American Institutes For Research In The Behavioral Sciences

THE PURPOSE OF THIS MODIFICATION IS TO INCREASE OBLIGATED AMOUNT BY L 29,267,206.

TO PROVIDE SUPPORT TO BASIC REFORM AT THE MIDDLE AND SECONDARY PAKISTAN SCHOOL SYSTEM LEVEL UNDER THE " LINK TO LEARNING".

LAC READS CAPACITY PROGRAM

EDUCACCION

NATIONAL RESOURCE CENTER FOR MENTAL HEALTH PROMOTION AND YVP

THE PURPOSE OF THIS AGREEMENT IS TO PROVIDE SUPPORT TO AMERICAN INSTITUTE FOR RESEARCH FOR ITS PROGRAM. REVITALIZING INNOVATING, STRENGTHENING EDUCAT

COMPREHENSIVE CENTERS

COMPREHENSIVE REGIONAL ASSISTANCE CENTERS - COMPREHENSIVE REGIONAL ASSISTANCE CENTERS

NEW LWA ACTIVITY - ESP

COMPREHENSIVE CENTERS

TECHNICAL ASSISTANCE CENTER ON RESPONSE TO INTERVENTION

COMPREHENSIVE CENTERS

COMPREHENSIVE REGIONAL ASSISTANCE CENTERS - COMPREHENSIVE CENTERS

COMPREHENSIVE REGIONAL ASSISTANCE CENTERS - COMPREHENSIVE REGIONAL ASSISTANCE CENTERS

MIDEH PROGRAM

COMPREHENSIVE REGIONAL ASSISTANCE CENTERS - COMPREHENSIVE REGIONAL ASSISTANCE CENTERS

CATEGORY 1: NATIONAL REENTRY RESOURCE CENTER

INTENSIVE INTERVENTION SUPPORT CENTER

EDUCATION RESEARCH AND DEVELOPMENT CENTERS

CHILD LABOR

PROMOTING RIGOROUS OUTCOMES AND GROWTH BY REDESIGNING EDUCATIONAL SERVICES FOR STUDENTS WITH DISABILITIES (PROGRESS) CENTER

INTENSIVE INTERVENTION SUPPORT CENTER

COMPREHENSIVE CENTERS PROGRAM: REGION 7 (MIDWEST)

PROVIDE SUPPORT FOR THE PROGRAM ENTITLED "EDUCATION FOR ALL - FAST TRACK INITIATIVE"

TECHNICAL ASSISTANCE AND DISSEMINATION TO IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES PROGRAM CFDA 84.326

CENTER ON INNOVATIVE DEVELOPMENT OF EFFECTIVE APPROACHES FOR LEADERS (IDEA-L)

COMPREHENSIVE CENTERS PROGRAM: REGION 10 (WEST)

COOPERATIVE AGREEMENTS FOR CHILD WELFARE TECHNICAL ASSISTANCE IMPLEMENTATION CENTERS

COMPREHENSIVE CENTERS PROGRAM - REGION 9

SCALING AND SUSTAINING PROFESSIONAL LEARNING THAT SUPPORTS POSITIVE ACCELERATION FOR EARLY-CAREER TEACHERS

CENTER ON COORDINATED ASSISTANCE FOR STATES (CCAS)

COMPREHENSIVE CENTERS

EFFECTIVE INSTRUCTIONAL COACHING AT-SCALE FOR MIDDLE SCHOOLS USING JIM KNIGHT’S COACHING WITH IMPACT (CWI)

EIR: MID-PHASE: EARLY WARNING INTERVENTION AND MONITORING SYSTEM (EWIMS) STUDY

TO PROVIDE SUPPORT FOR A PROGRAM IN EDUCATIONAL QUALITY IMPROVEMENT.

IMPROVING INSTRUCTION AND STUDENT ACHIEVEMENT THROUGH THE PROFESSIONAL LEARNING WITH IMPACT PROGRAM

COORDINATED ASSISTANCE TO STATES BY AIR

THE PURPOSE OF THIS AWARD IS TO ENHANCE THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE FOR GRADES 6, 7, AND 8; AND TO IMPROVE CLASSROOM PRACTICES

SCALING AND SUSTAINING EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT FOR SECONDARY SCHOOLS USING MYTEACHINGPARTNER-SECONDARY

CENTER ON TECHNOLOGY IMPLEMENTATION

NATIONAL REENTRY RESOURCE CENTER TRAINING AND TECHNICAL ASSISTANCE

THE AMERICAN INSTITUTES FOR RESEARCH (AIR) WILL ESTABLISH A YOUTH REENTRY TECHNICAL ASSISTANCE CENTER (YRTAC) THAT WILL BUILD THE CAPACITY OF YOUTH REENTRY GRANTEES TO IMPLEMENT REENTRY PROGRAMMING FOCUSING ON THE STRENGTHS, NEEDS, AND VOICES OF YOUNG PEOPLE AND FAMILIES. THE CENTER WILL ACCOMPLISH THIS BY PROVIDING TRAINING AND TECHNICAL ASSISTANCE, INCORPORATING YOUTH LIVED EXPERIENCE BY HIRING AND MENTORING YOUTH JUSTICE FELLOWS (FELLOWS), AND EXPANDING YOUTH REENTRY RESOURCES MAINTAINED BY THE NATIONAL REENTRY RESOURCE CENTER. AIR WILL ALSO DEVELOP A YOUTH VOICE COMMUNITY OF PRACTICE THAT IS CO-LEAD BY THE FELLOWS. AIR WILL APPLY AN EQUITY LENS WHILE PARTNERING WITH EXPERTS IN COMMUNITY SUPERVISION, TRAUMA-INFORMED CARE, JUVENILE JUSTICE, POSITIVE YOUTH DEVELOPMENT, DATA ANALYSIS, PERFORMANCE MEASUREMENT, AND IMPLEMENTATION SCIENCE. THE CENTER EXPECTS THESE RESOURCES AND ACTIVITIES TO ENHANCE JURISDICTIONS ACCESS TO TOOLS AND TRAINING, IMPROVE COMMUNITY SUPERVISION PRACTICES, PRODUCE BETTER OUTCOMES FOR YOUTH AND COMMUNITIES, REDUCE RECIDIVISM, AND IMPROVE PUBLIC SAFETY.

INITIATIVE TO DEVELOP AND TEST GUIDELINES FOR JUVENILE DRUG COURTS

EXPANDING THE EVIDENCE BASE FOR CAREER AND TECHNICAL EDUCATION (CTE) NETWORK–NETWORK LEAD

BOUNCY READY TO LEARN PROGRAM

ECR HUB: ADVANCING THE LONG-TERM POTENTIAL OF FUNDAMENTAL RESEARCH -AS A 5-YEAR RESOURCE CENTER, THE EHR CORE RESEARCH ? RESOURCE COORDINATION HUB (ECR HUB) IS DESIGNED TO ADVANCE THE WAYS IN WHICH NSF?S ECR CORE (ECR) AND ECR BUILDING CAPACITY IN STEM EDUCATION RESEARCH (ECR:BCSER) PROGRAMS CAN BETTER USE AND SUPPORT FUNDAMENTAL RESEARCH ON STEM LEARNING AND LEARNING ENVIRONMENTS, BROADENING PARTICIPATION IN STEM, AND STEM WORKFORCE DEVELOPMENT. ECR-FUNDED RESEARCH HAS THE POTENTIAL TO ADDRESS PRESSING NATIONAL PROBLEMS BY DEVELOPING FOUNDATIONAL KNOWLEDGE THAT CAN GUIDE AND INFORM THE BROADER SET OF FEDERAL STEM EDUCATION INVESTMENTS. TO HELP REALIZE THAT LONG-TERM POTENTIAL, THE ECR HUB HAS TWO CENTRAL GOALS: (A) EXTEND THE INFLUENCE AND REACH OF EXISTING ECR INVESTMENTS (E.G., EXISTING RESEARCH RESULTS, EXISTING ECR METHODS TRAINING INSTITUTES) AND (B) PROVIDE ECR CAREER DEVELOPMENT OPPORTUNITIES TO CURRENT AND POTENTIAL GRANTEES. THE ECR HUB WILL CONDUCT OUTREACH TO RESEARCHER COMMUNITIES AND INSTITUTIONS CURRENTLY UNDERREPRESENTED IN THE ECR PORTFOLIO. THE ECR HUB WILL TARGET THREE CORE, IMMEDIATE AUDIENCES: CURRENT ECR GRANTEES, PROSPECTIVE ECR GRANTEES, AND STAKEHOLDERS IN OTHER NSF EDUCATION AND HUMAN RESOURCES (EHR) PROGRAMS REACHED VIA COORDINATING WITH OTHER EHR RESOURCE HUBS. THE ECR HUB WILL ENGAGE, SUPPORT, AND BUILD CONNECTIONS AMONG AND ACROSS THESE AUDIENCES THROUGH A COORDINATED SET OF SIX KEY PROJECT ACTIVITIES: (1) IDENTIFYING THE NEEDS OF A DIVERSE ECR GRANTEE COMMUNITY, (2) CATALOGING AND SYNTHESIZING PAST AND CURRENT ECR RESEARCH, (3) BUILDING RESEARCH NETWORKS AND INFORMATION SHARING FOR CURRENT GRANTEES, (4) CONDUCTING OUTREACH AND BROADENING PARTICIPATION OF PROSPECTIVE GRANTEES, (5) CONSOLIDATING AND DISSEMINATING RESOURCES FROM ECR METHODS TRAINING INSTITUTES, AND (6) BUILDING CROSS-HUB COLLABORATIONS TO ADVANCE LONG-TERM ECR PROGRAM GOALS. THE AMERICAN INSTITUTES FOR RESEARCH IS THE LEAD INSTITUTION FOR THE ECR HUB, WORKING IN CLOSE PARTNERSHIP WITH NORTHWESTERN UNIVERSITY, AND GEORGIA STATE UNIVERSITY. PARTNER TO IMPROVE WILL SERVE AS THE EXTERNAL EVALUATOR, AND AN INSTITUTIONALLY DIVERSE AND MULTIDISCIPLINARY ADVISORY BOARD WILL HELP GUIDE THE ECR HUB GOALS AND ACTIVITIES. THIS PROJECT IS SUPPORTED BY NSF'S EHR CORE RESEARCH (ECR) PROGRAM. THE ECR PROGRAM EMPHASIZES FUNDAMENTAL STEM EDUCATION RESEARCH THAT GENERATES FOUNDATIONAL KNOWLEDGE IN THE FIELD. INVESTMENTS ARE MADE IN CRITICAL AREAS THAT ARE ESSENTIAL, BROAD AND ENDURING: STEM LEARNING AND STEM LEARNING ENVIRONMENTS, BROADENING PARTICIPATION IN STEM, AND STEM WORKFORCE DEVELOPMENT. THE PROGRAM SUPPORTS THE ACCUMULATION OF ROBUST EVIDENCE TO INFORM EFFORTS TO UNDERSTAND, BUILD THEORY TO EXPLAIN, AND SUGGEST INTERVENTION AND INNOVATIONS TO ADDRESS PERSISTENT CHALLENGES IN EDUCATION. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

