Institute of Education Sciences 

Director’s Biennial Report to Congress

Fiscal Years 2019 and 2020
Table of Contents

2021 Report to Congress.......................................................................................................1

Advancing Education Sciences ..............................................................................................2

Focusing on the Needs of the Lowest-Performing Students.....................................................8

Use of the American Rescue Plan Appropriation ..................................................................12

The Importance of Dissemination and Translation Work......................................................15

Conclusion: A Strong Foundation. A Bright Future. .............................................................18

Grants ................................................................................................................................19

Contracts............................................................................................................................37
Director’s Biennial Report to Congress | 1 

2021 Report to Congress

The Institute of Education Sciences (IES), 

created in 2002 by the Education Sciences 

Reform Act (ESRA), is a leading force in 

the United States and across the globe, 

advocating for—and achieving—advances 

in rigorous applied and basic education 

research to inform education policy, 

programs, and practices. IES comprises four 

centers:

• National Center for Education Statistics 

(NCES) 

• National Center for Education Research 

(NCER)

• National Center for Special Education 

Research (NCSER)

• National Center for Education Evaluation 

and Regional Assistance (NCEE)

Over the last two years, COVID-19 has tested 

the Institute’s readiness to address the 

unprecedented disruption to the nation’s 

educational systems. Using our existing 

resources, plus a $100 million supplement 

through the American Rescue Plan, IES 

is identifying the best ways to accelerate 

learning, and we are monitoring how the 

nation’s schools and students are recovering 

from the pandemic’s effect on education. 

This biennial report, coinciding with IES’ 

20th anniversary in 2022, is a time to 

highlight some of the accomplishments of 

the Institute during these two decades as 

well as to document the foundation that 

IES is building to propel the Institute and 

education sciences into the future. 
Director’s Biennial Report to Congress | 2 

Advancing Education Sciences

IES is one of the largest funders of basic and 

applied education research in the nation. 

Combining outlays in FY 19 and FY 20, IES 

invested over $473 million in 255 research 

grants. By establishing high expectations for 

funded projects and by maintaining rigorous 

application and peer review processes, 

IES continues to set a high bar for research 

quality in the education sciences.

Supporting Scientific Integrity

Central to the mission of IES is a 

commitment to supporting and protecting 

the integrity of our scientific activities. In 

accordance with ESRA and IES’ Scientific 

Integrity Policy, this includes the following:

• Adhering to scientific professional 

values and practices when conducting 

and applying results of science in a way 

that ensures objectivity, clarity, and 

reproducibility, and that insulates against 

bias, fabrication, plagiarism, inference, 

censorship, and inadequate data security

• Protecting and maintaining the credibility 

of scientific and technical information 

and activities

• Ensuring that funding decisions for 

grants and cooperative agreements are 

based on rigorous independent peer 

review by qualified experts, and activities 

carried out by contracts are awarded on 

a competitive basis and consistent with 

current acquisition best practices for 

openness, competitiveness, and efficiency

• Ensuring that statistics, research, and 

evaluation reports supported or produced 
Director’s Biennial Report to Congress | 3 

by IES undergo rigorous independent 

peer review, and that political officials 

do not suppress or alter scientific 

and technical approaches, strategies, 

methodologies, and findings, or alter or 

delay the accurate reporting of findings

• Ensuring that selection of candidates 

for scientific positions in IES is based 

primarily on their scientific knowledge, 

credentials, and experience

• Promoting equity and diversity at all 

levels of the scientific enterprise, to 

ensure that scientific activities benefit 

from the widest possible range of 

qualified experts, and novel points of 

view that may contribute to innovation, 

relevance, efficiency, and rigor

Education research that is 

transparent, actionable, and 

focused on consequential 

outcomes has the potential to 

dramatically improve student 

achievement, learning, and 

development. 

As part of the protection of scientific 

integrity, IES uses established peer 

review procedures that rely on external 

experts across a range of substantive and 

methodological fields related to education 

research. During FY 19 and FY 20, the IES 

Standards & Review staff processed about 

1,900 research and research training grant 

applications. A total of 870 external expert 

reviewers on 60 review panels considered 

almost 1,600 applications. Between 

October 2018 and September 2020, IES also 

completed peer reviews of 115 reports that 

were approved for publication.

Standards for Excellence in Education 

Research (SEER)

The Standards for Excellence in Education 

Research (SEER) provide perhaps the best 

example of how IES is pursuing its research 

and development mission—and how we are 

trying to make education research more 

rigorous and relevant. 

Education research that is transparent, 

actionable, and focused on consequential 

outcomes has the potential to dramatically 

improve student achievement, learning, 

and development. Established by IES 

in coordination with leaders across the 

education research community, SEER 

emphasizes factors that can make research 

stronger and asks our grantees and 

contractors to adhere to the following 

guidelines:

• Pre-register studies to document research 

questions and planned analyses, so that 

research is transparent and trustworthy

• Make findings, methods, and data open, so 

that research is more freely available and 

replicable

• Clearly identify the components of 

interventions, so that their “active 

ingredients” can be tested and refined

• Document treatment implementation and 

contrast, so that more information is 

available on how to realize the impact of 

effective interventions

• Analyze intervention costs, so that 

information about the resources 

needed to successfully implement an 

intervention—and to make cost-effective 

choices—is widely available
Director’s Biennial Report to Congress | 4 

• Use high-quality outcome measures, so 

that research findings can be more easily 

compared

• Facilitate generalization of study findings, 

so that consumers of research can have 

increased confidence in whether findings 

might apply to their unique situation

• Support scaling of promising interventions, 

so that evidence-based strategies and 

practices make a more immediate impact 

on the lives of the nation’s learners

SEER is evolving from a set of guiding 

principles into standards for judging 

applications for support from IES, assessing 

IES’ reports and products, and influencing 

research practices in the education sciences. 

IES has been working to bring each of the 

SEER principles to life, anticipating that 

some would be easier to implement than 

others. Here are some examples of our 

progress to date:

Pre-registration. IES originally funded the 

Registry of Efficacy and Effectiveness Studies 

(REES) to increase transparency, improve 

the replicability of studies, and provide easy 

access to information about completed and 

ongoing studies. IES supports dissemination 

efforts to promote the visibility, credibility, 

and use of REES among users of education 

research.

Cost analysis. Though a big lift for the field, 

cost analysis offers essential information to 

policymakers and practitioners. IES created 

a series of technical assistance publications 

and supported several experts to develop 

researcher capacity to carry out rigorous 

cost analyses. In a short time, the field has 

made progress toward being able to identify 

and measure costs associated with education 

programs and interventions.

Core components. Education interventions 

are complex, with many moving parts. 

But these components are all too often 

not identified nor carefully tied to student 

learning outcomes. SEER asks researchers 

to identify the program components that are 

the most important—that is, components that 

are core to achieving any effects observed 

from a program or intervention. This will 

allow state and local education agencies to 

focus on the “active ingredients” of programs 

they are considering, as well as allow them 

to better identify any bells and whistles that 

can be forgone to save money, time, and 

resources.

High-quality outcome measures. Work in this 

domain is currently proceeding along two 

lines. First, IES is working to ensure that the 

outcome measures used in education and 

related research are of high-quality, yield 

credible estimates of an intervention’s effect, 

and are generally recognized by the field as 

appropriate to the topic being studied. One 

way to inflate effects for an intervention is 

to assess its effects using measures that are 

“over aligned” with the intervention itself. 

Several researchers, including staff at IES’ 

What Works Clearinghouse, have noted that 

this problem may be particularly acute when 

researchers design their own measures. 

Often, the best solution is requiring the use 

of existing, high-quality measures that make 

it easier to compare effects across studies. 

To that end, NCSER and NCER are funding 

further development of EdInstruments, an 

open-source library of education-relevant 

measurement tools recently launched by the 

Annenberg Institute at Brown University. 

Second, IES launched an initiative to use the 

State Longitudinal Data System (SLDS) grants 
Director’s Biennial Report to Congress | 5 

program to identify long-term outcomes. 

We recently announced awards to seven 

states to help them use these data to make 

decisions. This is an example of the use of 

SEER standards and of the new partnerships 

that IES is fostering between researchers and 

states in which state education agencies drive 

the research agenda.

Replication: Identifying What Works for 

Whom Under What Conditions

Replication is core to the scientific 

enterprise. Replications are common in 

bench sciences, where duplicating an 

experiment using the exact same chemicals 

and following the same experimental 

protocol is essential to ensuring that 

reported findings are robust and reliable. But 

such direct replications are not the usual goal 

of the replications IES supports. The Institute 

is more interested in replicating work by 

instituting limited changes in, for example, 

the demographics of learners or testing a 

product in a rural school instead of an urban 

one. These types of “systematic replications,” 

in which an intervention with evidence of 

effectiveness is tested in new environments 

or with different groups of learners, are far 

more important to the education sciences 

and, indeed, are core to IES’ mission of 

finding out what works for whom under what 

conditions.

Replication is core to the scientific 

enterprise. 

The two research centers in IES (NCER and 

NCSER) have run multiple rounds of largescale replication competitions. In the past 

two years, we have awarded ten grants to 

support systematic replications. 

In March 2021, IES announced a highprofile XPRIZE competition for using digital 

learning platforms to deliver and replicate 

experiments far more quickly and far less 

costly than our business-as-usual approach 

to experiments and replications. So far, 

over 80 teams have entered the XPRIZE 

digital learning platforms challenge. The 

competition will allow IES to learn about how 

to deliver rigorous tests of ideas more quickly 

and across a range of student demographics 

and geographies. As a complement to 

the XPRIZE, we also launched the Digital 

Learning Platforms Network, which will 

support the close interaction of developers, 

researchers, and digital platforms to study 

the best ways of accelerating learning and 

replicating those approaches across locations 

and with various groups of students.

NCSER also has funded researchers to 

develop and pilot the Special Education 

Research Accelerator (SERA), a platform for 

organizing many research teams to conduct 

high-quality, large-scale replication studies 

collaboratively with diverse samples of 

learners with disabilities. The goal of SERA 

is to accelerate the process of gathering 

evidence on educational interventions 

for these learners and address some of 

the limitations of the special education 

research base. These include a lack of 

adequately powered randomized controlled 

trials (RCTs), especially for low-incidence 

disability populations; lack of transparency 

and openness; scarcity of independent, 

systematic replications; and limited diversity 

among researchers, study samples, settings, 

and contexts. 
Director’s Biennial Report to Congress | 6 

Supporting Evidence-Based Policymaking

Since its inception, NCEE’s Evaluation 

Division has conducted rigorous evaluations 

of federal education programs and of 

interventions designed to support the 

students those programs benefit. With the 

passage of the Evidence-based Policymaking 

Act of 2018 (the Evidence Act), Congress 

reinforced the importance of that work, 

charging all federal agencies to increase 

their use of evidence—including evidence 

built through program evaluation—in the 

policymaking process. In recognition of 

NCEE’s central role in the Department of 

Education’s evidence-building and use 

infrastructure, the Secretary designated 

the NCEE Commissioner as the agency’s 

Evaluation Officer, one of three new statutory 

roles created by the Evidence Act to oversee 

its implementation. 

In FY 19 and FY 20, NCEE’s Evaluation 

Division released reports from 10 evaluations 

to inform federal, state, and local 

policymakers across a range of topic areas, 

including early learning, school choice, 

educator effectiveness, school improvement, 

school leaders, and technical assistance 

to evaluators or states. A complete list of 

all NCEE evaluations, both historical and 

current, is available on our website.

Rewarding High-risk, High-reward 

Initiatives

Beyond improving existing research 

practices, IES is working to transform 

the future of the education sciences. The 

Institute just completed a new “high-risk, 

high-reward” research competition in which 

we judged proposals by their promise to 

transform an area of research and practice. 

Only those proposals that experts judged 

to be potentially transformative advanced 

to subsequent rounds of review focused on 

technical and scientific merit. IES received 

close to 130 applications and selected four to 

fund. 

IES is building on lessons from this first 

round to fashion the next transformative 

research competition. We are also planning 

to establish, within NCER, a new subunit to 

coordinate our transformative activities. We 

will incorporate more flexibility in innovative 

grants by setting more milestones and 

project reviews than in our standard grantmaking cycle, creating opportunities for IES 

and the grantees to respond quickly to what 

is being learned as transformative solutions 

are being developed, tested, and scaled. The 

staff overseeing this portfolio of research 

will identify trends and ideas that IES should 

pursue in modernizing and making the work 

of the Institute more transformative. 

Taking Advantage of AI

Artificial intelligence has the promise of 

radically improving both basic and applied 

education science. 

In collaboration with the National Science 

Foundation, IES will co-fund a new AI 

Institute to support the creation and 

deployment of AI-driven digital platforms 

to expand and accelerate STEM learning in 

PK-12 settings. The institute will carry out 

research on AI-driven innovations designed 

to reduce achievement gaps, improve access, 

and address the needs of all learners. This 

AI institute, anticipated to launch in FY23, 

will build on the FY 21 IES Digital Learning 

Platforms Research Network, which supports 

close collaboration between developers of 
Director’s Biennial Report to Congress | 7 

digital learning platforms and researchers 

to identify and research the most effective 

ways of deploying modern technologies to 

improve learner outcomes.

Artificial intelligence has the 

promise of radically improving 

both basic and applied education 

science. 

