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U.S. Department of Education

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Functional Statements > Institute of Education SciencesD. National Center for Education Evaluation and Regional Assistance 
The National Center for Education Evaluation and Regional Assistance (NCEE) is one of the four National Education Centers of the Institute. The mission of NCEE is to: 
- Conduct evaluations of Federal education programs administered by the Secretary, and as time and resources permit, other education programs, to determine the impact of such programs;
- Support synthesis and widespread dissemination of the results of evaluation, research, and products developed;
- Provide technical assistance; and
- Encourage the use of scientifically valid education research and evaluation throughout the United States.

NCEE is headed by a Commissioner, who reports to the Director of the Institute. NCEE’s duties are to: - Conduct evaluations; 
- Examine evaluations supported by others to determine the quality and relevance of the evidence of effectiveness generated by those evaluations;
- Disseminate information widely on scientifically valid research, statistics, and evaluation in education, especially with respect to information relating, at a minimum, to the core academic areas of reading, mathematics, and science, closing the achievement gap, educational practices that improve achievement and promote learning, education technology, including software, and those topics covered by the Education Resources Information Center;
- Make information accessible in a user-friendly, timely, and efficient manner;
- Support regional educational laboratories in conducting applied research, development, dissemination, and technical assistance to serve the needs of their respective regions;
- Support a prekindergarten through grade 12 mathematics and science teacher clearinghouse; and
- Manage the National Library of Education.

NCEE consists of two divisions, each headed by an Associate Commissioner.
I. Evaluation Division
The Evaluation Division is responsible for all evaluations of Department programs. The staff is organized into two teams:
- Team 1: K-12 Studies , which: (a) designs, implements, and monitors impact, outcome, and implementation evaluations of programs authorized under the Elementary and Secondary Education Act of 1965, as amended; the Individuals with Disabilities Education Act of 1990, as amended; and other legislation authorizing programs that serve K-12 students; (b) supports evidence planning for the Office of Elementary and Secondary Education, Office of English Language Acquisition, and Office of Special Education and Rehabilitative Services; and (c) provides subject matter expertise to federal, state, and local policymakers on building rigorous evidence related to policies, programs, and practices in K-12 education and their efficacy. 
- Team 2: Postsecondary, Adult, Career, and Choice Studies (PACCS) , which: (a) designs, implements, and monitors impact, outcome, and implementation evaluations of programs authorized under the Higher Education Act of 1965, as amended; and the Carl D. Perkins Vocational and Technical Education Act of 1984, as amended; and other legislation authorizing programs serving postsecondary and adult learners; (b) supports evidence planning for the Office of Postsecondary Education and the Office of Career, Technical, and Adult Education; (c) supports evidence-planning and evidence-building related to school choice programs and ED technical assistance programs; and (d) provides subject matter expertise to federal, state, and local policymakers on building rigorous evidence related to policies, programs, and practices in K-12 education and their efficacy.

Team members report to supervisory Branch Chiefs, who in turn report to the Associate Commissioner for Evaluation. Team members design evaluations, develop Requests for Proposals and Requests for Applications, serve as contracting officer representatives for evaluation contracts, monitor and evaluate the substantive aspects of the performance of evaluation contractors and grantees, prepare evaluation reports and summaries and syntheses of evaluation findings, coordinate the work of technical advisory groups, and carry out other activities to further the mission of the Center.
II. Knowledge Use Division
The Knowledge Use Division is responsible for dissemination and technical assistance activities and is comprised of two different teams.
- Team 1: Regional Educational Laboratories (REL) , which designs, implements, and monitors all aspects of the REL program. The ten RELs conduct projects of three types—applied research and development; training, coaching, and technical support; and dissemination—each designed to support a more evidence-based education system. The REL team is also responsible for coordinating NCEE technical assistance programs with technical assistance programs housed elsewhere in the Department, including but not limited to the Office of Elementary and Secondary Education’s Comprehensive Center Program.
- Team 2: Knowledge Synthesis (KS) , which operates: (a) the What Works Clearinghouse, which reviews high-quality research on programs, products, practices, and policies in education with the goal of providing educators with the information they need to make evidence-based decisions; (b) the National Library of Education, which serves as the federal government’s primary education information resource to the public, education community, and other government agencies; and (c) ERIC, which is the world’s most widely used index of education-related literature.

Team members report to supervisory Branch Chiefs, who in turn report to the Associate Commissioner. Team members are responsible for the operation and continuous improvement of their program areas, developing Requests for Proposals or new work, serving as contracting officer representatives for contracts, monitor and evaluate the substantive aspects of the performance of contractors and grantees, prepare research syntheses, coordinate the work of technical advisory groups, and carry out other activities to further the mission of the Center.

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