THE PURPOSE OF THE CENTER FOR TRANSFORMING YOUTH JUSTICE IS TO STRENGTHEN STATE- AND TERRITORY-LEVEL COMPLIANCE WITH THE FORMULA GRANTS PROGRAM, AUTHORIZED UNDER THE JUVENILE JUSTICE AND DELINQUENCY PREVENTION ACT (JJDPA) BY DEVELOPING AND IMPLEMENTING TRAINING AND TECHNICAL ASSISTANCE (TTA) THAT SUPPORT STATE, TERRITORIAL, TRIBAL, AND COMMUNITY-LEVEL JUVENILE JUSTICE SYSTEM REFORM EFFORTS IN ADDITION TO DESIGNING AND IMPLEMENTING AN ONLINE EDUCATION PROGRAM FOR BEST PRACTICES IN JUVENILE JUSTICE REFORM. AMERICAN INSTITUTES FOR RESEARCH (AIR), ALONG WITH PARTNERS YOUTH MOVE NATIONAL AND NATIONAL PARTNERSHIP FOR JUVENILE SERVICES, BRINGS A COORDINATED TTA STRUCTURE THAT INTEGRATES EVIDENCE-BASED STRATEGIES AND YOUTH AND FAMILY PARTNERSHIP CENTERED INNOVATIONS THAT ADVANCE JUSTICE TRANSFORMATION. AIR WILL REACH THIS GOAL THROUGH THREE OBJECTIVES: (1) DESIGN AND PROVIDE COMPREHENSIVE TTA TO STRENGTHEN STATE AND TERRITORY COMPLIANCE WITH THE TITLE II FORMULA GRANTS PROGRAM OF THE JJDPA AND IMPLEMENTATION OF FORMULA GRANTS PROGRAM STATE PLANS; (2) RESPOND TO TTA REQUESTS THAT SUPPORT STATE, TERRITORIAL, TRIBAL, AND COMMUNITY-LEVEL JUVENILE JUSTICE SYSTEM IMPROVEMENT AND REFORM EFFORTS; AND (3) ESTABLISH A YOUTH JUSTICE TRANSFORMATION INSTITUTE THAT PROVIDES ON-DEMAND LEARNING IN BEST PRACTICES REGARDING YOUTH DELINQUENCY PREVENTION, INTERVENTION, AND TREATMENT. THE CENTERS PRINCIPLES INCLUDE CONTINUOUS QUALITY IMPROVEMENT; INDIVIDUALIZED SITE-SPECIFIC TTA THAT FOCUSES ON LOCAL INNOVATION AND DATA AND DELIVERY IN COLLABORATION WITH OTHER EXPERTS; AND ESTABLISHING THE INCLUSION OF DIVERSE PERSPECTIVES ACROSS THE CENTER FOR TRANSFORMING YOUTH JUSTICE.

COMPREHENSIVE CENTERS PROGRAM - REGION 1

GIRLS OPPORTUNITIES TO ACCESS LEARNING (GOAL)

EXAMINING THE SCHOOL AND COMMUNITY CONTEXTS THAT CONTRIBUTE TO THE ROOT CAUSES AND PREVENTION OF SCHOOL VIOLENCE IN RURAL, URBAN, AND LARGE COUNTY

COMPREHENSIVE CENTERS PROGRAM: REGION 1 (NORTHEAST)

EQUIP I ASSOCIATE AWARD TO SUPPORT COTE D''IVOIRE

ASSOCIATE AWARD FOR THE MCC THRESHOLD GIRLS SCHOLARSHIP PROGRAM

SCALING AND EVALUATING THE IMPACT OF THE THIRD QUEST (TTQ)

FY 2011 STATE JUVENILE JUSTICE FORMULA AND BLOCK GRANTS TRAINING AND TECHNICAL ASSISTANCE PROGRAM

CALDER RECRUITMENT & RETENTION (CALDER-R&R)

READY, SET, SUCCEED (RSS): KINDERGARTEN TRANSITIONS IN FLINT

THE EFFECTS OF PACT ON SOCIAL STUDIES KNOWLEDGE AND COMPREHENSION AMONG 8TH GRADE STUDENTS

SPECIAL EDUCATION-TECHNOLOGY AND MEDIA SERVICES FOR INDIVIDUALS WITH DISABILITIES - CAPTIONED FILMS DISTRIBUTION

MEASURING IMPLEMENTATION OF MULTI-TIERED SYSTEMS OF SUPPORT (MTSS): INTEGRATED MTSS FIDELITY RUBRIC (IMFR)

MODEL SYSTEMS KNOWLEDGE TRANSLATION CENTER

MODEL SYSTEMS KNOWLEDGE TRANSLATION CENTER

THINKING PRO: ACCELERATING SOCIAL, EMOTIONAL, AND ACADEMIC DEVELOPMENT IN HIGH SCHOOL ENGLISH LANGUAGE ARTS (ELA) CLASSES

USAID ASSISTANCE

TEACHING SKILLS THAT MATTER (TSTM) RESEARCH TEAM

EVALUATING THE EFFECTIVENESS OF ASSISTMENTS FOR IMPROVING MATH ACHIEVEMENT

EFFICACY OF TEACHERREAD-MAESTROSLEER FOR ENHANCING THE FOUNDATIONAL LANGUAGE AND LITERACY SKILLS OF DUAL LANGUAGE LEARNERS

AIR'S CENTER ON KNOWLEDGE TRANSLATION FOR DISABILITY AND REHABILITATION RESEARCH, HHS-2017-ACL-NIDILRR-DPKT-0202

INDIVIDUALIZED MATH INSTRUCTION WITH THE MODERN CLASSROOMS PROJECT

REDUCING ACHIEVEMENT GAPS AT SCALE THROUGH A BRIEF SELF-AFFIRMATION INTERVENTION

PATIENT-REPORTED OUTCOMES MEASUREMENT INFORMATION SYSTEM (PROMIS) NETWORK CENTER

HEARTH TECHNICAL ASSISTANCE

NATIONAL CENTER FOR EDUCATION RESEARCH

EVALUATION OF STATE AND DISTRICT EDUCATION PROGRAMS AND POLICIES

EFFICACY OF A TARGETED SHARED BOOK READING INTERVENTION FOR CHILDREN WHO MEET SCREENING CRITERIA IN PRE-K

A LONGITUDINAL EFFICACY STUDY OF THE MONTESSORI PRESCHOOL MODEL ON ACADEMIC AND SOCIAL-EMOTIONAL OUTCOMES

AN EFFICACY STUDY OF MULTI-TIERED ACADEMIC, SOCIAL, EMOTIONAL, AND BEHAVIORAL SUPPORTS IN HIGH-NEED, URBAN MIDDLE SCHOOLS