In addition to this STEM-focused AI institute, 

IES is collaborating with NSF on an AI 

institute focused on accelerating learning 

for special education students. This institute 

will be funded using American Rescue Act 

funds and will advance AI-driven research 

and innovations for learners (birth through 

grade 12) with or at risk for physical, 

cognitive, or social impairments to improve 

the developmental, education, and transition 

outcomes of individuals with disabilities.

Efforts to Guide Us Going Forward

In anticipation of the 20th Anniversary of IES 

in 2022, we have several activities underway 

to position the Institute to do high quality 

work in the next 10 years and beyond. 

Among them are the following:

National Academies of Science, Engineering 

and Medicine Studies. IES contracted with the 

National Academies of Sciences, Engineering, 

and Medicine (NASEM) to identify the ways 

in which IES can best advance education 

research and statistics to improve learner 

outcomes. For NCSER and NCER, the review 

will focus on critical problems or issues on 

which new research is needed; how best to 

organize IES’ RFAs to reflect these problems/

issues; new methods or approaches 

for conducting research that should be 

encouraged and why; and new and different 

types of research training investments 

that are needed. A second NASEM panel is 

focused on devising a blueprint for NCES, 

informed by a vision of how a principal 

federal statistical agency should evolve to 

meet the nation’s data needs over the next 

decade. The third NASEM panel is focused 

on the technologies underlying the National 

Assessment of Educational Progress, 

arguably IES’ most visible, and certainly IES’ 

most expensive, project. The goal of this 

third panel is to assess the extent to which 

NAEP’s technology can be improved—and to 

assess the extent to which cost savings from 

such modernization are achievable. 

Learning from the past. As an organization 

organized around the use of evidence, we 

must remember to use all of the information 

that our own work generates. In a project 

called “What We Have Learned in 20 Years 

of IES Randomized Trials,” researchers are 

looking at what IES has contributed to the 

field from the funding of randomized trials 

to evaluate the efficacy and effectiveness of 

education interventions, products, services, 

and policies. The researchers will summarize 

direct and indirect contributions to practice, 

fundamental knowledge and understanding 

of education, human capital for education 

research, and research methodology.
Director’s Biennial Report to Congress | 8 

Focusing on the Needs of the Lowest-Performing Students

IES assessments provide educators and 

policymakers with reliable information about 

student learning to guide decisions about 

where to focus limited resources. Results 

of national and international assessments 

administered over the last two years 

highlight an urgent need to direct support to 

the nation’s lowest performing students.

Results of the National Assessment of 

Educational Progress

Recent NAEP results are sobering and have 

led IES to focus its work even more tightly 

on ways to improve the achievement of the 

nation’s lowest-performing students. 

In October 2020, IES released the results 

from the 2019 NAEP reading and math 

assessments. These results document the 

stagnation of average math scores and a 

decline in average reading scores. Most of 

this decline in average scores was driven by 

significant declines in the scores of students 

at the bottom of the score distribution, 

leading to a greater percentage of students 

scoring below NAEP Basic. 

Consider grade 12 results. In 2019, 40 percent 

of our grade 12 students performed below 

NAEP Basic in math and 30 percent below 

NAEP Basic in reading. Based on what we 

know about high school graduation rates, 

we have every reason to believe that most 

of these students were awarded high school 

diplomas—even if they could not read 

or write at the basic level. They entered 

adulthood, college, the job market, or the 
Director’s Biennial Report to Congress | 9 

military with less than a basic understanding 

of key subjects that our educational system is 

charged with teaching.

Recent NAEP results are sobering 

and have led IES to focus its 

work even more tightly on ways 

to improve the achievement of 

the nation’s lowest performing 

students. 

In May 2021, IES released the latest results of 

the NAEP science assessment. The results of 

this assessment mirror the pattern reported 

for reading and math: little change overall, 

with students at the bottom of the score 

distribution falling even further behind. 

These students will face a world where 

science is increasingly integral to their day 

to day lives—and in which their careers, job 

prospects, and wages may hinge on a solid 

understanding of math and science. As 

evident in the figure above, for science and 

math, the longer students stay in school, 

the more likely they are to fail to meet even 

NAEP’s basic performance level. 

The overall picture is dismal enough, but 

the results for Black and Hispanic students 

are worse, as shown in Figure 2. In 2019, 

fully half of Black 12th graders and well over 

one-third of Hispanic 12th graders performed 

below NAEP Basic in reading—in math and 

34%

19%

27% 27%

31% 33% 30%

40% 41%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading Math Science

Grade 4 Grade 8 Grade 12

Figure 1: Percentage of Students Performing Below NAEP Basic, 2019
Director’s Biennial Report to Congress | 10 

science, over two-thirds of Black 12th graders 

and over half of Hispanic 12th graders were 

below NAEP basic in both subjects. Perhaps 

even more shocking is the percentage of 

students with disabilities who are below 

NAEP basic: two-thirds in reading, over 

80 percent in math, and three-quarters in 

science.

We are failing key segments of our 

society as we pass young people 

onto adulthood without critical 

skills necessary for success in 

modern life. 

We are failing key segments of our society 

as we pass young people onto adulthood 

without critical skills necessary for success 

in modern life. And we will have a hard time 

building a scientifically literate workforce, 

especially a diverse one, if most of our Black 

and Hispanic students leave high school 

without even a basic understanding of 

science and math, let alone reading. 

As part of our efforts to better support 

these low-performing learners in testtaking environments and to obtain 

information that may be used to inform 

instructional practices, NCSER released 

a grant competition in FY 20 to analyze 

information collected as part of the NAEP 

assessment. The funded research will 

21% 20%

27%

50%

66%

69%

39%

54% 56%

21%

29% 28%

67%

82%

75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading Math Science

Asian Black Hispanic White Students with Disabilities

Figure 2: Percentage of Grade 12 Students Performing Below NAEP Basic, 2019
Director’s Biennial Report to Congress | 11 

explore the array of process data that is 

collected during NAEP administration, 

including learners’ keystrokes as they 

progress through the assessment, how 

they use tools made available to all 

learners (such as the calculator), and how 

accommodations (such as text-to-speech or 

more time to complete the assessment) affect 

performance. Besides score data, NAEP also 

includes survey data from learners, teachers, 

and schools, and information on test item 

characteristics. Together these data provide 

a unique opportunity for researchers to 

conduct an in-depth investigation of the 

test-taking behavior and the mathematics 

competencies of learners with disabilities 

compared to their peers without disabilities.

An International Perspective

Our alarming NAEP results are mirrored 

in our performance on international 

assessments. The Organisation for Economic 

Co-operation and Development (OECD) 

administers two large-scale international 

assessments that give additional insights 

into our nation’s ability to compete in the 

increasingly global economy.

Without improving foundational 

skills, any edifice we build 

to enhance American 

competitiveness will be teetering 

on a weak foundation... The 

nation must do better by the next 

generation of Americans as they 

face an increasingly competitive 

global environment.

The Programme for the International 

Assessment of Students (PISA) compares the 

literacy of 15-year-olds across the globe. In 

2018, 77 nations and “education systems” 

participated in PISA. In mathematics, 

American 15-year-olds rank around the 

middle of the pack globally, whether looking 

at average scores or the scores of the top 

performers. Science performance is better, 

but still outside the global top 10.

OECD also administers the Programme 

for the International Assessment of Adult 

Competencies (PIAAC). Most recently, 

the U.S. ranked 22 out of 33 on numeracy 

scores for young adults (aged 24 or 

younger); but Americans aged 55 and 

above did better, ranking 13. The exam also 

tested for “Problem Solving in Tech Rich 

Environments.” The generational difference 

here is even starker: Americans aged 24 or 

younger ranked 20th, but those ages 55 and 

above ranked second among the 29 countries 

that participated in the problem-solving 

assessment. The nation seems to be replacing 

a relatively skilled cohort with a younger 

cohort that is far less competitive.

Without improving foundational skills, 

any edifice we build to enhance American 

competitiveness will be teetering on a weak 

foundation. And any hope of building a 

diverse STEM workforce will run into a 

supply constraint. The nation must do better 

by the next generation of Americans as 

they face an increasingly competitive global 

environment.
Director’s Biennial Report to Congress | 12 

Use of the American Rescue Plan Appropriation

Last year through the American Rescue 

Plan (ARP), IES received a $100 million 

supplemental appropriation to “carry out 

research related to learning loss caused 

by the coronavirus... and to disseminate 

such findings to State educational agencies 

and local educational agencies and other 

appropriate entities.” Most of these funds 

support new or refocused grant programs 

and the School Pulse survey, but a critical 

portion of the funding will ensure that the 

information we generate about accelerating 

learning is translated into forms that are 

useful, usable, and used. 

Research Investments

The School Pulse. The 2021-22 school year 

will be critical in accelerating learning. The 

School Pulse survey, based on a nationally 

representative sample of one thousand K-12 

schools, will help us identify which policies 

and practices schools are deploying—and 

which ones schools and districts think are 

working. We are committed to reporting 

the survey results as quickly as possible and 

making them widely available through a userfriendly dashboard.

Improving middle school science. As noted 

previously, IES launched an XPRIZE

competition to accelerate the way in which 

we test education interventions. We are 

planning another prize competition using 

ARP money focused on middle school 

science. While much of the work on 

improving student performance focuses 
Director’s Biennial Report to Congress | 13 

on math and reading, recent NAEP science 

results show that American students have 

an equally poor, if not worse, grasp of 

science. We are planning to launch a prize 

competition in the middle of the 21-22 school 

year focused on accelerating learning in 

science, laying down a stronger foundation 

for students to understand and enjoy science 

in high school and postsecondary education.

A critical portion of the funding 

will ensure that the information 

we generate about accelerating 

learning is translated into forms 

that are useful, usable, and used.

Research Networks on State & Local Recovery 

Efforts. Under the Improving State and Local 

Education Recovery Programs and Policies 

grant program, IES will support research 

to better understand instructional losses 

encountered during the COVID-19 pandemic 

and to identify and evaluate state and local 

programs and policies designed to accelerate 

learning for those learners. IES will establish 

two research networks: one focused on 

recovery in prekindergarten through grade 

12 and the other on recovery in community 

colleges. These networks will also provide 

national leadership as the funded research 

generates evidence about recovery activities.

Using Longitudinal Data to Support State 

Education Policymaking. In FY 21, IES 

launched this grant program to expand state 

agencies’ use of their State Longitudinal Data 

Systems for generating evidence in support 

of education policy decisions. For FY 22, 

IES changed the competition to address the 
Director’s Biennial Report to Congress | 14 

needs of states and districts as they continue 

to respond to the COVID-19 pandemic. IES 

will support work focused on a wide range 

of student outcomes, including academic 

learning; progression through the education 

system; preparation for the labor market; 

interest, motivation, and participation in 

their education; and social, behavioral, and 

emotional learning.

Pandemic Recovery Initiatives for Learners 

with Disabilities. During the pandemic, 

schools found it more difficult to provide 

learners with disabilities with critical services 

and supports, such as hands-on instructional 

accommodation, related services, and 

transition-related support. The requirements 

of virtual learning and social distancing also 

presented social and emotional obstacles 

for learners with disabilities. As described 

earlier, IES is supporting two research 

initiatives to support accelerating pandemic 

recovery for learners with disabilities. One of 

these initiatives is the Research to Accelerate 

Pandemic Recovery in Special Education grants 

program that aims to address the challenges 

faced by districts and schools in supporting 

learners with or at risk for disabilities, their 

teachers, and their families in the aftermath 

of the pandemic. Second is the Artificial 

Intelligence Institute that seeks to advance 

AI-driven research and innovations for 

learners (birth through postsecondary) 

with or at risk for physical, cognitive, or 

behavioral and social disabilities. 

Translating Science into Action 

To support educators, policymakers, 

students, and families managing the 

aftermath of the COVID-19 pandemic, IES 

must provide accessible, thoughtfully 

curated information about learning 

acceleration. To this end, NCEE is developing 

the web-based Evidence-based Practices for 

Recovery and Renewal Collection, highlighting 

information on evidence-based practices 

that demonstrate the greatest potential to 

accelerate student learning. The collection 

will distill our best guidance on selecting, 

implementing, and monitoring evidencebased practices into simple checklists, 

highlighting key steps along the way. 

From the pandemic’s earliest 

days, the REL program was 

charged with identifying and 

disseminating evidence-based 

practices that could support 

states, districts, educators, and 

families responding to COVID-19. 

RELs are IES’ “boots on the ground,” 

representing our largest workforce 

component dealing with education 

policymakers across the nation. From 

the pandemic’s earliest days, the REL 

program was charged with identifying and 

disseminating evidence-based practices that 

could support states, districts, educators, 

and families responding to COVID-19. We 

developed more than 130 new resources, 

from simple tip-sheets to family-facing 

websites supporting evidence-based at-home 

learning in reading and math. The RELs have 

been, and will continue to be, instrumental 

in identifying, translating, and disseminating 

strategies for accelerating learning. 
Director’s Biennial Report to Congress | 15 

The Importance of Dissemination and Translation Work

IES’ COVID-19 related outreach efforts are 

examples of our broader commitment to 

making information about effective evidencebased practices more widely known and 

more widely used. This requires a thoughtful 

approach to identifying the audiences of our 

work, a consistent effort to make findings 

accessible to those audiences, and then 

concrete action to ensure that the audiences 

who most need such information receive it. 

