’s degree completion (comparable to the Recent College Graduate survey), and longitudinal data concerning entry into and progress through graduate level education and the work force. A special emphasis of B&B is on those entering public areas, particularly teaching. B&B provides information on entry into, persistence and progress through, and completion of graduate level education. This information has not been available through follow-ups involving high school cohorts or even college entry cohorts, both of which are restricted in the number who actually complete bachelor’s degrees and continue their education. Beginning Postsecondary Students (BPS) – This contract is a longitudinal study of first-time beginning students from the 1995-96 NPSAS study. This cohort was first followed-up two years later in 1997-98. The current contract is the second follow-up of the cohort done in 1999-2000. The BPS data describe the experiences during and transitions through postsecondary education and into the labor force, as well as family formation. Transfers, persisters, stopouts and dropouts, and completers were among those who provided follow-up interviews. Integrated Postsecondary Education Data System (IPEDS)-The IPEDS, established as the core postsecondary education data collection program for NCES, is a system of web-based surveys designed to collect data from all primary providers of postsecondary education. This contract covered the Help Desk and post-collection activities for the first three implementation years of the web-based collection, including staffing the help desk, submission review, imputation, file preparation and related reports. IPEDS Minimum Data Set - While the HEA requires that all institutions that participate in Title IV federal financial aid programs respond to the IPEDS surveys, there are many institutions throughout the nation that do not participate in Title IV programs. In order to determine the full scope of the postsecondary enterprise, NCES undertook the Minimum Data Set study. This contract covers all work related to the area sampling and telephone interviews of institutions that do not participate in Title IV programs to determine: how many non-Title IV postsecondary institutions are in the US and the other jurisdictions; what kinds of programs they offer; and how many students they serve. The final deliverable will attempt to answer these questions. Integrated Postsecondary Education Data System – Data Validity (IPEDS-DV) – The data collected by the IPEDS is based on the reports of postsecondary institutions using a web-based system. Part of this system allows adjustment of prior year data. This is a naturally occurring test-retest structure that allows analysis focused on data reliability and validity. In addition, several other existing collections include data elements collected by IPEDS, though usually on a different time schedule and with different (sub) populations. The Data Validity project will analyze all these data to report on the quality of the IPEDS data. Integrated Postsecondary Education Data System (IPEDS-2004) – The IPEDS, established as the core postsecondary education data collection program for NCES, is a system of surveys designed to collect data from all primary providers of postsecondary education. IPEDS is a single, comprehensive system designed to encompass all institutions and educational organizations whose primary purpose is to provide postsecondary education. The IPEDS system is build around a series of interrelated surveys to collect institution-level data in such areas as enrollments, program completions, faculty, staff, and finances. This incremental payment will fund the activities including: all management activities and related reports, IPEDS Technical Review Panel meetings, software development, training and related activities, Help Desk activities, ED Tab reports, file development, populating COOL, and PAS; and Conference participation. IPEDS Unit Record Feasibility Study -This contract required the contractor to investigate and report on the feasibility of collecting student unit records from all Title IV participating postsecondary institutions in the IPEDS universe in order to collect more detailed information about students than is currently provided by the aggregate student reports in IPEDS (Enrollment, Student Financial Aid, Completions, and Graduation Rates). By collecting data at the unit record level, IPEDS could: better answer questions that are important for better consumer information, such as the impact of student financial aid on different types of students (e.g., dependent v. independent); questions on sticker price v. net price to students; calculate better measures of completions/graduation rates/transfer rates, etc. The contract includes holding three technical review panel meetings of interested parties to obtain input and information relating to the use of student unit record data and a final report that will provide Congress, the postsecondary community, and others with the full results of the study.