EDUCATION RESEARCH PROGRAM

ASSESSING THE EFFICACY OF ONLINE CREDIT RECOVERY ON STUDENT LEARNING AND HIGH SCHOOL GRADUATION

NATIONAL CENTER FOR EDUCATION RESEARCH

NATIONAL CENTER FOR EDUCATION RESEARCH

SUPPORTIVE HOUSING PROGRAM

ADULT SKILLS NETWORK LEAD

CENTER ON KNOWLEDGE TRANSLATION FOR DISABILITY AND REHABILITATION RESEARCH (AIR?S KTDRR CENTER) - THIS PROJECT PROMOTES THE USE OF HIGH-QUALITY DISABILITY, INDEPENDENT LIVING, AND REHABILITATION RESEARCH THAT IS RELEVANT TO INTENDED AUDIENCES’ NEEDS BY SERVING AS THE MAIN KNOWLEDGE TRANSLATION (KT) RESOURCE FOR OTHER NIDILRR GRANTEES, INCLUDING NIDILRR GRANTEES THAT SERVE AS KT CENTERS. PROJECT GOALS ARE TO: (1) ADD NEW KNOWLEDGE IN THE AREA OF KT, (2) SUPPORT THE KT ENDEAVORS OF NIDILRR GRANTEES, AND (3) PROMOTE THE USE OF NIDILRR-FUNDED WORK THAT IS RELEVANT TO THE NEEDS OF INTENDED AUDIENCES INCLUDING OTHER RESEARCHERS, PEOPLE WITH DISABILITIES, THEIR FAMILIES, CONSUMER ORGANIZATIONS, POLICYMAKERS, AND OTHER NIDILRR AUDIENCES, ESPECIALLY PEOPLE WITH DISABILITIES FROM UNDERSERVED COMMUNITIES. THE OBJECTIVES ARE TO: (1) FACILITATE USE OF DISABILITY, INDEPENDENT LIVING AND REHABILITATION RESEARCH, ESPECIALLY BY PEOPLE WITH DISABILITIES FROM UNDERSERVED COMMUNITIES, (2) BUILD NIDILRR GRANTEES’ KT CAPACITY, AND (3) INTEGRATE DISABILITY RESEARCH INTO SYSTEMATIC REVIEWS AND RESEARCH SYNTHESES. OUTCOMES INCLUDE INCREASED USE OF DISABILITY RESEARCH TO INFORM DECISION MAKING BY INDIVIDUALS WITH DISABILITIES, THEIR FAMILY MEMBERS, AS WELL AS A BROAD ARRAY OF OTHER STAKEHOLDERS, INCREASED USE OF KT PRACTICES AMONG NIDILRR GRANTEES, AND INTEGRATION OF DISABILITY RESEARCH PERSPECTIVES INTO DOMESTIC AND INTERNATIONAL BODIES THAT PRODUCE SYSTEMATIC REVIEWS AND OTHER RESEARCH SYNTHESIS. CENTER PRODUCTS INCLUDE SURVEY FINDINGS FROM PEOPLE WITH DISABILITIES FROM UNDERSERVED COMMUNITIES ABOUT THEIR INFORMATION NEEDS AND RECEIPT PREFERENCES; FINDINGS FROM A SURVEY OF NIDILRR AWARDS ABOUT THEIR KT ACTIVITIES; SEVERAL RAPID REVIEWS ON OUTREACH TO PEOPLE WITH DISABILITIES FROM UNDERSERVED COMMUNITIES; TRAININGS, TECHNICAL ASSISTANCE, AND TOOLS TO SUPPORT GRANTEES’ KT PRACTICES AND ON CONDUCTING RESEARCH SYNTHESES USING APPROPRIATE STANDARDS, GUIDELINES, AND METHODS; A RESPONSIVE WEBSITE WITH MANY RELATED RESOURCES, INCLUDING A DATABASE OF KT STRATEGIES; REGISTRY OF SYSTEMATIC REVIEWS; INFOBRIEFS;, KT TIP SHEETS; ANNUAL KT CONFERENCES AND WORKSHOPS ON RESEARCH SYNTHESIS METHODS, DISABILITY INTERSECTIONALITY IN RESEARCH, AND KT PLANNING AND IMPLEMENTATION; KT CASEBOOKS AND CONFERENCE PANELS TO SHOWCASE GRANTEES’ KT PRACTICES; AND DIRECT INVOLVEMENT WITH TWO CAMPBELL COLLABORATION COORDINATING GROUPS (CGS): KT AND IMPLEMENTATION CG AND DISABILITY CG. THE PROJECT ALSO PARTNERS WITH A WIDE INTERNATIONAL ARRAY OF OTHER RESEARCH SYNTHESIS AND KT ORGANIZATIONS.

INTENSIFIED ALGEBRA EFFICACY STUDY

EVALUATION OF THE LEARNING RENEWAL – SOCIAL EMOTIONAL LEARNING PROGRAMS FOR SUPPORTING PANDEMIC RECOVERY WITH ILLINOIS STATE BOARD OF EDUCATION

PREK–12 RECOVERY NETWORK LEAD

EFFICACY STUDY OF THE SIMULATED INSTRUCTION IN MATHEMATICS PROFESSIONAL DEVELOPMENT

EDUCATION RESEARCH PROGRAM

MAT EXPANSION IN RURAL OKLAHOMA

AN EVALUATION OF THE NEW GRADUATION REQUIREMENTS IN TEXAS (HOUSE BILL 5)

PROMOTING SCHOOL BELONGINGNESS AND ACADEMIC PERFORMANCE: A MULTISITE EFFECTIVENESS TRIAL OF A SCALABLE STUDENT MINDSET INTERVENTION

GRANT PROPOSAL WITH SOLUTION FOR: CATEGORY 2 (I.E. DEMONSTRATION EVALUATION AND VALIDATION TESTS FOR SCHOOL SAFETY) UNDER FY2017 COMPREHENSIVE SCHOOL SAFETY INITIATIVE.

ONECPD TA & CAPACITY BLDG

OJJDP NATIONAL GIRLS INSTITUTE (NGI)TRAINING AND TECHNICAL ASSISTANCE

REDUCING SUMMER MELT TEXT MESSAGING EFFECTIVENESS

DISCOVERY RESEARCH PREK?12 RESOURCE CENTER FOR TRANSFORMATIVE EDUCATION RESEARCH AND TRANSLATION (DRK?12 RC) -THE DISCOVERY RESEARCH PREK-12 RESOURCE CENTER FOR TRANSFORMATIVE EDUCATION RESEARCH AND TRANSLATION (DRK-12 RC) WILL SUPPORT THE DRK-12 PROGRAM AND ITS COMMUNITY IN FULFILLING DRK-12 MISSION AND GOALS. THE RESOURCE CENTER WILL ENCOURAGE COLLABORATION, TRANSLATION, AND CAPACITY-BUILDING IN APPLIED STEM EDUCATION RESEARCH BY CONNECTING A BROAD RANGE OF INTEREST HOLDERS, PROVIDING TECHNICAL SUPPORT, DISSEMINATING RESOURCES AND INCREASING THE VISIBILITY OF DRK-12 PROGRAM-FUNDED IMPACTS. IN ADDITION, THE RESOURCE CENTER WILL BE AN INTELLECTUAL PARTNER AS NSF SEEKS TO ENHANCE THE OVERALL INFLUENCE AND REACH OF THE DRK-12 PROGRAM'S RESEARCH AND DEVELOPMENT INVESTMENTS. ALL DRK-12 RC ACTIVITIES SERVE THE NATIONAL PRIORITY OF TRANSLATING SCIENTIFIC FINDINGS TO AND FROM EDUCATIONAL PRACTICE TO THE BENEFIT OF SOCIETY WITHIN AN ETHICAL AND HIGH-IMPACT FRAMEWORK. UNDER THE LEADERSHIP OF THE AMERICAN INSTITUTES FOR RESEARCH, IN COLLABORATION WITH THE SOUTHERN REGIONAL EDUCATION BOARD AND THE UNIVERSITY OF SOUTH CAROLINA, THE DRK-12 RC IS EXPECTED TO WORK COLLABORATIVELY WITH NSF AND THE DRK-12 PROGRAM'S CONSTITUENT COMMUNITIES TO DESIGN, IMPLEMENT, AND EVALUATE THESE THREE BROAD ACTIVITIES: 1) IDENTIFY AND SHARE PROMISING RESOURCES, TOOLS, APPROACHES, AND RESEARCH FINDINGS WITH TEACHERS, SCHOOL LEADERS AND ADMINISTRATORS AND POLICYMAKERS FOR FEEDBACK, STRATEGIC USE AND THE ADVANCEMENT OF SCIENCE; 2) FACILITATE COMMUNICATION AND COLLABORATION AMONG CURRENT, FORMER, AND PROSPECTIVE DRK-12 AWARD RECIPIENTS AS A MEANS OF BUILDING STEM EDUCATION RESEARCHERS' CAPACITY TO CONDUCT HIGH-QUALITY AND MEANINGFUL WORK ACROSS THE FULL RANGE OF PROJECT TYPES SUPPORTED BY THE PROGRAM; AND 3) FURTHER RAISE THE NATIONAL VISIBILITY OF THE DRK-12 PROGRAM'S GOALS AND IMPACTS. THE DRK-12 RC IS DEDICATED TO BUILDING CAPACITY WHILE ENHANCING THE ACCESSIBILITY AND VISIBILITY OF DRK-12 PROJECTS, RESEARCH FINDINGS, AND INNOVATIONS THROUGH ADVANCED TECHNOLOGICAL TOOLS AND STRATEGIC COMMUNICATION EFFORTS. BY BROADENING AWARENESS OF THE DRK-12 PROGRAM, BUILDING FOCUSED RESEARCH ACUMEN, AND PROMOTING COMMUNITY ENGAGEMENT, THE DRK-12 RC WILL FOSTER A DYNAMIC NETWORK OF STEM EDUCATION RESEARCHERS, EDUCATORS AND DECISION-MAKERS, EMPOWERING THIS POWERFUL COMMUNITY TO COLLABORATIVELY TRANSFORM FAND ADVANCE PREK-12 STEM TEACHING AND LEARNING. THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) IS AN APPLIED RESEARCH PROGRAM THAT SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR FUNDED PROJECTS. IN ADDITION, THIS PROJECT IS JOINTLY FUNDED BY THE TRANSLATION AND DIFFUSION (TD) PROGRAM THAT SUPPORTS RESEARCH THAT ADVANCES THE SCIENCE OF TRANSLATION AND DIFFUSION BETWEEN RESEARCH AND PRACTICE IN STEM EDUCATION, THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM, WHICH SUPPORTS PROJECTS THAT SEEK TO INCREASE STUDENTS' KNOWLEDGE AND INTEREST IN STEM AND INFORMATION AND COMMUNICATION TECHNOLOGY CAREERS, AND THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SEEKS TO ADVANCE NEW APPROACHES TO, AND EVIDENCE-BASED UNDERSTANDING OF, THE DESIGN AND DEVELOPMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