Making research actionable for IES’ 

stakeholders. Established by Congress to 

provide national leadership in the education 

sciences, IES has the responsibility to serve 

a wide range of stakeholders, including 

educators, policymakers, researchers, and 

parents. Because each stakeholder comes 

to IES with distinct needs, the challenge of 

ensuring that our work is actionable for each 

is no small feat. But meeting that challenge 

is critical to ensuring that our work is useful 

and used.

For education statistics, research, 

and evaluation to be both useful 

and used, they must be responsive 

to the needs of those they are 

meant to benefit.

Educators and policymakers represent a 

significant constituency for each of the 

Institute’s four centers. And whether 
Director’s Biennial Report to Congress | 16 

looking for ways to improve their classroom 

instruction or developing a new statewide 

policy, they typically share a similar goal: 

to benefit the students they serve. User 

experience research conducted by and for 

IES highlights several ways in which we can 

make our work more actionable for these 

two groups. They include:

• Ensuring IES reports are clear, concise, 

and focused. As IES Director Mark 

Schneider has written previously, IES’ 

Style Guide is only four words: “Short 

sentences. Strong verbs.”

• Creating the right product for the right 

need. Although some IES stakeholders 

are deeply interested in how IES does 

its work, others—like educators and 

policymakers—have a more immediate 

need: knowing what to do next based 

on what IES has learned. IES continues 

to explore what types of dissemination 

products best meet that goal. For 

example, What Works Clearinghouse 

practice guides are among IES’ most 

downloaded products, providing expert 

guidance on how to implement evidencebased classroom practices. User research 

suggests, however, that practice guides 

may be more effective when supported 

by professional development guides, 

simple implementation tools, and other 

resources that bring the rich evidence 

in the practice guides to life. To that 

end, each REL is developing toolkits to 

complement the work of the WWC and 

magnify its potential impact.

Digital Modernization

To keep our promise to make our data more 

accessible and usable, IES has initiated a 

comprehensive website modernization effort. 

Changes to the website will dramatically 

affect the usability of IES data and research, 

as well as the overall user experience. 

The new website will include modern 

data analytic and visualization tools and a 

heavier use of both administrative data and 

geospatial data (see, for example, the EDGE 

program).

Forging Stronger Partnerships with State 

and Local Education Agencies

Partnerships with policymakers, educators, 

families, and communities are central to IES’ 

work. For education statistics, research, and 

evaluation to be both useful and used, they 

must be responsive to the needs of those they 

are meant to benefit. Strong partnerships 

are a critical part of that effort, forged in the 

earliest days of conceptualizing a research 

effort and sustained until the effort’s findings 

are put into action. 

IES has a long history of supporting such 

partnerships, most explicitly via the REL 

program. For many decades now, the 

REL program has partnered with state 

education agencies, school districts, colleges 

and universities, and community-based 

organizations to build and use evidence 

to improve instruction. For more than a 

decade, the program has conducted the bulk 

of that work through explicit partnerships 

between researchers and practitioners. At 

the core of those partnerships is a shared 

agenda designed to meet partner needs 

through REL-supported applied research; 

training, coaching, and technical support; 

and dissemination of evidence-based 

practices. 

In FY 19 and FY 20, the REL program 

supported more than 100 partnerships 
Director’s Biennial Report to Congress | 17 

across the nation on a wide range of topics. 

Each included representation from either 

state or local education officials, and many 

engaged representatives from nearby 2-year 

and 4-year colleges and universities and 

local or regional organizations committed 

to improving student outcomes and 

strengthening communities. Example 

partnerships included REL Appalachia’s 

Cross-State Collaborative to Support Schools 

in the Opioid Crisis, REL Central’s American 

Indian Education Research Alliance, REL MidAtlantic’s Training and Supporting Excellent 

Educators Alliance, and REL Midwest’s Career 

Readiness Research Alliance.

The REL program has released more than 

100 applied research studies and toolkits. 

Like the partnerships that developed them, 

they address the full gamut of problems in 

education policy and practice. Examples 

include a professional learning community 

facilitator’s guide for improving problem 

solving in math, an applied research study 

on college and career pathways for high 

school graduates, and a self-study guide for 

adult literacy. By January 2022, the end of 

the current REL cycle, the program will have 

released more than 125 studies, tools, and 

toolkits resulting from partnerships with 

states, districts, and postsecondary partners. 

Not included above are the hundreds of 

national, state, and local dissemination 

activities undertaken by REL partnerships 

and individual training, coaching, and 

technical support engagements.

Although the REL program is IES’ 

most central program that emphasizes 

partnerships, it is far from alone in 

supporting that goal. IES is experimenting 

with grant programs that make a state 

agency the principal investigator (or co-PI) 

and thereby central to IES-funded research 

projects. The test for this was a the FY 21 

grant program in which states proposed 

using their State Longitudinal Data Systems 

to track long term outcomes for various 

policy and program changes. IES awarded 

grants to seven states for this work and 

continues to look for ways to build on 

this effort to create the next generation of 

partnerships.

Beyond individual research 

projects, IES aims to strengthen 

the connection between 

researchers and educators. 

Beyond individual research projects, IES 

aims to strengthen the connection between 

researchers and educators. To this end, IES 

supports pre-doctoral training programs that 

have practical apprenticeship requirements. 

Previously, these apprenticeships all too 

often consisted of traditional academic 

research work, in which the “apprentice” 

served as a research assistant working 

with a professor or at a research firm. 

Two years ago, IES began requiring that 

students funded by IES participate in policy/

practice apprenticeships in addition to more 

traditional research apprenticeships. These 

policy/practice apprenticeships, typically 

with state and local education agencies or 

other education-focused organizations, give 

students first-hand experience working in an 

environment that should be central to the 

rest of their research careers and gives the 

education agencies and organizations access 

to high quality labor. 
Director’s Biennial Report to Congress | 18 

Conclusion: A Strong Foundation. A Bright Future. 

Over the last 20 years, IES has transformed 

the way the world conducts education 

research. Under our leadership and through 

strategic investments, education researchers 

and policymakers have largely embraced 

the importance of rigorous, evidence driven 

research. Before the creation of IES, goldstandard randomized controlled trials 

(RCTs) in education research were few 

and far between—now they are common. 

Before IES, evidence-based decision making 

in education was scarce—now the term is 

in common parlance and, increasingly, in 

actual use. Before IES, finding evidence of 

what worked was hard—now the What Works 

Clearinghouse has catalogued the evidence 

base for education interventions spanning 

the life course.

The nation’s investment in IES has resulted 

in more rigorous education sciences. But no 

matter how important those changes were, 

and no matter how strong the foundation 

built over the last two decades, IES continues 

to chart a path forward to even stronger 

education sciences. IES is laying the 

foundation for even more rigorous science 

through SEER. IES is laying the foundation 

for new modes of quicker and cheaper ways 

to identify what works for whom under what 

conditions. IES is laying the foundation for 

a new generation of partnerships between 

researchers and state/local educators. And 

IES is laying the foundation for a broader 

and more inclusive body of researchers and 

institutions to participate in a future of even 

stronger education sciences.
Director’s Biennial Report to Congress | 19 

Grants

Autism Spectrum Disorders

Combining the Self-Determined Learning Model of 

Instruction and Peer Supports: Examining the Impact 

on Academic, Social, and Functional Outcomes for 

Students With Autism Spectrum Disorders

University of Kansas

NCSER: R324A200007

$3,300,000 

Modular Approach for Autism Programs in Schools 

(MAAPS)

May Institute

NCSER: R324A200154

$3,299,999 

Preparing Teachers and Paraprofessionals for the 

Successful Inclusion of Children With ASD

University of Washington

NCSER: R324A200033

$1,399,375 

The Development of an Empirically Based Adaptation 

and Training Model for Intervention Scale Up of 

Classroom Pivotal Response Teaching (CPRT)

San Diego State University

NCSER: R324A200134

$1,400,000 

Career and Technical Education

Choice and Information: The Impact of TechnologyBased Career Advising Tools on High School Students’ 

CTE Choices and Academic Performance

MDRC

NCER: R305A200307

$3,260,753 

Exploring the Role of Career and Technical Education 

in Putting Michigan High School Students on a Path to 

Economic Success

University of Michigan

NCER: R305A200046

$469,463 

Understanding the Antecedents of STEM Career and 

Technical Education Coursetaking for High School 

Students with Learning Disabilities

University of Pennsylvania

NCSER: R324A200233

$182,428 

CTE Teachers and Long-Term Outcomes for Students 

With Disabilities

University of Washington

NCSER: R324A200092

$1,398,963 

Supported College and Career Readiness (SCCR) for 

Secondary Students With Emotional and Behavioral 

Problems

Lehigh University

NCSER: R324A200097

$1,374,356 

Civics Education and Social Studies

Project Citizen Research Program

Center for Civic Education

NCER: R305A190360

$3,299,888 

PurpleState 2.0: Investigating the Impact of a Virtual 

Internship on Argumentative Reading and Writing in 

Civic Education

University of Wisconsin, Madison

NCER: R305A190476

$1,356,611 

Cognition and Student Learning

Improving Students’ Mathematics Experiences: How 

Does Success Impact Students’ Memories, Motivation, 

and Engagement?

Educational Testing Service (ETS)

NCER: R305A190024

$1,393,717 

Linguistic Input as a Malleable Factor in Higher Order 

Thinking about Mathematics

University of Chicago

NCER: R305A190467

$1,399,988 

Using Computational Linguistics to Detect 

Comprehension Processes in Constructed Responses 

across Multiple Large Data Sets

Arizona State University

NCER: R305A190063

$600,000 

“Boys Have It; Girls Have to Work for It”: The 
Director’s Biennial Report to Congress | 20 

Development and Consequences of Gender 

Stereotypes About Natural Talent vs. Effort in 

Mathematics

New York University

NCER: R305A200355

$1,399,994 

An Exploration of Brain Breaks to Enhance 

Attention Regulation and Instruction Uptake in Early 

Elementary

University of Maryland, Baltimore County

NCER: R305A200522

$1,399,986 

Exploring Collaborative Embodiment for Learning 

(EXCEL): Understanding Geometry Through Multiple 

Modalities

Southern Methodist University

NCER: R305A200401

$1,398,245 

Measuring Original Thinking in Elementary Students: 

A Text-Mining Approach

University of North Texas

NCER: R305A200519

$964,081 

Recruiting Spatial-Numerical Representations to 

Enhance the Use of Advanced Math Strategies in LowIncome Students

Boston College

NCER: R305A200315

$1,399,378 

Examining the Efficacy of a Fraction Sense 

Intervention Grounded in Principles From the Science 

of Learning

University of Delaware

NCSER: R324A200140

$3,299,957 

Exploring Cognitive and Foundational Processes 

Underlying Pre-Algebra Among Students With and 

Without Mathematics Learning Difficulties

University of Nebraska, Lincoln

NCSER: R324A200165

$1,399,534 

Early Career Development and Mentoring

Building up Mathematical Problem Solving of Students 

with Extensive Support Needs

Florida State University

NCSER: R324B190019

$495,731 

Developing an Augmentative and Alternative 

Communication (AAC) Intervention for Preschool 

Children with Severe Disabilities

Oregon Health and Science University

NCSER: R324B190024

$499,999 

Examining the Executive Function-Stress Loop and its 

Association with Student Outcomes: Implications for 

Middle Schoolers with or At Risk for Emotional and 

Behavioral Disorders

Florida International University

NCSER: R324B190030

$499,992 

Friendships and the Academic Skills and Behaviors of 

Students with Emotional and Behavioral Disorders: 

The Importance of Classroom Social Contextual 

Factors

Virginia Commonwealth University

NCSER: R324B190018

$496,959 

Instructional Supports for Children with Dyslexia 

Learning to Read Complex Words

Florida State University

NCSER: R324B190025

$500,000 

Small Group Reading Intervention to Support Children 

with Pervasive Learning and Attention Needs (RISCPLAN) in the Upper Elementary Grades