$233,011 9/23/2003 $345,196 9/23/2003 $111,000 9/29/2003 $6,553,578 6/29/2001

7/31/2004 Tennessee State Department of Education 7/31/2004 Vermont Department of Education 7/31/2004 New York Department of Education 6/30/2005 Research Triangle Institute (RTI)

ED99CO0112

$4,654,930 8/30/1999

3/1/2003 Research Triangle Institute

ED00CO0047

$4,821,441

7/3/2000

11/30/2004 Research Triangle Institute (RTI)

ED01CO0027/0003

$769,902 9/26/2003

5/31/2005 Decision Information Resources, Inc.

ED01CO0027/0004

$475,533 5/15/2004

6/14/2005 Decision Information Resources, Inc.

ED03CO0020

$22,659,321

6/3/2003

5/31/2008 Research Triangle Institute (RTI)

ED04CO0095/0001

$384,642 9/29/2004

7/1/2005 HigherEd.org, Inc

Page 12 of 13

Biennial Report - Institute of Education Sciences Grants, Cooperative Agreements and Contracts over $100,000 March 2005
ED99CO0109 $6,786,137 8/18/1999 8/17/2004 WESTAT, INC. Postsecondary Analysis Contract – Postsecondary analysis and technical development - this was a task order contract that conducted special analyses of NCES and other postsecondary data. It also conducted feasibility studies for new data collection, assessed the quality of data being collected, carried out small scale data collection activities and provided techincal support for methodological studies on an as-needed basis.

ED02CO0011

$41,400,000

5/2/2002

5/1/2007 Research Triangle Institute (RTI)

2004 National Study of Faculty and Students (NsoFaS) – The NsoFaS is a combination of the NPSAS and the NSOPF projects. The NPSAS is a comprehensive study that examines how students and their families pay for postsecondary education. It includes nationally representative samples of undergraduates, graduate and first-professional students; students attending public and private less-than-2-year institutions, community colleges, 4-year colleges, and major universities. Students who receive financial aid as well as those who do not receive financial aid participate in NPSAS. The NSOPF provides data on faculty and instructional staff. NSOPF includes a national representative sample of full-and-part-time faculty and instructional staff at public and private not-for-profit 2- and 4-year institutions in the United States. State Postsecondary Education Coordination Network – The SHEEO/NCES Communication Network provides timely dissemination of NCES projects to state policy makers. The SHEEO are the primary policy officials for public institutions (and in some cases all institutions) in most states. Their input and interest in NCES data collections is critical to the provision of policy relevant data. Incremental funding will continue these activities and provide the services to SHEEO and NCES that are necessary to collection and disseminate policy relevant data. Postsecondary Education Descriptive Analysis Reports (PEDAR) - The purpose of this program is to develop a series of analysis reports that focus on postsecondary education policy issues, and to develop an information system that organizes postsecondary data sets and analyses. Postsecondary analysis and technical development - this is a delivery order contract that conducts special analyses of NCES and other postsecondary data. It also provides support to users on NCES data, and provides the capability of conducting feasibility studies for new data collection, assessing the quality of data being collected, carrying out small scale data collection activities and providing techincal support for methodological studies on an asneeded basis.

ED01CO0132

$3,289,086 9/28/2001

9/27/2006 State Higher Education Executive Officers (SHEEO)

ED02CO0029 ED04CO0059/0004

$17,164,076 9/30/2002 $7,500,000 9/24/2004

9/30/2007 MPR Associates 9/23/2009 WESTAT, INC.

Office of the Deputy Commissioner: ED00PO2778 $1,950,000 10/1/2000

9/30/2005 SAIC

SAIC-NCES (EDNET task) – To provide technical and web development support for the Web site and daily operations of the Network hardware facility. As part of the operations and in compliance with our Security plan, we must have our data backed up onto a media and stored at an offsite backup storage facility. NCES Licensing and Data Inspection – To perform periodic on-site inspections of selected NCES licensee sites where researchers have licensing agreements with NCES to access NCES Restricted-Use data files, to maintain and update the Restricted-Use Data Procedures Manual that is posted on the NCES web.

ED03CO0013

$992,549 4/17/2003

4/16/2008 Harbor Lane Associates, Inc

Page 13 of 13