DISABILITY REHABILITATION RESEARCH PROJECTS

EXTENDING THE REACH OF THE CAREER AND TECHNICAL EDUCATION (CTE) RESEARCH NETWORK—RESEARCH NETWORK LEAD 2.0

CS FOR ALL TEACHERS: CONNECT, CULTIVATE, AND CHALLENGE IN COMMUNITY

CENTER ON KNOWLEDGE TRANSLATION FOR EMPLOYMENT RESEARCH

RESEARCH NETWORKS FOCUSED ON CRITICAL PROBLEMS OF EDUCATION POLICY AND PRACTICE (NETWORKS)

ONECPD TA & CAPACITY BLDG

CS 10K COMMUNITY OF PRACTICE

COMPREHENSIVE CENTERS: FISCAL EQUITY CONTENT CENTER

THE IMPACT OF CSI DESIGNATION IN MULTIPLE MEASURE ESSA ACCOUNTABILITY SYSTEMS

STRYVING-REDUCE YOUTH VIOLENCE IN NEIGHBORHOODS

A MULTISITE RANDOMIZED CONTROLLED TRIAL OF THE SECOND STEP MIDDLE SCHOOL PROGRAM

COMBATING VIOLENCE AGAINST CHILDREN

UNKNOWN TITLE

AN EFFICACY STUDY OF THE LINDAMOOD-BELL LEARNING PROCESSES COMPLETE INTERVENTION FOR UPPER ELEMENTARY STUDENTS

A CLUSTER RANDOMIZED CONTROLLED TRIAL OF THE SAFE PUBLIC SPACES IN SCHOOLS PROGRAM (NIJ COMPREHENSIVE SCHOOL SAFETY INITIATIVE[CATEGORY 1])

THE SPECIAL EDUCATOR WORKFORCE: A RESEARCH COLLABORATIVE (SPARC)

IMPROVING PANDEMIC RECOVERY EFFORTS IN EDUCATION AGENCIES

AGEP LONGITUDINAL STUDY - AGEP LS

HAG TECHNICAL ASSISTANCE

ONECPD TA & CAPACITY BLDG

THROUGH THE CHILDREN EXPOSED TO VIOLENCE TRAINING AND TECHNICAL ASSISTANCE CENTER (CEVTTAC), AIR IS POISED TO SUPPORT CEV PROJECT SITES IN ACHIEVING PROJECT OBJECTIVES RELATED TO BUILDING THE CAPACITY OF FAMILIES AND COMMUNITIES TO MORE EFFECTIVELY RESPOND TO CHILDREN EXPOSED TO VIOLENCE AND INCREASE PROTECTIVE FACTORS ACROSS ALL LEVELS OF A CHILD’S SOCIAL ECOLOGY BY IMPLEMENTING INDIVIDUAL- AND RELATIONAL/FAMILY-LEVEL INTERVENTIONS AND COMMUNITY- AND SOCIETAL-LEVEL STRATEGIES, INCLUDING CVI.  THE AIR TEAM WILL ENSURE THE FOLLOWING THREE PRIMARY OBJECTIVES OF THE CEVTTAC WILL BE ACHIEVED: (1) INDIVIDUALIZED TARGETED COACHING THAT MEETS THE CEV PROJECT SITES WHERE THEY ARE IN TERMS OF THE IMPLEMENTATION LIFECYCLE, STARTING WITH IMPLEMENTATION READINESS, (2) INFORMATION SHARING AND PEER-DRIVEN COMMUNITY LEARNING (I.E., COMMUNITIES OF PRACTICE [COPS]) TO ENCOURAGE PEER-TO-PEER LEARNING, AND (3) BUILDING IMPLEMENTATION CAPACITY AMONG THE CEV PROJECT SITES. WITH AIR’S DEEP EXPERIENCE IN THIS FIELD, THE PROPOSED APPROACH WILL ALLOW OJJDP TO REALIZE A RETURN ON ITS INVESTMENT THROUGH GREATER IMPACT IN LOCAL COMMUNITIES FROM EFFECTIVE COMPREHENSIVE COMMUNITY VIOLENCE PREVENTION AND INTERVENTION EXPERIENCES THAT SUPPORT FAMILY AND COMMUNITY RESPONSES TO CHILDREN EXPOSED TO VIOLENCE AND THAT IMPROVE PROTECTIVE FACTORS THAT PREVENT AND REDUCE YOUTH EXPOSURE TO VIOLENCE, JUVENILE VIOLENCE AND DELINQUENCY, AND VICTIMIZATION.

INVESTING IN INNOVATION - DEVELOPMENT GRANTS

EDUCATION RESEARCH PROGRAM

EVALUATION OF THE TEXAS HOUSE BILL 3 FINANCIAL AID APPLICATION REQUIREMENT FOR HIGH SCHOOL GRADUATION

IMPACT OF MSP PROFESSIONAL DEVELOPMENT ON THE QUALITY OF INSTRUCTION IN MIDDLE-SCHOOL MATHEMATICS CLASSROOMS

NATIONAL CENTER FOR EDUCATION RESEARCH

THE PURPOSE OF THIS MODIFICATION IS TO INCREASE THE TOTAL ESTIMATED AMOUNT, THE ESTIMATED COMPLETION DATE THROUGH SEPTEMBER 30, 2008, INCREMENTALLY F

SPECIAL EDUCATION-TECHNOLOGY AND MEDIA SERVICES FOR INDIVIDUALS WITH DISABILITIES - CENTER TO SUPPORT TECHNOLOGY INNOVATION FOR STUDENTS WITH DISABIL