University of Denver

NCSER: R324B190010

$499,311 

Developing a Sentence Writing Intervention for Young 

Struggling Writers

Clemson University

NCSER: R324B200016

$489,003 

Developing and Evaluating the Feasibility of a 

Manualized Tier 3 Problem Behavior Intervention for 

Young Children With Developmental Delay

Baylor University

NCSER: R324B200034

$493,412 

Exploring Special Educator Burnout and, in Turn, the 

Impact of Burnout on Special Educators’ Treatment 

Integrity in Behavior Support Plans: Project Burn and 

Turn

University of Vermont
Director’s Biennial Report to Congress | 21 

NCSER: R324B200002

$499,452 

LIFT: Leveraging Autism Intervention for Families 

Through Telehealth

University of Oregon

NCSER: R324B200017

$493,765 

Video- and App-Based Naturalistic Language 

Instruction (VALI) for Spanish-Speaking Caregivers to 

Support Bilingual Language Development in Children 

With or At Risk for Language Delays

University of Minnesota

NCSER: R324B200038

$499,927 

Early Intervention and Early Learning

EMT en Español: Comprehensive Early Intervention to 

Support School Readiness Skills for Spanish-Speaking 

Toddlers with Language Delays

Vanderbilt University

NCSER: R324A190177

$3,285,441 

A Conceptual Efficacy Replication of the 

TELL Preschool Curriculum with Web-Based 

Implementation Support and Professional 

Development Variations

Arizona State University

NCSER: R324A190181

$3,599,825 

Examining the Efficacy of Project ImPACT for Toddlers

San Diego State University

NCSER: R324A190076

$3,294,557 

Investigating Psychometric Properties of BASC-3 Flex 

Progress Monitoring Forms with Preschool Students

University of South Carolina

NCSER: R324A190066

$1,399,325 

Professional Development to Support Intervention 

Implementation of the Promoting Communication 

Tools for Advancing Language in Kids (PC TALK) for 

Infants and Toddlers at Risk for or with Disabilities

University of Kansas

NCSER: R324A190223

$1,400,000 

Coach Facilitated Mobile Parent-Training Program for 

Women With Cognitive Delays Who Are Mothers of 

Infants

Oregon Research Institute

NCSER: R324A200153

$1,399,285 

Developing and Testing a Blended Behavior and 

Language Intervention for Toddlers at High Risk for 

Persistent Developmental Language Disorders

Vanderbilt University

NCSER: R324A200193

$1,399,772 

Early Intervention for Young Children At Risk for 

ADHD: Evaluating Efficacy and Delivery Format for 

Behavioral Parent Education

Lehigh University

NCSER: R324A200010

$3,292,105 

Efficacy of Story Friends Vocabulary Curriculum 

Targeting Preschoolers At Risk for Language and 

Literacy Disabilities

University of South Florida

NCSER: R324A200179

$3,298,903 

Making Professional Development Work for Preschool 

Classroom Teams Serving Students with ASD: 

Adapting a PD Model Using Normalization Process 

Theory

University of North Carolina, Chapel Hill

NCSER: R324A200188

$1,399,972 

Tools for Families

University of Florida

NCSER: R324A200044

$1,399,999 

Early Learning Programs and Policies

Classroom Age Composition and Children’s Early 

Learning: Understanding the Role of Classroom 

Practices

Ohio State University

NCER: R305A190302

$1,399,989 

Effects of Implicit Bias on Children’s Early Outcomes

University of Kansas

NCER: R305A190199

$1,400,000 

Evaluating the Efficacy of an Interdisciplinary 

Preschool Curriculum (EPIC)
Director’s Biennial Report to Congress | 22 

University of Denver

NCER: R305A190395

$3,293,767 

Language Gains During Early Childhood: Prediction of 

Later Outcomes and Multiple-Methods Exploration of 

Relevant Classroom Factors

Ohio State University

NCER: R305A190029

$1,399,996 

Preschool Teachers’ Postsecondary Coursework, 

Instructional Quality, and Children’s Cognitive and 

Social-Emotional Outcomes

University of Colorado Health Sciences Center

NCER: R305A190317

$1,399,859 

Building Preschool Children’s Complex Language 

Using Informational Texts

University of Cincinnati

NCER: R305A200271

$1,393,595 

Development of a Responsive Computerized-Adaptive 

Assessment System for Pre-K Mathematics

Lehigh University

NCER: R305A200368

$1,398,544 

Effects of Home and Classroom Practices on 

Language, Cognitive, and Social Development of 

Young Spanish-Speaking English Learners

University of Texas Health Science Center at Houston

NCER: R305A200251

$3,299,993 

Evaluating the Efficacy of the LOOK Teacher 

Consultation Model to Improve Self-Regulation, 

Behavioral, and Social Outcomes Among Children 

With Challenging Behaviors

University of Virginia

NCER: R305A200054

$3,299,989 

Individual Growth and Development Indicators: 

Automated Performance Evaluation of Early Language 

and Literacy in Español: IGDI-APEL Español

University of Minnesota

NCER: R305A200090

$1,399,608 

Moving Beyond the Average: Building a 

Comprehensive Model of Classroom Quality That 

Incorporates Children’s Individual Experiences

University of North Carolina, Chapel Hill

NCER: R305A200308

$594,427 

Reading and Playing With Math: Promoting 

Preschoolers’ Math Language Through Picture Books 

and Play Activities

Purdue University

NCER: R305A200389

$1,399,800 

Education Leadership

Getting Effective Leaders into High-Needs Schools: A 

Cross-Site Mixed-Methods Examination of Principal 

Preparation, Recruitment, and Hiring and Their 

Associations with Principal and School Outcomes

National Opinion Research Center (NORC)

NCER: R305A190520

$1,399,779 

Education Research and Development 

Centers

The National Center for Rural Education Research 

Networks (NCRERN)

Harvard University

NCER: R305C1900004

$9,994,246 

The National Center for Rural School Mental Health 

(NCRSMH): Enhancing the Capacity of Rural Schools 

to Identify, Prevent, and Intervene in Youth Mental 

Health Concerns

University of Missouri, Columbia

NCER: R305C190014

$9,999,729 

WRITE Center for Secondary Students: Writing 

Research to Improve Teaching and Evaluation

University of California, Irvine

NCER: R305C190007

$5,000,000 

National Center for Research on Gifted Education

University of Connecticut

NCER: R305C200012

$5,000,000 

National Research and Development Center to 

Improve Education for Secondary English Learners

WestEd

NCER: R305C200008

$10,000,000 
Director’s Biennial Report to Congress | 23 

Transdisciplinary Approaches to Improving 

Opportunities and Outcomes for English Learners: 

Using Engagement, Team-Based Learning, and 

Formative Assessment to Develop Content and 

Language Proficiency

University of Houston

NCER: R305C200016

$9,999,999 

Education Technology

An Efficacy Study of the MathSpring Personalized 

Learning System That Responds to Student Affect

WestEd

NCER: R305A190256

$3,299,446 

iSTART-Early: Interactive Strategy Training for Active 

Reading and Thinking for Young Developing Readers

Arizona State University

NCER: R305A190050

$1,400,000 

Lightning Squad: Evaluating the Efficacy of ComputerAssisted Tutoring with Cooperative Learning for 

Struggling Readers

Success for All Foundation

NCER: R305A190180

$3,299,905 

Educators and School-Based Service 

Providers

Development and Pilot Evaluation of Bully Prevention 

Training Modules for Special and General Education 

Teachers: Impact on Teacher Awareness, Self-Efficacy, 

and Student Outcomes

University of North Carolina, Chapel Hill

NCSER: R324A190238

$1,397,129 

Project VIEW (Visual Impairments Education in 

Writing)

University of Nebraska, Lincoln

NCSER: R324A190183

$1,399,158 

Addressing Emergency Certification in Rural 

Education Settings (Project ACRES)

University of Wisconsin, Madison

NCSER: R324A200038

$1,400,000 

Build the FRaME: Using Feedback, Reflection, and 

Multimedia to Teach Evidence-Based Practices for 

Effective Classroom Management

University of Virginia

NCSER: R324A200061

$1,399,756 

Developing an Instructional Leader Adaptive 

Intervention Model (AIM) for Supporting Teachers as 

They Integrate Evidence-Based Adolescent Literacy 

Practices School-Wide (Project AIM)

University of Maryland, College Park

NCSER: R324A200012

$1,399,999 

Effective Instructions

Assessing the Use of Assessments: Assessment, 

Instructional Practices, and Math Gains in 

Kindergarten

University of Virginia

NCER: R305A190037

$1,399,439 

Building and Sustaining the Capacity of Local Math 

Coaches to Support College- and Career-Ready 

Mathematics Instruction

American Institutes for Research (AIR)

NCER: R305A190195

$1,399,170 

Developing Talkers: Building Effective Teachers of 

Academic Language Skills

University of Texas Health Science Center at Houston

NCER: R305A190065

$3,299,819 

Collective Capacity (Project C2): Professional Learning 

to Improve the Quality of Language and Literacy 

Instruction for English Learners

University of Texas, Austin

NCER: R305A200516

$1,399,144 

Initial Efficacy Study of Data Wise

SRI International

NCER: R305A200292

$3,299,879 

English Learners

Core Academic Language Skills Instrument: Refining 

the Assessment to Measure and Monitor English 

Learners’ Progress

Harvard University
Director’s Biennial Report to Congress | 24 

NCER: R305A190034

$1,398,956 

Effect of Bilingual vs Monolingual Methods of Explicit 

English Vocabulary Instruction on 4th Grade SpanishSpeaking English Learners (EL)

University of South Florida

NCER: R305A200047

$1,398,975 

Evaluating the Efficacy of the CLAVES Intervention: 

An Intervention Focused on Comprehension, 

Academic Language, and Vocabulary for English 

Learner Students

Stanford University

NCER: R305A200095

$3,298,217 

Examining Heterogeneity in English Learner Program 

Effects With Meta-Analysis

American Institutes for Research (AIR)

NCER: R305A200082

$599,829 

Exploring the Effects of Heterogeneous Grouping on 

English Learners’ Language, Reading Comprehension, 

and Social Network Development

New York University

NCER: R305A200069

$1,398,609 

Exploring Trends and Heterogeneity in the Timing 

and Effects of English Learner Reclassification: A 

Systematic Review and Meta-Analysis

WestEd

NCER: R305A200201

$600,000 

Measuring the English Language Vocabulary 

Acquisition of Latinx Bilingual Students (Project 

MELVA-S)

University of Texas, Austin

NCER: R305A200521

$1,399,943 

Supporting Reading Comprehension for English 

Learners Through Inquiry-Based, Language Focused 

Instruction

North Carolina State University

NCER: R305A200283

$1,398,946 

Validation of a Spanish-Language Social Reasoning 

Assessment for Spanish-Speaking English Language 

Learners

Rush University Medical Center

NCER: R305A200463

$1,399,302 

Evaluation of State and Local Education 

Programs and Policies

Evaluating Michigan’s Early Literacy Law: Impacts, 

Implementation and Improving State Capacity

Michigan State University

NCER: R305H190004

$4,999,656 

The Consequences of High School Exit Examinations 

for Student Life Outcomes: Evidence from a ResearchPractice Partnership in Massachusetts

Brown University

NCER: R305H190035

$4,999,507 

The Evaluation of Career and College Promise

University of North Carolina, Greensboro

NCER: R305H190036

$4,968,353 

Families of Children with Disabilities 

Parental Involvement in Education: Comparing 

Academic Outcomes for High School Students in the 

General Population and Those At Risk for Emotional 

and Behavioral Issues

University of Nebraska, Lincoln

NCSER: R324A190055

$599,680 

Foreign Language Education

Project CLIMB: Capturing Language Immersion 

Benefits

University of Maryland, College Park

NCER: R305A190452

$1,400,000 

Improving Education Systems

A Lottery-Based Evaluation of the Impact of Public 

School Choice Programs on Short- and Medium-Term 

Academic and Behavioral Outcomes

University of California, San Diego

NCER: R305A190123

$699,985 

Are Gifted Programs Beneficial to Underserved 

Students? An Examination of Malleable Factors and 

Conditions Associated with Beneficial Academic and 
Director’s Biennial Report to Congress | 25 

Social-Emotional Outcomes for Students

Duke University

NCER: R305A190484

$1,399,452 

Does Incentivizing Value-Added Make it More or Less 

Meaningful?

RAND Corporation

NCER: R305A190148

$568,756 

School Improvement in Indiana: Exploring Differences 

among Charter, Voucher Private, and Traditional 

Public High Schools

University of Notre Dame

NCER: R305A190340

$540,356 

Does School-Level Fiscal Flexibility Reduce Inequality 

in Student Achievement? New Evidence From Title I

WestEd

NCER: R305A200126

$700,000 

Linking Data and Policy to Improve College Readiness 

in Delaware

University of Delaware

NCER: R305A200181

$1,399,999 

Teacher Working Conditions and Equitable Student 

Outcomes

University of Virginia

NCER: R305A200106

$1,399,996 

The Impact of CSI Designation in Multiple Measure 

ESSA Accountability Systems

American Institutes for Research (AIR)

NCER: R305A200254

$2,288,342 

The Impact of Integration: An Analysis of the METCO 

Voluntary Desegregation Busing Program

National Bureau of Economic Research (NBER)

NCER: R305A200060

$700,000 

What Difference Can Textbooks Make in Achievement 

Gaps? Exploring Early Exposure to Messages About 

Gender and Race

University of Chicago

NCER: R305A200478

$884,205 

Literacy

Cross-Sectional Examination of Writing Quality in 

Elementary School Students: An Exploration of an 

Empirical Based Model of Writing Factors Across 

Grades 1 to 5

University of North Carolina, Chapel Hill

NCER: R305A190405

$1,399,296 

Exploring and Assessing the Development of Students’ 

Argumentation Skills

Educational Testing Service (ETS)

NCER: R305A190242

$1,399,578 

Identifying Optimal Scoring Metrics and Prompt 

type for Written Expression Curriculum-Based 

Measurement

University of Houston

NCER: R305A190100

$1,387,725 

Multiple-choice Online Causal Comprehension 

Assessment Refinement: Achieving Better 

Discrimination via Experimental Item Types and 

Adaptive Testing

University of Oregon

NCER: R305A190393

$1,399,760 

PAWS: Efficacy

Georgia State University

NCER: R305A190168

$3,209,379 

Project DIMES: Diagnostic Instrument for Morphology 

of Elementary Students

University of Florida

NCER: R305A190079

$1,290,952 

A Comprehensive Measure of Reading Fluency: 

