New York: Teacher Policy Research is a research partnership between the University at Albany and Stanford University that examines teachers, issues in teaching and teacher education to provide education policy makers with current, useful data to inform their policy decisions. The research is funded by organizations interested in evaluating current education policies and issues in education in order to effect change or implement new policies as needed. The research covers a broad range of issues in teacher education policy, including teacher preparation, teacher labor markets, how teachers are distributed across schools, and teacher retention, particularly in urban, low performing schools. The Teacher Pathways Project is a multi-year study of teachers and teacher preparation programs to examine characteristics of teacher education and pathways into teaching and identify attributes that impact student outcomes in New York City schools.
Texas: The Texas Schools Project (TSP) conducts educational research on students in Texas Public Schools. TSP brings together individual-level data from multiple Texas state agencies, school districts, as well as other sources to support independent, high-quality academic research to improve academic achievement, increase transitions to and success in postsecondary education, and improve labor market outcomes of students in Texas and nation. Improving the quality of education provided to low-income and minority students has been a particular focus of the TSP.
Center for Data-Driven Reform in Education (CDDRE) is developing and rigorously evaluating state, district, and school-level strategies to enhance student achievement and move all schools to adequate yearly progress. The strategies being evaluated bridge the data-driven decision making movement and school-based comprehensive school and classroom reform to create an integrated, coherent approach to large-scale reform of low-achieving schools.
National Center for Performance Incentives (NCPI) will undertake studies of the effects of performance incentives on teachers, students, and institutional and organizational dynamics. The Center's research projects will include cost-effectiveness analyses of teacher performance incentives relative to other interventions such as class size reductions and professional development.
National Center for Post Secondary Research is a new center focused on studying the effects of programs designed to help students make the transition to college and master basic skills needed to advance to a degree. This Center will conduct evaluations of two widely-used programs: one that allows high school students to enroll in college courses (dual enrollment) and another that establishes remediation groups or learning communities for low-skilled students.
National Center for Research on Early Childhood Education (NCRECE) is funded by IES to conduct research, disseminate research findings, and conduct leadership activities aimed at improving the quality of early childhood education across the United States.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST) conducts research and development that improves assessment and accountability systems. Spanning both K-12 and adult learning, the center also conducts a substantial number of major program evaluations, develops research-based assessments, uses technology as an effective assessment tool, and helps schools and districts respond to the many accountability demands of the No Child Left Behind Act.
National Center on School Choice is conducting comprehensive investigations of the individual and systemic effects of school choice and competition. The Center exercises national leadership in coordinating efforts of multiple disciplines, methodologies, and substantive issues that are associated with the design, implementation, and effects of school choice.
National Research and Development Center for English Language Learners conducts a program of research designed to address specific challenges in the education of English language learners in the middle grades (Grades 4-8). The center's focused program of research consists of work in two complementary areas. The first area of research consists of a series of targeted experimental studies that seek to unravel critical issues for English-language learners and their teachers. The second broad area of research involves a popular model for the delivery of content area instruction to English language learners, the Sheltered Instruction Observation Protocol or SIOP Model.
National Research Center on Rural Education Support (NRCRES) merges a focus on professional development and teacher quality with the use of technology in rural schools and the establishment of model programs to support students during key school transitions. The overarching aim is to establish broadly generalizable and scientifically validated strategies to improve the learning and academic achievement of all rural students including those who are at risk of poor outcomes and truncated levels of educational attainment.
National Center for Education Research (NCER) supports rigorous research that addresses the nation’s most pressing education needs, from early childhood to adult education.
National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education.
Statewide Longitudinal Data Systems (SLDS) Grant Program. The IES awards these grants to states to aid them in the design and implementation of statewide longitudinal data systems.
National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds, such as Reading First and Title I of the Elementary and Secondary Education Act.
National Center for Special Education Research (NCSER) sponsors a comprehensive program of special education research designed to expand the knowledge and understanding of infants, toddlers and children with disabilities.
The Data Quality Campaign (DQC) is a "national, collaborative effort to encourage and support state policymakers to improve the collection, availability, and use of high-quality education data, and implement state longitudinal data systems to improve student achievement."