NATIONAL CENTER FOR EDUCATION RESEARCH

AN EVALUATION OF A STATEWIDE MATHEMATICS COREQUISITE DEVELOPMENTAL EDUCATION REFORM -AMERICA?S COMMUNITY COLLEGES PLAY A VITAL ROLE IN STRENGTHENING THE COUNTRY?S SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) WORKFORCE. MORE THAN ONE-QUARTER OF ALL STEM JOBS ARE HELD BY WORKERS WITH EITHER AN ASSOCIATE?S DEGREE OR SOME OTHER SUB-BACCALAUREATE TRAINING. COMMUNITY COLLEGES ALSO PLAY A CENTRAL ROLE IN INCREASING THE DIVERSITY OF THE STEM WORKFORCE, AS THEY OFTEN SERVE STUDENTS FROM POPULATIONS UNDERREPRESENTED IN THEIR PARTICIPATION IN STEM FIELDS OF STUDY. UNFORTUNATELY, APPROXIMATELY THREE QUARTERS OF INCOMING COMMUNITY COLLEGE STUDENTS ARE CONSIDERED NOT READY TO SUCCEED IN COLLEGE-LEVEL MATHEMATICS. HISTORICALLY, SUCH STUDENTS HAVE BEEN UNLIKELY TO EVER COMPLETE A STEM DEGREE. TRADITIONALLY, STUDENTS DEEMED NOT READY FOR COLLEGE MATHEMATICS MUST ENROLL IN PREREQUISITE DEVELOPMENTAL EDUCATION (DE), WHICH REQUIRES STUDENTS TO PAY FOR AND COMPLETE A SEQUENCE OF NONCREDIT-BEARING COURSES BEFORE ENROLLING IN CREDIT-BEARING COLLEGE COURSES. MOUNTING EVIDENCE SUGGESTS THAT PREREQUISITE DE IS INEFFECTIVE AND COULD EVEN BE HARMFUL. THIS PROJECT EXAMINES A STATEWIDE REFORM IN THE KENTUCKY COMMUNITY AND TECHNICAL COLLEGE SYSTEM (KCTCS), WHICH REPLACED TRADITIONAL PREREQUISITE DE WITH CO-REQUISITE DE. IN THIS INCREASINGLY POPULAR DE MODEL ACADEMICALLY UNDER-PREPARED STUDENTS ENROLL DIRECTLY IN A CREDIT-BEARING, COLLEGE-LEVEL COURSE PAIRED WITH DEVELOPMENTAL SUPPORT. THE KCTCS REFORM HAS TWO DISTINCT FEATURES. FIRST, IT MAKES COLLEGE MATHEMATICS COURSES ACCESSIBLE TO STUDENTS WITH A WIDER RANGE OF INITIAL MATHEMATICS SKILLS; AND SECOND, IT INCORPORATES HIGH SCHOOL GRADES, INSTEAD OF JUST STANDARDIZED TEST RESULTS, AS AN ADDITIONAL INDICATOR DETERMINING WHETHER A STUDENT IS ELIGIBLE TO ENROLL IN COLLEGE MATHEMATICS. THE STUDY WILL ADDRESS THREE IMPORTANT KNOWLEDGE GAPS RELATED TO HOW CO-REQUISITE DE SUPPORTS UNDER-PREPARED STUDENTS BY: I) STUDYING STUDENTS CLOSE TO BEING COLLEGE READY, II) COMPARING CO-REQUISITE DE RELATIVE TO NO DE, AND III) THROUGH USING HIGH SCHOOL GRADES IN PLACE OF TEST SCORES FOR DETERMINING COLLEGE PLACEMENT. THE PRIMARY STUDY SAMPLE CONSISTS OF STUDENTS WHO ATTEND THE 16 CAMPUSES THAT CONSTITUTE KCTCS. THE PROJECT WILL MERGE SECONDARY AND POSTSECONDARY RECORDS FROM ALL STUDENTS IN PUBLIC SECONDARY SCHOOLS AND ALL STUDENTS IN IN-STATE POSTSECONDARY INSTITUTIONS. THE PRIMARY IMPACT ANALYSIS SAMPLE WILL INCLUDE ALL FIRST-TIME STUDENTS ENROLLED IN A KCTCS DEGREE PROGRAM WHO HAVE RECENT ACT SCORES. THERE WILL BE FIVE COHORTS OF FIRST YEAR STUDENTS FOLLOWED FOR THREE YEARS. THE GOAL OF THE CO-REQUISITE REFORM IS TO INCREASE THE COMPLETION RATE OF GATEKEEPER MATHEMATICS COURSES. THE PRIMARY MEASURE WILL BE WHETHER A STUDENT COMPLETES A GATEKEEPER MATHEMATICS COURSE WITHIN ONE YEAR OF INITIAL ENROLLMENT. THE PROJECT ALSO ENTAILS MEASURING LONGER-TERM PROGRESS TOWARDS KEY OUTCOMES SUCH AS PERSISTING TO A SECOND YEAR OF ENROLLMENT, CREDIT ACCUMULATION, AND DEGREE COMPLETION OR SUCCESSFUL TRANSFER TO A FOUR-YEAR INSTITUTION WITHIN THREE YEARS OF INITIAL ENROLLMENT. THE PRIMARY METHOD OF ANALYSIS WILL BE USING CUT SCORES OF BOTH ACT MATHEMATICS SCORES AND HIGH SCHOOL GRADES IN ORDER TO CONDUCT REGRESSION DISCONTINUITY DESIGNS THAT COMPARE STUDENTS WHO ARE JUST ABOVE THE DE PLACEMENT THRESHOLDS TO THOSE ARE JUST BELOW. IN ADDITION TO THE ANALYSIS OF ADMINISTRATIVE DATA, THE PROJECT WILL FEATURE ORIGINAL DATA COLLECTION IN ORDER TO BOLSTER KNOWLEDGE OF HOW THE REFORM HAS BEEN IMPLEMENTED AND ITS ASSOCIATED COSTS. THIS COMPONENT WILL BEGIN WITH TELEPHONE INTERVIEWS WITH ASSESSMENT AND PLACEMENT DIRECTORS IN EACH OF THE 16 KCTCS COLLEGES. GUIDED BY ADMINISTRATOR RESPONSES, THE PROJECT WILL NEXT SURVEY INSTRUCTORS WHO PROVIDED SUPPLEMENTAL SUPPORT OR COLLEGE-LEVEL INSTRUCTION IN MATHEMATICS. SPECIFICALLY, THE PROJECT TEAM WILL INVESTIGATE IMPLEMENTATION ATTRIBUTES AND COLLEGE RESPONSES TO THE CO-REQUISITE REFORM ALONG DIMENSIONS SUCH AS SUPPORT STRUCTURE, INSTRUCTOR ASSIGNMENT, AND STUDENT COMPOSITION. THIS PROJECT IS SUPPORTED BY NSF'S EHR CORE RESEARCH (ECR) PROGRAM. THE ECR PROGRAM EMPHASIZES FUNDAMENTAL STEM EDUCATION RESEARCH THAT GENERATES FOUNDATIONAL KNOWLEDGE IN THE FIELD. INVESTMENTS ARE MADE IN CRITICAL AREAS THAT ARE ESSENTIAL, BROAD AND ENDURING: STEM LEARNING AND STEM LEARNING ENVIRONMENTS, BROADENING PARTICIPATION IN STEM, AND STEM WORKFORCE DEVELOPMENT. THE PROGRAM SUPPORTS THE ACCUMULATION OF ROBUST EVIDENCE TO INFORM EFFORTS TO UNDERSTAND, BUILD THEORY TO EXPLAIN, AND SUGGEST INTERVENTION AND INNOVATIONS TO ADDRESS PERSISTENT CHALLENGES IN EDUCATION. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

EDUCATION RESEARCH PROGRAM

REPLICATING FIRST-GRADE PEER-ASSISTED LEARNING STRATEGIES IN KINDERGARTENS TO STRENGTHEN READING PERFORMANCE IN AN ERA OF CHALLENGING STANDARDS

EXPANDING MIDDLE SCHOOL STUDENTS' UNDERSTANDING OF ALGEBRAIC REASONING FOR STUDENTS WITH DISABILITIES

EFFICACY REPLICATION STUDY OF THE IMPACT OF MYTEACHINGPARTNER-SECONDARY (MTP-S)

VRM-IDD: VIRTUAL RESEARCH METHODS FOR PEOPLE WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES - APPLYING INCLUSIVE PARTICIPATORY RESEARCH THROUGHOUT THIS 5-YEAR PROJECT, THE AMERICAN INSTITUTES FOR RESEARCH (AIR) OFFERS THE FIELD RIGOROUSLY VALIDATED RESEARCH METHODS APPROPRIATE FOR REMOTE VIRTUAL ENVIRONMENTS. PROJECT PARTNERS INCLUDE CORESEARCHERS FROM TASH, PEER NAVIGATORS AND AN ADVISORY PANEL WITH DIVERSE EXPERTISE. THE GOALS OF THIS PROJECT ARE TO IDENTIFY, VET, DEVELOP AND TEST VIRTUAL RESEARCH METHODS FOR PEOPLE WITH IDD, TO PROMOTE UPTAKE OF VALIDATED METHODS, AND BUILD RESEARCH TEAMS’ CAPACITY TO USE THEM. THE OBJECTIVES ARE FIRST, TO CONDUCT RESEARCH TO IDENTIFY, VET, DEVELOP AND DOCUMENT METHODS FOR CONDUCTING VIRTUAL INTERVIEWS, WORLD CAFES, AND SURVEYS, WITH PARTICULAR EMPHASIS ON PRODUCING A VIRTUAL MODE, IN ENGLISH AND SPANISH, OF THE HOME AND COMMUNITY-BASED SERVICES (HCBS) MEMBER OF THE CONSUMER ASSESSMENT OF HEALTHCARE PROVIDERS & SYSTEMS (CAHPS) FAMILY OF SURVEYS, USED BY THE CENTERS FOR MEDICARE & MEDICAID SERVICES. SECONDLY, TO PROMOTE UTILIZATION, AIR WILL APPLY UNIVERSAL DESIGN FOR LEARNING IN ALL PROJECT ACTIVITIES, IN PARTICULAR A USABILITY LAB TO INVESTIGATE BEST PRACTICES FOR USING PERTINENT DEVICES AND PLATFORMS. THIRD, THE TEAM WILL DEVELOP, IDENTIFY AND DISSEMINATE HOW-TO RESOURCES BASED ON PROJECT FINDINGS. THE CHIEF EXPECTED PRODUCT IS AN ONLINE TOOLKIT HOUSING THREE MODULES FOR I) RESEARCHERS; II) PEOPLE WITH IDD; AND III) CAREGIVERS AND SUPPORT PROFESSIONALS FOR PEOPLE WITH IDD. LONGTERM OUTCOMES INCLUDE IMPROVED SERVICES TO AND QUALITY OF LIFE (QOL) FOR PEOPLE WITH IDD WHO RECEIVE HBCS; GREATER EFFECTIVENESS OF VIRTUAL RESEARCH METHODS USED IN THE FIELD, AND CONSEQUENTLY, IMPROVED SERVICES AND QOL FOR INDIVIDUALS WITH IDD GENERALLY; AND INCREASED MEANINGFUL PARTICIPATION OF PEOPLE WITH IDD IN THE RESEARCH ENTERPRISE.