Uniting and Scaling Accuracy, Rate, and Prosody

University of Oregon

NCER: R305A200018

$1,399,379 

Comprehensive Meta-Analysis of Writing Interventions 

for Students in Grades K to 5

Texas State University

NCER: R305A200363

$599,953 

Developing Theory- and Evidence-based Oral 
Director’s Biennial Report to Congress | 26 

Language Intervention: Integrated Multi-Component 

Oral Development for Literacy (iMODEL)

University of California, Irvine

NCER: R305A200312

$1,400,000 

Project GROW

Southern Methodist University

NCER: R305A200397

$1,399,721 

Low-Cost, Short-Duration Evaluation of 

Special Education Interventions

Effect of a 9-Month Soft Skills and Work-Based 

Employment Training Program in Improving 

Transition Students’ Success: A Randomized 

Controlled Trial Study

Michigan State University

NCSER: R324L190002

$249,927 

Methods Training 

A Summer RCT Institute for Established Researchers

Northwestern University

NCER: R305B200029

$799,999 

Building Local Collaborative Capacity for Selecting, 

Implementing and Evaluating Evidence-Based 

Interventions

Ohio State University

NCER: R305B200024

$775,817 

IES Methods Training in Cost Effectiveness and 

Economic Evaluation

University of Pennsylvania

NCER: R305B200034

$799,847 

Training Institute in Advanced Single-Case Research 

Design and Analysis

University of Oregon

NCSER: R324B200022

$700,000 

Postdoctoral Research Training Program

Multi-Tiered Systems of Support and Methodological 

Skill Development

University of Texas, Austin

NCSER: R324B200012

$753,806 

Postdoctoral Research Training in Special Education: 

A Research to Practice Model

University of Kansas

NCSER: R324B200021

$760,000 

Postdoctoral Research Training Program in Early 

Interventions Within Research-Practice Partnerships

University of Texas Health Science Center at Houston

NCSER: R324B200018

$757,222 

GSU Postdoctoral Training on Adult Literacy: G-PAL

Georgia State University

NCER: R305B200007

$760,000 

Postsecondary Adult Education

Exploring the Experiences and Outcomes of English 

Learners in Community College

Teachers College, Columbia University

NCER: R305A190495

$1,400,000 

Reducing Summer Melt: Text Messaging Effectiveness

American Institutes for Research (AIR)

NCER: R305A190074

$3,701,339 

The Higher Education Randomized Controlled Trial 

(THE-RCT) Project: Synthesizing Evidence from 15+ 

Years of RCTs in Postsecondary Education

MDRC

NCER: R305A190161

$599,698 

The Relationship Between Course-taking Patterns and 

Postsecondary Outcomes

American Institutes for Research (AIR)

NCER: R305A190073

$583,210 

Using Adaptive Practice to Improve Recall and 

Understanding in Postsecondary Anatomy and 

Physiology

University of Memphis

NCER: R305A190448

$1,240,151 

Connecting Community College Students to Public 

and Community Resources: An Experimental 

Evaluation of Single Stop

RAND Corporation

NCER: R305A200101
Director’s Biennial Report to Congress | 27 

$3,299,437 

Developing and Implementing a Technology-Based 

Reading Comprehension Instruction System for Adult 

Literacy Students

University of Memphis

NCER: R305A200413

$1,399,882 

Does Federal Work-Study Work for Students? Evidence 

From a Randomized Controlled Trial

Teachers College, Columbia University

NCER: R305A200250

$2,782,727 

Improving Outcomes and Accelerating Completion 

With Corequisite Remediation in Mathematics: An 

Efficacy Study

WestEd

NCER: R305A200256

$3,299,722 

Improving the Education and Labor Market Outcomes 

of Students in Subbaccalaureate Postsecondary 

Institutions: What Can We Learn From Ohio’s System 

of Public Career and Technical Centers?

University of Michigan

NCER: R305A200221

$1,400,000 

Literacy, Numeracy, and Problem-Solving Skills in 

Technology-Rich Environment in the STEM-Related 

Subbaccalaureate Programs in the United States

University of Maryland, Baltimore County

NCER: R305A200261

$1,398,747 

Predoctoral Interdisciplinary Research 

Training Programs in the Education 

Sciences

Florida Interdisciplinary Research Fellows in 

Education Sciences (FIREFLIES)

Florida State University

NCER: R305B200020

$4,449,927 

Improving Education Systems Through 

Interdisciplinary Training and Practice: 

Applying Social Science to Education Policy and 

Implementation Research

Michigan State University

NCER: R305B200009

$4,023,893 

Increasing the Effectiveness and Coherence of 

Interventions to Reduce Educational Inequality

University of Chicago

NCER: R305B200015

$4,476,507 

Multidisciplinary Program in Educational Sciences

Northwestern University

NCER: R305B200037

$4,503,655 

NYU Predoctoral Interdisciplinary Research Training 

Program

New York University

NCER: R305B200010

$4,600,000 

Partnering in Education Research (PIER): An 

Interdisciplinary Predoctoral Training Program

Harvard University

NCER: R305B200012

$4,587,711 

Predoctoral Interdisciplinary Research Training Grant 

Program in Postsecondary Education

Teachers College, Columbia University

NCER: R305B200017

$3,495,949 

The University of Wisconsin–Madison Interdisciplinary 

Training Program for Predoctoral Research in the 

Education Sciences

University of Wisconsin, Madison

NCER: R305B200026

$4,317,535 

The Virginia Education Sciences Predoctoral Training 

Program

University of Virginia

NCER: R305B200005

$4,600,000 

Training Program in Causal Inference in Education 

Policy Research at the University of Michigan

University of Michigan

NCER: R305B200011

$4,600,000 

University of Pennsylvania Predoctoral Training 

Program in Interdisciplinary Methods for Field-Based 

Research in Education

University of Pennsylvania

NCER: R305B200035

$4,586,296 
Director’s Biennial Report to Congress | 28 

Reading, Writing, and Language

Collaborative Teacher Expertise in EvidenceBased Decision Making for Reading Intervention: 

Development of the EXPERT Training Program

University of Texas, Austin

NCSER: R324A190126

$1,400,000 

Examining the Efficacy of a Content Area Reading 

Comprehension Intervention for Students With 

Disabilities

University of Texas, Austin

NCSER: R324A190072

$3,284,468 

Exploring the Knowledge, Skills, and Strategies 

Teachers of Students with Visual Impairments Need to 

Effectively Teach Braille Reading and Writing

Rice University

NCSER: R324A190093

$1,400,000 

Understanding Reading Development and 

Instructional Context of Students with Intellectual 

Disabilities

University of Washington

NCSER: R324A190051

$1,400,000 

Writing in Middle School Science and Social Studies: 

Exploring Instruction and Support for Students with 

Disabilities (Project Explore)

George Mason University

NCSER: R324A190028

$1,399,887 

A Randomized Trial of the Connect-IT Intervention in 

Middle School Students With or At Risk for Reading 

Disabilities

Vanderbilt University

NCSER: R324A200101

$3,066,223 

Development of an Intervention to Improve Reading 

Efficiency for Students With or At Risk for WordReading Disability

University of Texas, Austin

NCSER: R324A200209

$1,399,910 

Examining the Efficacy of Friends on the Block: An 

Intensive Early Literacy Intervention for Elementary 

Students With Intellectual and Developmental 

Disability (Project Intensity)

Southern Methodist University

NCSER: R324A200151

$3,299,942 

Validity of a Nonspeech, Dynamic Assessment of the 

Alphabetic Principle (DAAP)

University of Kansas

NCSER: R324A200190

$1,397,718 

Writing in Students With Language-Based Learning 

Disabilities (WILLD)

Seton Hall University

NCSER: R324A200046

$1,399,230 

Systematic Replication

The Effects of PACT on Social Studies Knowledge and 

Comprehension Among 8th Grade Students

American Institutes for Research (AIR)

NCER: R305R200002

$3,999,942 

Implementing Fraction Intervention Classwide to 

Address Mathematics Learning Disabilities in Inclusive 

Classrooms

Vanderbilt University

NCSER: R324R200003

$3,589,062 

Iterative Replication of Read Well in First Grade

University of Virginia

NCSER: R324R200014

$3,999,930 

ROOTS Replication: A Systematic Replication of a Tier 

2 Kindergarten Mathematics Intervention

University of Oregon

NCSER: R324R200005

$3,600,000 

Systematic Replication of Pre-K Mathematics Tutorial: 

The Effect of Variation in the Intervention Delivery 

Model on Mathematics Achievement of At-Risk 

Preschool Children

WestEd

NCSER: R324R200011

$3,600,000 

Enhancing Ci3T: Building Professional Capacity for 

High Fidelity Implementation to Support Students’ 

Educational Outcomes (Project ENHANCE)

University of Kansas

NCSER: R324N190002
Director’s Biennial Report to Congress | 29 

$3,999,320 

Evaluating the Impact of Integrated Behavior 

and Reading Multi-Tiered Systems of Support in 

Elementary Schools

University of Connecticut

NCSER: R324N190012

$3,999,589 

Measuring Implementation of Multi-Tiered Systems 

of Support (MTSS): Integrated MTSS Fidelity Rubric 

(IMFR)

American Institutes for Research (AIR)

NCSER: R324N190007

$3,998,026 

Multi-Tiered Systems of Support Research Network 

(MTSS-RN) Leadership Team

University of Connecticut

NCSER: R324N180020

$1,499,572 

Researcher-Practitioner Partnerships

ASPIREPlus: A Researcher-Practitioner Partnership 

to Promote Self-Determination and More Positive 

Student Outcomes

University of Kansas

NCER: R305H190017

$399,926 

IMPACT Iowa Mathematics Partnership in Algebra: 

Creating a Team

Iowa State University

NCER: R305H190058

$400,000 

Mapping Workforce Certificate and Degree Pathways 

in Ohio: Are Postsecondary Training Opportunities 

Setting Students Up for Success?

RAND Corporation

NCER: R305H190033

$399,853 

MERC School-Based Action Research Team 

Professional Development Model to Support the 

Use of Culturally Responsive Teaching Practices that 

Impact Student Learning

Virginia Commonwealth University

NCER: R305H190053

$395,253 

Partnering to Improve: The Denver Public Schools and 

CU-Boulder Teacher Workforce Collaborative

University of Colorado, Boulder

NCER: R305H190060

$399,995 

SERP-DCPS Partnership to Promote Early Literacy 

Success

Strategic Education Research Partnership (SERP) 

Institute

NCER: R305H190057

$400,000 

Serving Students Experiencing Homelessness in the 

Camden City School District

Nemours Foundation

NCER: R305H190067

$390,372 

Systematic Teacher Talent Management: Partnering to 

Support Beginning and Struggling Veteran Teachers

University of Washington

NCER: R305H190021

$400,000 

The New Orleans Early Education Research Alliance

Tulane University

NCER: R305H190041

$399,998 

Multiplicative Reasoning: Developing an Intervention 

for Students with or At Risk for Mathematics 

Difficulties

University of California, Riverside

NCSER: R324A190101

$1,399,997 

Science, Technology, Engineering and 

Mathematics

The Role of Algebraic Reasoning Within Additive and 

Multiplicative Multi-Step Problem Solving for Students 

With Mathematics Difficulty (Project RAAMPS)

University of Texas, Austin

NCSER: R324A200176

$3,289,913 

Geometry By Example: Developing an Effective 

Intervention for Varied Geometry Content and 

Learner Characteristics

Temple University

NCER: R305A190126

$1,396,715 

Identifying Young Children’s Computational Thinking 

Processes In Visual Programming Environments Using 

Telemetry-Based Evidence Collection Methods
Director’s Biennial Report to Congress | 30 

University of California, Los Angeles

NCER: R305A190433

$1,400,000 

Test-Based Acceleration in Middle School Math: 

Impacts on College Entry and STEM Major Choice 

for High-achieving Students and Under-represented 

Groups

National Bureau of Economic Research (NBER)