IMPROVING ASSESSMENT OF OPIOID USE DISORDER IN PEOPLE WITH DISABILITIES RELATED TO CHRONIC MUSCULOSKELETAL PAIN

STRYVING-REDUCE YOUTH VIOLENCE IN NEIGHBORHOODS

EDUCATION RESEARCH PROGRAM

PREVENTION SERVICES FOR EARLY DRUG ABUSE RISK: TEACHERS IMPLEMENT, SUSTAIN, ADAPT

NATIONAL AGEP EVALUATION

DISABILITY AND REHABILITATION RESEARCH PROGRAM

EXPLORING THE LONGER-TERM IMPACT OF EARLY COLLEGE HIGH SCHOOLS ON WORKFORCE AND LIFE OUTCOMES

NEXT LEVEL NOW TECHNICAL ASSISTANCE COLLABORATIVE

IDENTIFYING MALLEABLE FACTORS IN BLENDED LEARNING ENVIRONMENTS USING AUTOMATED DETECTORS OF ENGAGEMENT

WHAT IS THE VALUE OF APPRENTICESHIP FOR TEACHERS? LINKING PRESERVICE MENTOR QUALITY TO INSERVICE TEACHER AND STUDENT OUTCOMES

INCREASING EQUITY IN ADVANCED COURSE TAKING THROUGH AUTOMATIC ENROLLMENT AND AUTOMATIC NOTIFICATION

EFFECTS OF THE ENGAGEMENT, EXPLORATION, EXPLANATION, ELABORATION, AND EVALUATION INSTRUCTIONAL MODEL: SYSTEMATIC REVIEW AND INNOVATION THROUGH NEW META-ANALYSIS METHODOLOGY

EDUCATION RESEARCH PROGRAM

THE SPECIAL EDUCATION TEACHER PIPELINE IN WASHINGTON STATE: A COMPREHENSIVE ANALYSIS OF PRESERVICE PREDICTORS OF SPECIAL EDUCATION TEACHER CAREER PATHS AND EFFECTIVENESS

A FOLLOW-UP OF CLASSROOM SERVICES TO PREVENT DRUG USE

STEM INTEREST AND ENGAGEMENT STUDY

EXAMINING RELATIONSHIPS AMONG TEACHER PROFESSIONAL LEARNING AND ASSOCIATED TEACHER AND STUDENT OUTCOMES IN MATH AND SCIENCE: A META-ANALYTIC APPROACH TO MEDIATION AND MODERATION -THIS RESEARCH SYNTHESIS STUDY REVIEWS THE EFFECTS OF PROFESSIONAL LEARNING INTERVENTIONS AND WILL ADVANCE STEM EDUCATORS' UNDERSTANDING OF THE CRITICALLY IMPORTANT RELATIONSHIPS AMONG TEACHER PROFESSIONAL LEARNING (PL), TEACHER KNOWLEDGE AND PRACTICE, AND AVERAGE STUDENT EFFECTS. UNDERSTANDING THESE RELATIONSHIPS WILL ALLOW THE FIELD TO DESIGN BETTER PL EXPERIENCES FOR TEACHERS THAT TRULY BENEFIT STUDENT LEARNING. THE PROJECT LEVERAGES THE AVAILABILITY OF CAUSAL IMPACT STUDIES IN THE PRIMARY LITERATURE AND ADVANCEMENTS IN META-ANALYTIC TECHNIQUES TO UNCOVER RELATIONSHIPS AMONG PL FEATURES, TEACHER KNOWLEDGE AND PRACTICE, AND STUDENT OUTCOMES IN A MANNER THAT HAS NOT BEEN DONE BEFORE. TO ENSURE THAT THE RESEARCH IS AS USEFUL AS POSSIBLE TO OTHER RESEARCHERS, THE TEAM WILL PUBLICLY SHARE OUR DATA AND ANALYSIS SCRIPTS, ALLOWING OTHER META-ANALYSTS TO BUILD ON OUR EFFORTS. IN ADDITION, THE RESEARCHERS WILL GENERATE WEB-BASED DATA ANALYSIS TOOLS FOR OTHER PRIMARY RESEARCHERS TO USE TO EXAMINE THE DATA FROM THE STUDY, CONDUCT A PRIORI POWER ANALYSES, AND TO HELP PRIMARY RESEARCHERS BETTER INTERPRET FINDINGS IN THE CONTEXT OF RESEARCH THAT HAS ALREADY BEEN DONE. THIS SYNTHESIS RESEARCH USES META-ANALYSIS TO STUDY THE EFFECTS FROM STUDIES OF PL INTERVENTIONS WITH MATH AND SCIENCE STUDENT AND TEACHER OUTCOMES. THE RESEARCH TEAM USES META-REGRESSION WITH ROBUST VARIANCE ESTIMATION AS WELL AS META-ANALYTIC STRUCTURAL EQUATION MODELING. BROADER IMPACTS ARE ADDRESSED AS THE DATA AND ANALYSES TOOLS CAN BE USED BY MANY COMMUNITIES OF RESEARCHERS, HIGHER EDUCATION FACULTY, AND POLICY MAKERS. THE COMMUNITIES INCLUDE TEACHER EDUCATORS, EDUCATION RESEARCHERS, DISTRICT PL PROVIDERS, STEM EDUCATION POLICY MAKERS, ALONG WITH MATH AND SCIENCE TEACHERS AND STUDENTS. THIS RESEARCH PROJECT IS SUPPORTED BY NSF'S EHR CORE RESEARCH (ECR) PROGRAM. THE ECR PROGRAM EMPHASIZES FUNDAMENTAL STEM EDUCATION RESEARCH THAT GENERATES FOUNDATIONAL KNOWLEDGE IN THE FIELD. INVESTMENTS ARE MADE IN CRITICAL AREAS THAT ARE ESSENTIAL, BROAD, AND ENDURING: STEM LEARNING AND STEM LEARNING ENVIRONMENTS, BROADENING PARTICIPATION IN STEM, AND STEM WORKFORCE DEVELOPMENT. THE PROGRAM SUPPORTS THE ACCUMULATION OF ROBUST EVIDENCE TO INFORM EFFORTS TO UNDERSTAND, BUILD THEORY TO EXPLAIN, AND SUGGEST INTERVENTION AND INNOVATIONS TO ADDRESS PERSISTENT CHALLENGES IN STEM INTEREST, EDUCATION, LEARNING AND PARTICIPATION. THE PROJECT IS ALSO FUNDED BY THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12), WHICH SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS AND TOOLS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS.? THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

EVALUATION OF GIFTED AND TALENTED PROGRAM PRACTICES AND STUDENT OUTCOMES

LEARNING FROM THE SOURCE: CAN WE ELICIT BETTER APPLICANT INFORMATION DIRECTLY FROM PROFESSIONAL REFERENCES?

SEARCHING FOR CONNECTIONS BETWEEN TEACHER PROGRAM APPLICANT INFORMATION AND SELECTION, AND STEM TEACHER RETENTION AND EFFECTIVENESS TO INFORM TEACHER RECRUITMENT AND EDUCATION

THE STEM TEACHER PIPELINE IN WASHINGTON STATE: A COMPREHENSIVE ANALYSIS OF PRESERVICE PREDICTORS OF STEM TEACHER CAREER PATHS AND EFFECTIVENESS

COGNITIVE BEHAVIORAL MENTORING: INVESTIGATION OF RESEARCH-INFORMED ENHANCEMENTS TO PROGRAM PRACTICES

MODEL DEMONSTRATION PROJECTS

SPECIAL EDUCATION RESEARCH

BROADENING PARTICIPATION IN STEM

COLLABORATIVE RESEARCH: DESIGNING A PROFESSIONAL LEARNING MODEL TO DEVELOP TEACHERS PROFESSIONAL VISION FOR INTEGRATING COMPUTATIONAL THINKING IN K-12 SCIENCE COURSES -THE LAWRENCE HALL OF SCIENCE AT UC BERKELEY AND THE AMERICAN INSTITUTES FOR RESEARCH PROPOSE A TRANSFORMATIVE 4-YEAR STUDY TO BUILD TEACHER CAPACITY FOR INTEGRATING COMPUTATIONAL THINKING (CT) INTO GRADES 6?8 SCIENCE CLASSROOMS. THIS INITIATIVE WILL ADVANCE CURRENT PRIORITIES OF THE NSF ITEST AND DRK-12 PROGRAMS BY ADDRESSING THE CRITICAL GAP IN COMPUTATIONAL PRACTICES WITHIN SCIENCE CURRICULA THROUGH THE CREATION AND IMPLEMENTATION OF A SCALABLE PROFESSIONAL LEARNING MODEL FOR MIDDLE SCHOOL SCIENCE TEACHERS. THE PROJECT WILL SUPPORT TEACHER PROFESSIONAL VISION AND ADAPTIVE EXPERTISE FOR CT-INFUSED INSTRUCTION THROUGH INSTRUCTIONAL COACHING, PROFESSIONAL DEVELOPMENT WORKSHOPS, AND AN ONLINE PROFESSIONAL LEARNING COMMUNITY. THESE EFFORTS AIM TO EMPOWER TEACHERS TO DESIGN, ENACT, AND ADAPT CT-INTEGRATED LESSONS THAT FOSTER STUDENTS? POSITIVE ATTITUDES TOWARD SCIENCE AND ENHANCE THEIR KNOWLEDGE OF SCIENCE AND CT. THE PROJECT WILL DIRECTLY SERVE OVER 1,000 STUDENTS AND CREATE A TEACHER PROFESSIONAL LEARNING MODEL THAT IS POSITIONED FOR SCALE TO SERVE TEACHERS AND STUDENTS ACROSS THE COUNTRY. THE PROJECT BUILDS ON PRIOR RESEARCH AND FRAMEWORKS DEVELOPED BY THE PROJECT TEAM, ENSURING THE INTEGRATION OF EVIDENCE-BASED STRATEGIES AND A CONTENT FOCUS ON AUTHENTIC COMPUTATIONAL AND SCIENTIFIC PRACTICES. IN COLLABORATION WITH MULTIPLE SCHOOL DISTRICTS, THIS STUDY WILL PILOT, REFINE, AND IMPLEMENT THE PROFESSIONAL LEARNING MODEL, LEVERAGING MIXED-METHODS RESEARCH TO EVALUATE ITS IMPACT. DATA COLLECTION METHODS INCLUDE CLASSROOM OBSERVATIONS, TEACHER SURVEYS, DOCUMENTATION OF COACHING SESSIONS, AND STUDENT ASSESSMENTS, ALL AIMED AT MEASURING CHANGES IN TEACHER PRACTICE AND STUDENT OUTCOMES. THE PROJECT WILL DEVELOP A PROFESSIONAL LEARNING WORKSHOP AND ONGOING INSTRUCTIONAL COACHING FOR IN-SERVICE SCIENCE TEACHERS TO SUPPORT THEM IN INTEGRATING CT SKILLS AND CONCEPTS INTO THEIR SCIENCE CURRICULUM AND INSTRUCTION. ANALYSIS OF PROJECT DATA WILL PROVIDE EVIDENCE OF THE RELATIONSHIP BETWEEN PROGRAM PARTICIPATION AND TEACHER AND STUDENT OUTCOMES, SUPPORTING FUTURE IMPLEMENTATION OF THE PROFESSIONAL LEARNING MODEL. BY ADVANCING KNOWLEDGE ON HOW CT INTEGRATION CAN TRANSFORM SCIENCE EDUCATION, THE PROJECT ASPIRES TO BROADEN PARTICIPATION IN STEM FIELDS AMONG ALL STUDENTS. THE DISSEMINATION OF FINDINGS THROUGH CONFERENCES, POLICY BRIEFS, AND PRACTITIONER RESOURCES ENSURES SCALABILITY AND SUSTAINABILITY, ENABLING EDUCATORS NATIONWIDE TO ADAPT EXISTING SCIENCE CURRICULA TO INCORPORATE COMPUTATIONAL THINKING EFFECTIVELY. THE DISCOVERY RESEARCH PREK-12 PROGRAM (DRK-12) IS AN APPLIED RESEARCH PROGRAM THAT SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS. PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR FUNDED PROJECTS. THIS PROJECT IS CO-FUNDED BY THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM, WHICH SUPPORTS PROJECTS THAT BUILD UNDERSTANDINGS OF PRACTICES, PROGRAM ELEMENTS, CONTEXTS AND PROCESSES CONTRIBUTING TO INCREASING STUDENTS' KNOWLEDGE AND INTEREST IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAREERS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

HOMELESS DATA ANALYSIS PROJ

BUILDING AND SUSTAINING THE CAPACITY OF LOCAL MATH COACHES TO SUPPORT COLLEGE- AND CAREER-READY MATHEMATICS INSTRUCTION

THE AMERICAN INSTITUTES FOR RESEARCH (AIR) PROPOSES TO IMPLEMENT THE STUDY, PATHWAYS TO RESILIENCE: ASSESSING THE IMPACT OF JUVENILE JUSTICE REFORMS IN OKLAHOMA. IN PARTNERSHIP WITH OKLAHOMAS OFFICE OF JUVENILE AFFAIRS (OJA), AIR WILL CONDUCT A 4-YEAR STUDY. THE PURPOSE OF THE STUDY IS TO EXAMINE THE IMPACT OF OKLAHOMAS LEGISLATIVE AND ADMINISTRATIVE JUVENILE JUSTICE POLICY REFORMS THAT LED TO A SYSTEM OF COMMUNITY-BASED ALTERNATIVE SERVICES TO YOUTH INCARCERATION WITH A FOCUS ON HIGH-RISK/HIGH-NEED YOUTH WHO HAVE TRADITIONALLY BEEN HELD SECURELY. FURTHER, THIS PROJECT IS INTENDED TO IDENTIFY OJAS GAPS IN PRACTICES AND SUPPORT DATA LITERACY FOR IMPROVING COMMUNITY-BASED SERVICES PROVIDED TO YOUTH WITH A PARTICULAR FOCUS ON HISTORICALLY UNDERSERVED, MARGINALIZED, AND ADVERSELY AFFECTED GROUPS. THE STUDY WILL INCLUDE AN IMPLEMENTATION EVALUATION AND AN OUTCOME EVALUATION TO EXAMINE THE EFFECTS OF OKLAHOMAS JUVENILE JUSTICE POLICY REFORMS OVER THE PAST DECADE ON YOUTH OUTCOMES. IT WILL ALSO INCLUDE A PILOT STUDY TO ENHANCE THE CAPACITY OF YOUTH SERVICE AGENCIES IN MONITORING THE QUALITY AND EFFECTIVENESS OF THEIR SERVICES FOR CONTINUOUS IMPROVEMENT. EXPECTED OUTCOMES INCLUDE ADVANCING POLICY AND PRACTICE IN THE JUVENILE JUSTICE FIELD; INFORMING EFFORTS TO INCREASE ACCESS TO SERVICES FOR UNDERSERVED AND HISTORICALLY MARGINALIZED POPULATIONS AND EXPANDING OUR UNDERSTANDING ON HOW TO BEST INCORPORATE YOUNG PEOPLE WITH LIVED EXPERIENCES AS KEY PARTNERS IN BUILDING KNOWLEDGE AND TRANSLATING IT FOR PRACTICE CHANGE. JUVENILE JUSTICE EXPERTS, PRACTITIONERS, AND POLICYMAKERS, AND YOUTH INVOLVED IN THE JUVENILE JUSTICE SYSTEM ARE THE INTENDED BENEFICIARIES OF THE PROJECT. CA/NCF

IDENTIFYING AND REDUCING GENDER BIAS IN STEM: SYSTEMATICALLY SYNTHESIZING THE EXPERIMENTAL EVIDENCE

IMPROVING EDUCATIONAL STABILITY AND OPPORTUNITIES FOR CALIFORNIA'S FOSTER YOUTH STUDENTS

TRAUMATIC BRAIN INJURY (TBI) RESOURCE BUNDLE FOR AMERICAN INDIANS.

CLASSWIDE FRACTION INTERVENTION WITH PEER-ASSISTED LEARNING STRATEGIES TO SUPPORT LEARNING ACCELERATION

MODIFYING AN EVIDENCE-BASED PEER-MEDIATED READING PROGRAM TO DIFFERENTIATE INSTRUCTION AND ACCELERATE LEARNING AMONG UNDERREPRESENTED GROUPS: IMPLEMENTING PALS IN THE RIO GRANDE VALLEY

INTEGRATING COMPUTER SCIENCE INTO THE ELEMENTARY CURRICULUM IN CULTURALLY RELEVANT WAYS: A RESEARCHER-PRACTITIONER-PARTNERSHIP IN NATIVE-AMERICAN SERVING DISTRICTS IN WYOMING