NCER: R305A190175

$601,499 

The Evolution of Learning Strategies as Indicators of 

Intervention Efficacy

University of Denver

NCER: R305A200100

$565,048 

Coping Power for Rural Middle Schoolers: A Tiered 

Approach to Increasing Behavioral and Mental Health 

Supports and Reducing Disparities

University of Virginia

NCER: R305A190116

$1,399,768 

Social, Emotional, And Behavioral 

Competence

Creating Upstanders: The Development of Norms And 

Bystander Intervention Training (NAB IT!) to Reduce 

Bullying and Sexual Harassment

State University of New York (SUNY), Buffalo

NCER: R305A190139

$1,381,579 

Evaluating an Online System of Supports for the Good 

Behavior Game

Johns Hopkins University

NCER: R305A190382

$3,295,667 

Evaluation of We Have Choices, an Upper-Elementary 

Self-Management Program

Oregon Research Institute

NCER: R305A190478

$3,298,625 

Evaluation of Homework, Organization, and Planning 

Skills Program: A Conceptual Replication

Children’s Hospital of Philadelphia

NCER: R305A190222

$3,950,738 

High School Gay-Straight Alliances: Practices that 

Predict Academic Success

Boston College

NCER: R305A190165

$1,360,196 

Long Term Effects of Professional Development to 

Support New Teachers’ Use of Effective Classroom 

Management Techniques

University of Virginia

NCER: R305A190162

$1,098,752 

Project PACT: Development and Refinement of the 

Planned Action and Commitment Tool (PACT) for 

Strategic Measurement of Implementer Commitment

University of Minnesota

NCER: R305A190182

$1,399,545 

School Adolescent Mood Project: Efficacy of IPT-AST 

in Schools

Children’s Hospital of Philadelphia

NCER: R305A190088

$3,599,539 

School-Based Marginalization, Social Behavioral 

Competencies, and Achievement: A Meta-Analysis

University of Texas, Austin

NCER: R305A190504

$599,751 

Uprooting Children: The Risks and Rewards of 

Mobility for Vulnerable Students in California’s Public 

Schools

University of California, Riverside

NCER: R305A190439

$599,982 

ACES-2: Development and Validation of the Revised 

Academic Competence Evaluation Scales

Pennsylvania State University

NCER: R305A200134

$1,399,236 

Developing and Testing Training Modes for Improving 

Teachers’ Race-Related Competencies to Promote 

Student Learners’ Academic Adjustment

Harvard University

NCER: R305A200278

$1,399,993 

Developing Positive Family Support for Students 

Exposed to Trauma

Arizona State University

NCER: R305A200238

$1,390,640 
Director’s Biennial Report to Congress | 31 

Developing Seamless Blended Learning Through 

Collaborative In-Class and Online Dialogue About 

Critical Civic Issues to Improve Elementary Students’ 

Interpersonal Competencies and Academic 

Achievement

Ohio State University

NCER: R305A200364

$1,399,999 

Development and Testing of a Research-Based Tier 3 

Wraparound Model for Schools

University of Washington

NCER: R305A200050

$1,399,843 

Development of an Innovative Digital Intervention to 

Enhance the Social-Emotional Skills and School-Based 

Adjustment of Early Elementary Students

3-C Institute for Social Development

NCER: R305A200239

$1,399,963 

Developmental Adaptation of a Self-monitoring 

Training Program for Middle School Students

University of Missouri, Columbia

NCER: R305A200111

$1,398,678 

Efficacy of a Selective Intervention to Improve Middle 

School Students’ Subjective Well-Being

University of South Florida

NCER: R305A200035

$3,300,000 

Enhancing the Applicability of an Evidence-Based 

Intervention to Reduce Social Anxiety and Improve 

Educational Outcomes in Black American Students in 

Urban Public High Schools

Research Foundation for Mental Hygiene, Inc.

NCER: R305A200013

$1,399,978 

Enhancing the Capacity of School Nurses to Reduce 

Excessive Anxiety in Children: An Efficacy Trial of the 

CALM Intervention

University of Connecticut Health Center

NCER: R305A200195

$3,300,000 

Evaluation of a Web-Based Classroom Management 

Program to Promote Effective Classroom Management 

Practices Among Early Career Teachers

University of Missouri, Columbia

NCER: R305A200297

$3,292,085 

Fostering Productive Parent Engagement at School 

Entry

Pennsylvania State University

NCER: R305A200436

$3,298,915 

Helping Educational Leadership Mobilize Evidence 

(HELM): An Organizational Intervention to Promote 

Strategic Implementation in Schools

University of Washington

NCER: R305A200023

$1,399,999 

Leveraging Restorative Practices and Social Emotional 

Learning to Enhance Transitioning and Early High 

School Students’ Engagement

Johns Hopkins University

NCER: R305A200071

$1,399,269 

Longitudinal Evaluation of Sluggish Cognitive Tempo: 

Identifying Mechanisms of Educational Impairment

Cincinnati Children’s Hospital Medical Center

NCER: R305A200028

$1,399,985 

Project LEAPS: Latino Education After Public School

University of Texas, Austin

NCER: R305A200387

$1,400,000 

The Development of New Technology to Promote the 

Fidelity and Sustainability of a Universal Preventive 

Intervention in Real-World Educational Settings

University of Southern Mississippi

NCER: R305A200185

$1,364,850 

Web-Based Assessment of Social-Emotional Skills in 

Middle School

Rush University Medical Center

NCER: R305A200220

$1,398,404 

Youth Participatory Action Research in the Secondary 

Curriculum

Cleveland State University

NCER: R305A200305

$1,399,069 

Building an Efficient Targeted Intervention for 

Students At Risk for Internalizing Problems: The 

Resilience Education Program (REP)

University of Wisconsin, Madison

NCSER: R324A190129
Director’s Biennial Report to Congress | 32 

$1,382,223 

Efficacy of the Students with Involved Families 

and Teachers (SWIFT) Program for Students with 

Emotional and Behavioral Disorders

Oregon Social Learning Center

NCSER: R324A190122

$3,298,313 

Evaluating the Efficacy of a Daily Check-in/Check-out 

Intervention for Students At Risk for Emotional and 

Behavioral Disorders

University of Missouri, Columbia

NCSER: R324A190046

$3,267,793 

Examining Outcomes of a Multi-Component, 

Individually Tailored Consultation Process Focused on 

Classroom Management for Teachers (K-5)

Ohio University

NCSER: R324A190154

$3,297,119 

Motivational Interviewing Skills for Coaches (MISC)

University of Louisville

NCSER: R324A190173

$1,396,097 

Project SCREEN: Validation of a Free-Access Screening 

Tool for K-12 Educators to Screen Students for 

Internalizing and Externalizing Behavior Patterns

University of Kansas

NCSER: R324A190013

$1,399,959 

Development and Pilot Testing of Modular-Based 

Consultation Using Evidence-Based Practices for 

Teachers of Students With Emotional Disturbance 

(MOTIVATED)

University of South Florida

NCSER: R324A200022

$1,397,919 

FLIP (Focusing on Learning, Interaction, and Play at) 

Recess for Students With Severe Disabilities

Ohio State University

NCSER: R324A200110

$3,299,986 

Initial Efficacy Evaluation of the CW-FIT Middle School 

Program: Improving Academic Engagement and 

Outcomes for Middle School Students

University of Kansas

NCSER: R324A200063

$3,300,000 

Understanding the Development of Comorbidity of 

Externalizing and Internalizing Disorders in SchoolAge Children

University of Texas Health Science Center at Houston

NCSER: R324A200184

$599,914 

Statewide Longitudinal Data Systems

Liberate

Georgia State University

NCSER: R324A190145

$3,299,326 

Advance CNMI: Leveraging Data Power for Greater 

Success

Commonwealth of the Northern Mariana Islands 

Public School System

NCES: R372A200043

$2,561,497 

Alabama’s Statewide Longitudinal Data System

Alabama State Department of Education

NCES: R372A200025

$3,249,223 

Colorado RISE (Relevant Information to Strengthen 

Education) Continuation

Colorado Department of Education

NCES: R372A200034

$2,347,439 

Enhancing Nebraska’s SLDS for Interoperability

Nebraska Department of Education

NCES: R372A200041

$3,500,000 

Expanding SLDS Infrastructure with New Data Sources 

to Enhance Equity

Connecticut Department of Education

NCES: R372A200008

$3,234,566 

Facilitating Data Integration through Education Choice 

and Equity-Driven

Wisconsin Department of Education

NCES: R372A200038

$3,455,799 

Future Ready Iowa: Closing Equity and Opportunity 

Gaps

Iowa Department of Education

NCES: R372A200007

$3,493,838 
Director’s Biennial Report to Congress | 33 

Guam One Stop Data Village (GOSDV)

Guam Department of Education

NCES: R372A200009

$3,249,919 

Ho’okele: Using Data to Achieve Equity

Hawaii State Department of Education

NCES: R372A200018

$3,500,000 

Indiana’s Next Level SLDS

Indiana Department of Education

NCES: R372A200027

$3,498,576 

Maine State Longitudinal Data System

Maine Department of Education

NCES: R372A200013

$3,500,000 

Massachusetts Partnership for Equity Through 

Evidence-Based Policy

Massachusetts Department of Elementary and 

Secondary Education

NCES: R372A200016

$3,478,369 

Modernizing Data Systems from Early Childhood to 

Career in Tennessee

Tennessee Department of Education

NCES: R372A200037

$3,493,304 

Montana Innovation through Infrastructure

Montana Office of Public Instruction

NCES: R372A200011

$3,499,219 

Nevada SLDS Infrastructure Improvements

Nevada Department of Education

NCES: R372A200020

$3,499,913 

New Hampshire Department of Education SLDS Grant 

CDF #84.372

New Hampshire Department of Education

NCES: R372A200006

$3,249,980 

New Jersey SLDS Systems Integration

New Jersey Department of Education

NCES: R372A200035

$3,250,000 

North Dakota SLDS Modernization Project

North Dakota Department of Public Instruction

NCES: R372A200012

$3,498,984 

Optimizing the Kentucky Longitudinal Data System to 

Inform Equity Issues in Education and Employment 

Barriers

Kentucky Department of Education

NCES: R372A200039

$3,499,500 

Rhode Island SLDS: Building School Capacity to 

Address Equity at Scale

Rhode Island Department of Education

NCES: R372A200032

$3,241,206 

South Carolina Early Learning Extension (SCELE)

South Carolina Department of Education

NCES: R372A200048

$3,305,878 

Strengthening PIMS Infrastructure to Expand Data Use 

Capacity

Pennsylvania Department of Education

NCES: R372A200017

$3,250,000 

Sustaining SLDS for Long-Term Education and 

Workforce Attainment

Wyoming Department of Education

NCES: R372A200024

$3,205,897 

The KEDS Initiative: Strengthening the Foundation for 

Kansas Student Outcomes

Kansas Department of Education

NCES: R372A200042

$3,348,981 

TSDS Infrastructure Upgrade

Texas Education Agency

NCES: R372A200030

$3,418,084 

Using Data for Equity: Empowering Educators with 

Information, Tools and

Ohio Department of Education

NCES: R372A200040

$3,248,392 

Visualizing Equity: Supporting Continuity in 

Educational Opportunities for Students with 

Additional Needs Using Virginia’s Cross-Sector 

Longitudinal Data System
Director’s Biennial Report to Congress | 34 

Virginia Department of Education

NCES: R372A200001

$3,500,000 

Washington State P20W Studies in Educational Equity

Washington Office of Superintendent of Public 

Instruction

NCES: R372A200022

$3,249,294 

Statistical and Research Methodology in 

Education

Bayesian Analysis of Academic Outcomes from SingleCase Experimental Designs

Lehigh University

NCER: R305D190023

$899,769 

Bayesian Dynamic Borrowing: A Method for Utilizing 

Historical Data in Education Research

University of Wisconsin, Madison

NCER: R305D190053

$802,314 

Developing Methodological Foundations for 

Replication Sciences

University of Virginia

NCER: R305D190043

$814,052 

Efficient and Flexible Tools for Complex Multilevel 

and Latent Variable Modeling in Education Research

Columbia University

NCER: R305D190048

$706,423 

Empirical Benchmarks for Interpreting Effect Size 

and Design Parameters for Planning Multilevel 

Randomized Trials on Social and Behavioral Outcomes

University of North Carolina, Chapel Hill

NCER: R305D190013

$893,955 

Model-based Multiple Imputation for Multilevel 

Data: Methodological Extensions and Software 

Enhancements

University of California, Los Angeles

NCER: R305D190002

$868,046 

Planning Randomized Controlled Trials in Community 

Colleges

MDRC

NCER: R305D190025

$898,302 

Site Selection When Participation is Voluntary: 

Improving the External Validity of Randomized Trials

Westat

NCER: R305D190020

$899,034 

Assembling an Open-Access School-by-School 

Spending Data Archive

Georgetown University

NCER: R305D200032

$897,966 

Causal Mediation Analysis Under Partial Compliance 

in Single-Site and Multisite Randomized Trials

University of Chicago

NCER: R305D200031

$899,688 

Deriving and Developing Tools to Estimate Optimal 

Data Points for Quasi-Experimental Designs

National Opinion Research Center (NORC)

NCER: R305D200023

$648,791 

Developing Computational Tools for Model-Based Oral 

Reading Fluency Assessments

Southern Methodist University

NCER: R305D200038

$899,901 

Improving Methods for Policy Impact Evaluation with 

Group Panel Data in Education Research

University of California, Berkeley

NCER: R305D200010

$896,026 

Innovative Statistical Learning Methods and Software 

for Large-Scale Assessment

University of Washington

NCER: R305D200015

$764,021 

thinkCausal: Practical Tools for Understanding and 

Implementing Causal Inference Methods

New York University

NCER: R305D200019

$899,876 

Addressing Small Sample and Computational Issues 

in Mixture Models of Repeated Measures Data with 

Covariance Pattern Mixture Models

Arizona State University
Director’s Biennial Report to Congress | 35 

NCER: R305D190011

$209,305 

Assessing Generalizability and Variability of SingleCase Design Effect Sizes Using Multilevel Modeling 

Including Moderators

State University of New York (SUNY), Albany

NCER: R305D190022

$224,997 

Using Machine Learning Methods to Improve 

Regression Discontinuity Designs

RAND Corporation

NCER: R305D200008

$224,999 

Systems, Policy and Fiance

Addressing the Integrity of the Problem-Solving 

Process: An Empirical Analysis of Problem-Solving 

Teams to Improve Team Functioning and Student 

Outcomes

University of Wisconsin, Madison

NCSER: R324A190198

$1,399,428 

Who Receives and Benefits From Special Education in 

the U.S.? Analyses of Three Nationally Representative 

Datasets

Pennsylvania State University

NCSER: R324A200166

$600,000 

Technology for Special Education

Project DataWall: A Decision Support System for MTSS

University of Kansas

NCSER: R324A190054

$1,388,621 

Transition to Postsecondary Education, 

Career, and/or Independent Living

College and Career Readiness for Transition (CCR4T): 

Development and Validation of a Student Measure

University of Connecticut

NCSER: R324A190170

$1,398,298 

Exploring How Transfer-of-Rights and Guardianship 

Discussions May Affect Transition Outcomes for 

Students with Intellectual Disabilities

University of Massachusetts, Boston

NCSER: R324A190114

$1,399,642 

Moving Transition Forward: Exploration of CollegeBased and Conventional Transition Practices for 

Students with Intellectual Disability and Autism

University of Massachusetts, Boston

NCSER: R324A190085

$600,000 

Paths to the Future for Young Men

University of Oregon

NCSER: R324A190104

$1,378,477 

Possible Selves and Self-Determination: Improving 

Transition Outcomes for High School Students with 

Learning Disabilities

University of Kansas

NCSER: R324A190011

$3,293,003 

Unsolicited and Other Awards

Professional Online Learning Module (PLOM) Project

North Carolina State University

NCEE: R305U200001

$934,215 

The Impact of the COVID Crisis on the Educational 

Attainment of Economically-Disadvantaged 

Undergraduates: A Longitudinal Study

City University of New York (CUNY)

NCEE: R305U200009

$248,971 

Technical Assistance Guidance for Cost Analysis at IES

Grant Thornton LLP

NCER: R305U190002

$249,882 

The Strategic Data Project for Higher Education

Harvard University

NCER: R305U190001

$199,277 

An Educational Intervention to Combat Whole 

Number Bias in Risk Perceptions in an Ambiguous 

Health Context: COVID-19

Kent State University

NCER: R305U200004

$200,000 

An Intervention Return on Investment (ROI) Tool for 

Community Colleges

MDRC

NCER: R305U200007
Director’s Biennial Report to Congress | 36 

$390,419.00 

Building Financial Leadership in Education to Do 

More for Students

Georgetown University

NCER: R305U200003

$114,576.25 

Changing Policy and Practice in Developmental 

Education: Assessing the Evidence and Engaging the 

Field

Teachers College, Columbia University

NCER: R305U200010

$965,836 

Cost Analysis in Practice Project (CAP Project)

Teachers College, Columbia University

NCER: R305U200002

$627,743 

Develop and Improve the Edlnstruments Library

Brown University

NCER: R305U200008

$485,407.47 

Using Student Achievement Data to Monitor Progress 

and Performance: Methodological Challenges 

Presented by COVID-19

RAND Corporation

NCER: R305U200006

$748,928 

Developing Infrastructure and Procedures for the 

Special Education Research Accelerator

University of Virginia

NCSER: R324U190001

$575,273 

Improving the Accessibility of Effect Size and 

Synthesis Methods for Single-Case Research

University of Oregon

NCSER: R324U190002

$600,000 

What We Have Learned in 20 Years of IES Randomized 

Trials

Northwestern University

NCER: R305U200005

$931,060 
Director’s Biennial Report to Congress | 37 

Contracts

WWC Practice Guides

2M RESEARCH SERVICES LLC

NCEE: Knowledge Use Division

91990019F0319

$937,414 

Research Study to support Scholarships for 

Opportunity and Results Reauthorization Act

ABT ASSOCIATES INC.

NCEE: Evaluation Division

91990019C0004

$2,306,247 

Evaluations of Federal Financial Aid Information and 

Delivery Strategies

ABT ASSOCIATES INC.

NCEE: Evaluation Division

91990019F0401

$498,623 

Low cost, quick-turn around evaluations of Federal 

Financial Aid Information and Delivery Strategies.

ABT ASSOCIATES INC.

NCEE: Evaluation Division

91990020F0369

$699,981 

Regional Educational Laboratories Evaluation

ABT ASSOCIATES INC.

NCEE: Knowledge Use Division

91990019C0077

$3,421,088 

Study of Practices For English Learners: Title III 

Implementation Evaluation, Examination of Social 

And Emotional Learning, and Impact Feasibility Study

AMERICAN INSTITUTES FOR RESEARCH IN THE 

BEHAVIORAL SCIENCES

NCEE: Evaluation Division

91990019C0060

$4,548,647 

Congressionally Mandated Evaluation of Career and 

Technical Education (CTE)

AMERICAN INSTITUTES FOR RESEARCH IN THE 

BEHAVIORAL SCIENCES

NCEE: Evaluation Division

91990019F0055

$1,299,246 

Evaluation of Transition Supports for Youth with 

Disabilities

AMERICAN INSTITUTES FOR RESEARCH IN THE 

BEHAVIORAL SCIENCES

NCEE: Evaluation Division

91990019C0078

$1,180,475 

What Works Clearinghouse (WWC) reviews and 

support

DEVELOPMENT SERVICES GROUP, INC.

NCEE: Knowledge Use Division

91990020F0371

$216,825 

Implementation and Impact Evaluation Study of the 

21st Century Community Learning Centers (21st CCLC) 

program. 

MATHEMATICA INC.

NCEE: Evaluation Division

91990019C0056

$4,528,434 

Feasibility and conduct of an impact evaluation 

of teacher residency programs or professional 

development for classroom teachers. 

MATHEMATICA INC.

NCEE: Evaluation Division

91990019C0066

$5,071,388 

Evaluation of Promise Neighborhoods

MATHEMATICA INC.

NCEE: Evaluation Division

91990020C0001

$3,933,228 

Technical Assistance on Evidence-Building

MATHEMATICA INC.

NCEE: Knowledge Use Division

91990020F0052

$1,143,226 

WWC Practice Guides

R G RESEARCH GROUP, INC.

NCEE: Knowledge Use Division

91990019F0399

$930,670 

Expert Panels and Practice Guides

R G RESEARCH GROUP, INC.
Director’s Biennial Report to Congress | 38 

NCEE: Knowledge Use Division

91990020F0325

$1,964,822 

Evaluation of Title I Pilots That Provide Flexibility 

Under the Every Student Succeeds Act

WESTAT, INC.

NCEE: Evaluation Division

91990019C0059

$3,622,574 

Early Reading Diagnostic Profiler

ANALYTIC FORCE

NCER: Small Business Innovation Research

91990020C0070

$199,970 

Language Learning Experience in Virtual Reality

AP VENTURES, LLC

NCER: Small Business Innovation Research

91990019C0030

$199,985 

Inq-ITS Online Labs for High School Physics and 

Physical Science

APPRENDIS

NCER: Small Business Innovation Research

91990019C0037

$899,960 

Collaborate

AUFERO, INC.

NCER: Small Business Innovation Research

91990019C0031

$199,611 

vCoder and AI-Assisted Learning

BEACH DAY STUDIOS, LLC

NCER: Small Business Innovation Research

91990020C0080

$199,531 

The Training, Education, and Apprenticeship Program 

Outcomes Toolkit (TEAPOT)

BRIGHTHIVE, INC.

NCER: Small Business Innovation Research

91990019C0042

$195,506 

The Training, Education, and Apprenticeship Program 

Outcomes Toolkit

BRIGHTHIVE, INC.

NCER: Small Business Innovation Research

91990020C0088

$890,076 

Foundational Reading Skill Exercises for English 

Language Learners

CHARMTECH LABS

NCER: Small Business Innovation Research

91990019C0024

$200,000 

Story Mode for Teaching Cross-Curricular Coding 

Projects

CODESPARK

NCER: Small Business Innovation Research

91990019C0035

$899,072 

Navigation System for Early Childhood Assessment 

and Instruction

COGNITIVE TOYBOX

NCER: Small Business Innovation Research

91990019C0021

$200,000 

A Navigation System for Early Childhood Assessment 

and Instructional Planning

COGNITIVE TOYBOX

NCER: Small Business Innovation Research

91990020C0084

$900,000 

A More Perfect Union

GIGANTIC MECHANIC

NCER: Small Business Innovation Research

91990019C0041

$897,103 

IT support for ICER

GRANT THORNTON LLP

NCER

91990020F0367

$509,764 

Graspable Math Activities: Increasing Algebra 

Proficiency with Dynamic Notation Technology

GRASPABLE

NCER: Small Business Innovation Research

91990019C0034

$900,000 

Powerskills Game Lab: Improving High School 

Communication Skills Through Formative Assessment

HATS & LADDERS, INC.

NCER: Small Business Innovation Research

91990019C0028

$200,000 
Director’s Biennial Report to Congress | 39 

Powerskills Game Lab: Improving High School Career 

Readiness Competencies

HATS & LADDERS, INC.

NCER: Small Business Innovation Research

91990020C0083

$900,000 

Interactive Audio Technology to Build Phonological 

Awareness and Early Childhood Literacy

HOOGALIT

NCER: Small Business Innovation Research

91990020C0076

$199,724 

Dynamic and Interactive Augmented Reality in Biology 

for Hands-On, Group Science Learning

INNOVATION DESIGN LABS

NCER: Small Business Innovation Research

91990019C0026

$199,788 

Using Multiplayer VR to Advance Earth Science STEM 

Learning

KILLER SNAILS

NCER: Small Business Innovation Research

91990019C0025

$200,000 

LoomVue Browser: Supporting Language Learning 

With a Dynamic Diglot Weave

KINGS PEAK TECHNOLOGY, INC.

NCER: Small Business Innovation Research

91990020C0075

$199,951 

Pictoword School: Combining AI (Machine Learning) 

and Game-Based Learning to Support English 

Learners

KOOAPPS

NCER: Small Business Innovation Research

91990020C0069

$199,063 

Sustainable Systems-Level Change for Literacy 

Outcomes

LEARNING OVATIONS

NCER: Small Business Innovation Research

91990020C0078

$200,000 

Learn-Implementation Exchange in Context

LEARNPLATFORM, INC.

NCER: Small Business Innovation Research

91990019C0027

$199,637 

Learn-Implementation Exchange in Context (LearnIXC)

LEARNPLATFORM, INC.

NCER: Small Business Innovation Research

91990020C0087

$874,804 

VR-enhanced Immersive Science Investigations into 

Biology and Genetics

LIGHTHAUS, INC.

NCER: Small Business Innovation Research

91990019C0032

$200,000 

Verdant: VR-Enhanced Science Investigations Into 

Biology and Genetics

LIGHTHAUS, INC.

NCER: Small Business Innovation Research

91990020C0082

$900,000 

LabAR: An Augmented Reality Learning System for 

STEM

LIGHTUP, INC.

NCER: Small Business Innovation Research

91990019C0029

$200,000 

LabAR: An Augmented Reality Learning System for 

STEM

LIGHTUP, INC.

NCER: Small Business Innovation Research

91990020C0086

$900,000 

Esports Rapid Cycle Evaluation

LIMINAL ESPORTS

NCER: Small Business Innovation Research

91990019C0022

$199,451 

Coding Bridge: Bridging Computer Science for Girls

LIMINAL ESPORTS

NCER: Small Business Innovation Research

91990020C0066

$199,961 

A User-Friendly Tier-II Behavior Intervention

LIVESCHOOL, INC.

NCER: Small Business Innovation Research

91990020C0077

$199,972 

Using Connected Play to Engage Learners in 

Computational Thinking Practices Through 
Director’s Biennial Report to Congress | 40 

Collaborative Problem Solving

MAKEFULLY, LLC

NCER: Small Business Innovation Research

91990020C0081

$199,652 

ACE – A Music Creation Engine to Improve Algebra 

Readiness

MUZOLOGY, LLC

NCER: Small Business Innovation Research

91990020C0068

$199,192 

AI-Driven Formative Assessments for Hands-On 

Science

MYRIAD SENSORS, INC.

NCER: Small Business Innovation Research

91990020C0073

$200,000 

An Augmented Reality Sandbox for use in Early 

Elementary STEM Instruction

PARAMETRIC STUDIOS, INC.

NCER: Small Business Innovation Research

91990019C0033

$200,000 

An Augmented Reality-Based Design Puzzle Sandbox 

for Use in Early Elementary STEM Instruction

PARAMETRIC STUDIOS, INC.

NCER: Small Business Innovation Research

91990020C0085

$900,000 

History Maker VR

SCHELL GAMES

NCER: Small Business Innovation Research

91990019C0040

$900,000 

Reading Roots II: Reading “Between the Lions”: 

Combining Instruction with Technology and 

Multimedia to Ensure That Every Child Succeeds in 

Reading by Third Grade

SIRIUS THINKING, LTD.

NCER: Small Business Innovation Research

91990019C0039

$900,000 

Teachley Math Practice Kits: Transmedia Resources to 

Support Students’ Metacognitive Math Reasoning

TEACHLEY, LLC

NCER: Small Business Innovation Research

91990020C0067

$199,401 

Teachley Problem-Solving Assessment to Support 

Teachers to Assess and Promote Students’ 

Mathematical Thinking

TEACHLEY, LLC

NCER: Small Business Innovation Research

91990020C0071

$199,995 

A User-Contextualized ROI Tool to Make Meaning of 

Lifetime Costs and Tradeoffs Associated with Different 

Degree Programs

VANTAGE POINT CONSULTING

NCER: Small Business Innovation Research

91990019C0020

$199,987 

Development of an Education Return-on-Investment 

(ROI) Web Application Called Return on College (ROC)

VANTAGE POINT CONSULTING

NCER: Small Business Innovation Research

91990020C0089

$898,617 

Teacher Dashboard and Student Feedback Tools

VIDCODE

NCER: Small Business Innovation Research

91990019C0036

$900,000 

An Innovative Digital Tool to Inform Educators’ 

Decisions About OERs to Support More Efficient and 

Effective Evaluation and Ongoing Use of OERs to 

Improve Math Skills

ZUNI LEARNING TREE

NCER: Small Business Innovation Research

91990020C0079

$199,856 

State Coordinator Contract and Cooperative System 

Basic Participation

ADMINISTRATION, LOUISIANA DIVISION OF

NCES: Assessment Division

91990020C0042

$116,812 

State Coordinator Contract and Cooperative System 

Basic Participation

ADMINISTRATION, RHODE ISLAND DEPARTMENT OF

NCES: Assessment Division

91990020C0023

$177,513 

Development and implementation of education data 

standards, and tools for standards use.

APPLIED ENGINEERING MANAGEMENT 
Director’s Biennial Report to Congress | 41 

CORPORATION

NCES: Administrative Data Division

91990019F0016

$2,748,415 

EDFacts Technology and Support Services (ETSS III)

APPLIED ENGINEERING MANAGEMENT 

CORPORATION

NCES: Administrative Data Division

91990019F0354

$12,851,776 

Non-Fiscal Common Core of Data (CCD)

APPLIED ENGINEERING MANAGEMENT 

CORPORATION

NCES: Administrative Data Division

91990019F0355

$2,547,421 

EDFacts Annual Performance Reports (APRs)

APPLIED ENGINEERING MANAGEMENT 

CORPORATION

NCES: Administrative Data Division

91990019F0356

$1,858,745 

State Coordinator Contract and Cooperative System 

Basic Participation

COLORADO STATE BOARD OF EDUCATION

NCES: Assessment Division

91990020C0035

$179,051 

National Assessment of Educational Progress Logistics 

Support and Services 

CRP, INC.

NCES: Assessment Division

91990020F0011

$2,793,134 

EDFacts Quality Assurance/Quality Control Support II

CTG, INC.

NCES: Administrative Data Division

91990020F0042

$898,630 

State Coordinator Contract and Cooperative System 

Basic Participation

DEPARTMENT OF EDUCATION OF PUERTO RICO

NCES: Assessment Division

91990020C0064

$118,829 

State Coordinator Contract and Cooperative System 

Basic Participation

DISTRICT OF COLUMBIA, GOVERNMENT OF

NCES: Assessment Division

91990020C0038

$189,300 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION DEPARTMENT, NEW YORK STATE

NCES: Assessment Division

91990020C0016

$215,536 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, ALABAMA DEPT OF

NCES: Assessment Division

91990020C0005

$154,120 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, ARIZONA DEPT OF

NCES: Assessment Division

91990020C0044

$159,872 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, ARKANSAS DEPARTMENT OF

NCES: Assessment Division

91990020C0051

$139,464 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, CALIFORNIA DEPARTMENT OF

NCES: Assessment Division

91990020C0034

$259,060 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, CONNECTICUT DEPARTMENT OF

NCES: Assessment Division

91990020C0036

$279,962 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, DELAWARE DEPARTMENT OF

NCES: Assessment Division

91990020C0037

$197,264 

State Coordinator Contract and Cooperative System 
Director’s Biennial Report to Congress | 42 

Basic Participation

EDUCATION, FLORIDA DEPARTMENT OF

NCES: Assessment Division

91990020C0052

$133,308 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, GEORGIA DEPARTMENT OF

NCES: Assessment Division

91990020C0053

$169,349 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, HAWAII DEPARTMENT OF

NCES: Assessment Division

91990020C0039

$211,358 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, IDAHO STATE BOARD OF

NCES: Assessment Division

91990020C0054

$139,415 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, ILLINOIS STATE BOARD OF

NCES: Assessment Division

91990020C0040

$169,523 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, INDIANA DEPARTMENT OF

NCES: Assessment Division

91990020C0055

$111,437 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, IOWA DEPARTMENT OF

NCES: Assessment Division

91990020C0041

$212,160 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, KANSAS DEPT OF

NCES: Assessment Division

91990020C0056

$139,268 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, MAINE DEPARTMENT OF

NCES: Assessment Division

91990020C0057

$136,981 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, MICHIGAN DEPARTMENT OF

NCES: Assessment Division

91990020C0047

$207,263 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, MINNESOTA, DEPARTMENT OF

NCES: Assessment Division

91990020C0048

$159,720 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, NEBRASKA DEPARTMENT OF

NCES: Assessment Division

91990020C0061

$149,400 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, NEVADA DEPARTMENT OF

NCES: Assessment Division

91990020C0049

$181,942 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, NEW HAMPSHIRE DEPARTMENT OF

NCES: Assessment Division

91990020C0062

$159,678 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, NEW JERSEY DEPARTMENT OF

NCES: Assessment Division

91990020C0063

$225,807 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, OHIO DEPARTMENT OF

NCES: Assessment Division

91990020C0019

$164,622 
Director’s Biennial Report to Congress | 43 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, OKLAHOMA DEPARTMENT OF

NCES: Assessment Division

91990020C0020

$155,490 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, PENNSYLVANIA DEPT OF

NCES: Assessment Division

91990020C0022

$164,469 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, SOUTH DAKOTA DEPARTMENT OF

NCES: Assessment Division

91990020C0025

$107,221 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, TENNESSEE DEPARTMENT OF

NCES: Assessment Division

91990020C0026

$168,647 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, VIRGINIA DEPARTMENT OF

NCES: Assessment Division

91990020C0029

$203,517 

State Coordinator Contract and Cooperative System 

Basic Participation

EDUCATION, WYOMING DEPARTMENT OF

NCES: Assessment Division

91990020C0033

$191,340 

National Assessment of Educational Progress Planning 

and Coordination

EDUCATIONAL TESTING SERVICE

NCES: Assessment Division

91990019C0043

$5,943,592 

National Assessment of Educational Progress Design, 

Analysis and Reporting 

EDUCATIONAL TESTING SERVICE

NCES: Assessment Division

91990019C0045

$25,454,250 

National Assessment of Educational Progress Item 

Development 

EDUCATIONAL TESTING SERVICE

NCES: Assessment Division

91990019C0046

$18,765,880 

National Assessment of Educational Progress Platform 

Development 

EDUCATIONAL TESTING SERVICE

NCES: Assessment Division

91990019C0051

$24,841,005 

State Coordinator Contract and Cooperative System 

Basic Participation

ELEMENTARY AND SECONDARY EDUCATION, 

MASSACHUSETTS DEPARTMENT OF

NCES: Assessment Division

91990020C0046

$191,776 

State Coordinator Contract and Cooperative System 

Basic Participation

ELEMENTARY AND SECONDARY EDUCATION, 

MISSOURI DEPARTMENT OF

NCES: Assessment Division

91990020C0059

$127,075 

Statistical Analytics Systems (SAS) Maintenance and 

Support Renewal

EXECUTIVE INFORMATION SYSTEMS, LLC

NCES

91990019F0036

$370,973 

National Assessment of Educational Progress Web/

Technology Maintenance and Support 

FULCRUM IT SERVICES, LLC

NCES: Assessment Division

91990019C0050

$11,481,638 

National Assessment of Educational Progress (NAEP) 

Publications, Outreach, Operations and Dissemination 

Support (PO2DS)

HAGER SHARP, INC.

NCES: Assessment Division

91990019F0010

$10,268,899 

National Assessment of Educational Progress Program 
Director’s Biennial Report to Congress | 44 

Support Management 

JLC SOLUTIONS LLC

NCES: Assessment Division

91990019C0044

$2,162,379 

Distance Learning Dataset Training

KEN CONSULTING, INC.

NCES: Statistical Standards

91990020F0019

$464,415 

State Coordinator Contract and Cooperative System 

Basic Participation

KENTUCKY, DEPARTMENT OF EDUCATION

NCES: Assessment Division

91990020C0043

$210,945 

State Coordinator Contract and Cooperative System 

Basic Participation

MARYLAND STATE DEPARTMENT OF EDUCATION

NCES: Assessment Division

91990020C0045

$159,639 

State Coordinator Contract and Cooperative System 

Basic Participation

MISSISSIPPI STATE DEPARTMENT OF EDUCATION

NCES: Assessment Division

91990020C0058

$131,226 

National Assessment of Educational Progress 

Materials, Distribution, Processing and Scoring 

NCS PEARSON, INC.

NCES: Assessment Division

91990019C0049

$11,677,431 

State Coordinator Contract and Cooperative System 

Basic Participation

OREGON DEPARTMENT OF EDUCATION

NCES: Assessment Division

91990020C0021

$214,385 

State Coordinator Contract and Cooperative System 

Basic Participation

PUBLIC EDUCATION, NEW MEXICO DEPARTMENT OF

NCES: Assessment Division

91990020C0050

$164,573 

State Coordinator Contract and Cooperative System 

Basic Participation

PUBLIC INSTRUCTION, MONTANA OFFICE OF

NCES: Assessment Division

91990020C0060

$128,802 

State Coordinator Contract and Cooperative System 

Basic Participation

PUBLIC INSTRUCTION, NORTH CAROLINA 

DEPARTMENT OF

NCES: Assessment Division

91990020C0017

$152,644 

State Coordinator Contract and Cooperative System 

Basic Participation

PUBLIC INSTRUCTION, NORTH DAKOTA 

DEPARTMENT OF

NCES: Assessment Division

91990020C0018

$171,558 

State Coordinator Contract and Cooperative System 

Basic Participation

PUBLIC INSTRUCTION, WASHINGTON STATE 

SUPERINTENDENT OF

NCES: Assessment Division

91990020C0030

$149,874 

State Coordinator Contract and Cooperative System 

Basic Participation

PUBLIC INSTRUCTION, WISCONSIN DEPT OF

NCES: Assessment Division

91990020C0032

$147,127 

The Development And Technical Assistance in 

Leveraging Analysis Based Websites (Data lab) 

SANAMETRIX, INC.

NCES: Sample Surveys Divison

91990019F0001

$4,387,559 

State Coordinator Contract and Cooperative System 

Basic Participation

SOUTH CAROLINA DEPARTMENT OF EDUCATION

NCES: Assessment Division

91990020C0024

$116,351 

State Coordinator Contract and Cooperative System 

Basic Participation

STATE OFFICE OF EDUCATION, UTAH

NCES: Assessment Division
Director’s Biennial Report to Congress | 45 

91990020C0027

$197,755 

National Indian Education Study Support Service 

Contract

TRIBAL TECH LLC

NCES: Assessment Division

91990019C0058

$897,857 

State Coordinator Contract and Cooperative System 

Basic Participation

VERMONT STATE AGENCY OF EDUCATION

NCES: Assessment Division

91990020C0028

$164,107 

State Coordinator Contract and Cooperative System 

Basic Participation

WEST VIRGINIA DEPARTMENT OF EDUCATION

NCES: Assessment Division

91990020C0031

$146,762 

First International Studies Consolidated National 

Contract (Program for International Student 

Assessment (PISA), Progress in International Reading 

Study (PIRLS), and Program for the International 

Assessment of Adult Competencies (PIAAC)). 

WESTAT, INC.

NCES: Assessment Division

91990019F0025

$10,230,553 

National Assessment of Educational Progress Sampling 

and Data Collection 

WESTAT, INC.

NCES: Assessment Division

91990019C0047

$44,320,919 

National Assessment of Educational Progress Support 

and Service Center 

WESTAT, INC.

NCES: Assessment Division

91990019C0048

$6,823,882 

The Design and Conduct of the Early Childhood 

Longitudinal Study, Kindergarten Class of 2022-23 

WESTAT, INC.

NCES: Sample Surveys Divison

91990019C0002

$12,667,565 

Accessible Learning through a Multi-Sensory 

Augmented Reality Interface for Physical 

Manipulatives

ALCHEMIE

NCSER: Small Business Innovation Research in Special 

Education

91990020C0072

$200,000 

GoManage

ATTAINMENT COMPANY, INC.

NCSER: Small Business Innovation Research in Special 

Education

91990020C0074

$199,997 

Innovative IEP Goal Creation: Equipping Special and 

General Educators

EDUCATION MODIFIED

NCSER: Small Business Innovation Research in Special 

Education

91990019C0038

$900,000 

Online Music-based Game for Children with SpeechLanguage Delays/Disorders

IQSONICS

NCSER: Small Business Innovation Research in Special 

Education

91990019C0023

$199,451 

Blanket Purchase Agreement (BPA) for Digital 

Modernization

GRANT THORNTON LLP

Office of the Director

91990020F0311

$2,561,042 

Comprehensive plan for developing customercentered digital reports for IES

GRANT THORNTON LLP

Office of the Director

91990020F0350

$2,049,913