THE EDUCATIONAL DIVIDE: TRANSITION, RETENTION, AND COURSE SELECTION IN DIGITAL AND ON-CAMPUS IMMERSION STUDENTS

THE WIND RIVER ELEMENTARY COMPUTER SCIENCE COLLABORATIVE: SUPPORTING CULTURALLY RESPONSIVE-SUSTAINING COMPUTER SCIENCE EDUCATION IN INDIGENOUS COMMUNITIES -WYOMING IS HOME TO THE WIND RIVER RESERVATION, WHERE BOTH THE EASTERN SHOSHONE AND NORTHERN ARAPAHO PEOPLE LIVE. ALONGSIDE THE URGENT NEED TO INCREASE ACCESS TO COMPUTER SCIENCE EDUCATION FOR THEIR STUDENTS, THE EASTERN SHOSHONE AND NORTHERN ARAPAHO PEOPLE PLACE A HIGH PRIORITY ON TEACHING AND PRESERVING THEIR CULTURAL TRADITIONS, REFLECTING BOTH STRONG COMMUNITY VALUES AND A RESPONSE TO HISTORICAL INJUSTICES. IN RESPONSE TO THESE DISTRICT PRIORITIES AND INTERESTS, THREE SCHOOL DISTRICTS WITH ELEMENTARY SCHOOLS ON THE WIND RIVER RESERVATION HAVE FORMED A RESEARCH-PRACTICE PARTNERSHIP WITH THE AMERICAN INSTITUTES FOR RESEARCH, WYOMING DEPARTMENT OF EDUCATION, BOOTUP PROFESSIONAL DEVELOPMENT, AND PARTNER TO IMPROVE, CALLED THE WIND RIVER ELEMENTARY COMPUTER SCIENCE COLLABORATIVE. THIS PROJECT BUILDS ON PRIOR RESEARCH IN WHICH THE PROJECT TEAM DEVELOPED ELEMENTARY COMPUTER SCIENCE PROJECTS AND LESSONS THAT INTEGRATED HISTORY, LANGUAGE, AND CULTURE OF THE EASTERN SHOSHONE AND NORTHERN ARAPAHO; PROVIDED PROFESSIONAL DEVELOPMENT FOR ELEMENTARY TEACHERS AND PARAEDUCATORS; AND STUDIED IMPLEMENTATION OF ELEMENTARY COMPUTER SCIENCE PROJECTS. WITH BUY-IN AND SUPPORT FROM SCHOOL, DISTRICT, AND TRIBAL LEADERS, THE COLLABORATIVE WILL PROMOTE THE SUSTAINABILITY OF ELEMENTARY COMPUTER SCIENCE AND DEVELOP RESOURCES TO SUPPORT OTHER DISTRICTS IN ADOPTING SUCCESSFUL PROCESSES FOR TEACHING INDIGENOUS STUDIES THROUGH COMPUTER SCIENCE. THE PROJECT WILL DIRECTLY SERVE THREE INDIGENOUS STUDENT-SERVING ELEMENTARY SCHOOLS, 18 TEACHERS PER YEAR, SIX ADMINISTRATORS, UP TO 18 HIGH SCHOOL STUDENT MENTORS, AND 400+ ELEMENTARY STUDENTS. THE PROPOSED ACTIVITIES ARE (A) TO EXPAND THE COLLABORATIVE TO INCLUDE MORE ELEMENTARY TEACHERS AND INCORPORATE HIGH SCHOOL, NEAR-PEER MENTORS; (B) TO SUPPORT FORMS OF TEACHER COLLABORATION THAT HAVE BEEN CRITICAL IN THE COLLABORATIVE'S WORK TO DATE; (C) TO FURTHER ENGAGE THE WIND RIVER COMMUNITY THROUGH ONGOING COMMUNICATION TO TRIBAL AND SCHOOL LEADERSHIP AND FAMILY ENGAGEMENT EVENTS; AND (D) TO CONDUCT RESEARCH. SPECIFICALLY, THE RESEARCH WILL INVESTIGATE HOW TEACHING INDIGENOUS STUDIES THROUGH COMPUTER SCIENCE RELATES TO AND EXPANDS AN EXISTING FRAMEWORK FOR CULTURALLY RESPONSIVE-SUSTAINING COMPUTER SCIENCE PEDAGOGY AND TO ASSESS WHETHER AND WHY TEACHERS PARTICIPATING IN THE COLLABORATIVE SHOW INCREASED SELF-EFFICACY FOR TEACHING COMPUTER SCIENCE AND WHETHER AND WHY STUDENTS EXPERIENCING INDIGENOUS STUDIES INSTRUCTION THROUGH COMPUTER SCIENCE DEVELOP COMPUTER SCIENCE IDENTITIES THAT FEEL COMPATIBLE WITH THEIR INDIGENOUS HERITAGES. THIS PROJECT AIMS TO PRODUCE GENERALIZABLE KNOWLEDGE ABOUT MODELS OF PROFESSIONAL DEVELOPMENT AND IMPLEMENTATION AT THE INTERSECTION OF INDIGENOUS STUDIES AND COMPUTER SCIENCE EDUCATION. THESE MODELS WILL ENRICH THE FIELD'S UNDERSTANDING OF HOW FRAMEWORKS FOR INTEGRATED INSTRUCTION CAN BE APPLIED TO INCREASE THE CULTURAL RELEVANCE OF COMPUTER SCIENCE EDUCATION FOR INDIGENOUS STUDENTS, AND THE RESULTS INFORM FUTURE RESEARCH-BASED APPROACHES TO INCREASING THE CULTURAL RELEVANCE OF COMPUTER SCIENCE EDUCATION FOR OTHER GROUPS TRADITIONALLY UNDERREPRESENTED IN COMPUTER SCIENCE. THE PROJECT ADVANCE KNOWLEDGE ABOUT HOW TEACHING INDIGENOUS STUDIES THROUGH COMPUTER SCIENCE CAN SUPPORT POSITIVE IDENTITY DEVELOPMENT FOR ELEMENTARY STUDENTS AND HIGH SCHOOL MENTORS. THIS AWARD IS SUPPORTED BY THE COMPUTER SCIENCE FOR ALL: RESEARCH AND RPPS PROGRAM. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

ADVANCES IN RESEARCH SYNTHESIS THROUGH EXPANSION OF METAREVIEWER'S FUNCTIONALITY -SYSTEMATIC REVIEWS AND META-ANALYSES ARE CRITICAL TO ADVANCING STEM EDUCATION RESEARCH. HOWEVER, CONDUCTING HIGH-QUALITY SYSTEMATIC REVIEWS AND META-ANALYSES IS RESOURCE INTENSIVE AND TIME-CONSUMING. THE PROPOSED PROJECT SEEKS TO INCREASE THE EFFICIENCY, QUALITY, AND TRANSPARENCY OF SYSTEMATIC REVIEWS AND META-ANALYSES THROUGH THE EXPANSION OF METAREVIEWER, A FREE, WEB-BASED SOFTWARE TOOL THAT MAKES IT EASIER FOR RESEARCHERS TO CONDUCT SYSTEMATIC REVIEWS AND META-ANALYSES. WITH PREVIOUS NSF FUNDING, THE PROJECT TEAM BUILT METAREVIEWER, WHICH IN ITS CURRENT VERSION HELPS RESEARCHERS EXTRACT INFORMATION FROM STUDIES AND CALCULATE EFFECT SIZES TO CONDUCT THEIR META-ANALYSES. THIS PROJECT WILL DEVELOP CRUCIAL NEW FEATURES IN METAREVIEWER TO SUPPORT SYNTHESIS PROJECTS FROM START TO FINISH, INCLUDING FUNCTIONALITY TO SUPPORT SEARCHING THE RESEARCH LITERATURE, MANAGING THE RESULTING CITATIONS, AND SCREENING ABSTRACTS FOR ELIGIBILITY. THE NEW DEVELOPMENTS WILL FOCUS ON THE EARLY STEPS OF A SYSTEMATIC REVIEW OR META-ANALYSIS STUDY AND WILL BUILD BEST PRACTICES INTO THE SOFTWARE. THIS PROJECT WILL ADVANCE THE FIELD OF SYSTEMATIC REVIEW AND META-ANALYSIS METHODOLOGY BY DEVELOPING CRUCIAL NEW FEATURES TO SUPPORT SYNTHESIS PROJECTS IN METAREVIEWER. THE THREE NEW FUNCTIONALITIES INCLUDE: (A) A LITERATURE SEARCH PORTAL THAT WILL ALLOW RESEARCHERS TO STORE AND ANALYZE LITERATURE SEARCH STRINGS AND THE RESULTING CITATIONS, (B) A CITATION MANAGEMENT PORTAL THAT WILL SUPPORT THE MANAGEMENT AND DE-DUPLICATION OF CITATIONS, AND (C) AN ABSTRACT SCREENING PORTAL THAT WILL APPLY THE LATEST MACHINE LEARNING ALGORITHMS TO AN INTERFACE THAT ALLOWS USERS TO SCREEN ABSTRACTS MORE ACCURATELY AND EFFICIENTLY. INCORPORATING THESE FEATURES INTO METAREVIEWER?S EXISTING FUNCTIONALITIES THAT SUPPORT DATA EXTRACTION, AND EFFECT SIZE CALCULATION WILL ENHANCE METAREVIEWER FOR ALL USERS AND WILL IMPROVE THE CAPACITY OF RESEARCHERS TO EFFICIENTLY PRODUCE HIGH-QUALITY SYSTEMATIC REVIEWS AND META-ANALYSES, HELPING TO ADVANCE KNOWLEDGE ACROSS MANY AREAS OF STEM EDUCATION. METAREVIEWER?S NEW FUNCTIONALITIES WILL BE SHARED WITH THE RESEARCH COMMUNITY VIA WORKSHOPS, VIDEOS, AND WEBINARS TO ENSURE HIGH-QUALITY TRAINING OF APPLIED META-ANALYSTS. THIS PROJECT IS SUPPORTED BY NSF'S EDU CORE RESEARCH (ECR) PROGRAM. THE ECR PROGRAM EMPHASIZES FUNDAMENTAL STEM EDUCATION RESEARCH THAT GENERATES FOUNDATIONAL KNOWLEDGE IN THE FIELD. INVESTMENTS ARE MADE IN CRITICAL AREAS THAT ARE ESSENTIAL, BROAD AND ENDURING: STEM LEARNING AND STEM LEARNING ENVIRONMENTS, BROADENING PARTICIPATION IN STEM, AND STEM WORKFORCE DEVELOPMENT. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

COMPUTER SCIENCE FOR ALL K-14 PATHWAYS: STRENGTHENING ELEMENTARY PATHWAYS CURRICULUM IN RURAL SCHOOL DISTRICTS WITH LOCAL INDUSTRIES -RURAL COMMUNITIES HAVE MUCH POTENTIAL TO FLOURISH IN COMPUTING EDUCATION AND STUDENTS IN RURAL, LOW-INCOME COMMUNITIES REMAIN AN UNTAPPED RESOURCE FOR DIVERSIFYING THE COMPUTING WORKFORCE. THIS PATHWAYS STRAND RESEARCH-PRACTICE PARTNERSHIP BETWEEN AMERICAN INSTITUTES FOR RESEARCH?, BOOTUP PROFESSIONAL DEVELOPMENT, THE IDAHO STEM ACTION CENTER, OREGON DEPARTMENT OF EDUCATION, AND WASHINGTON OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION AIMS TO ADDRESS THE CHALLENGES AND OPPORTUNITIES RELATED TO SUPPORTING COMPUTING EDUCATION IN RURAL COMMUNITIES. THIS PROJECT WILL SUPPORT DISTRICTS SERVING RURAL COMMUNITIES IN THE PACIFIC NORTHWEST TO DEVELOP AND IMPLEMENT PLANS FOR ELEMENTARY COMPUTER SCIENCE (CS) PATHWAYS. THIS PROJECT WILL SUPPORT MORE IDAHO DISTRICTS TO BUILD OUT THEIR ELEMENTARY CS PATHWAYS, EXPAND THE WORK INTO WASHINGTON AND OREGON, AND PROMOTE KNOWLEDGE-SHARING ACROSS THE THREE STATES TO BETTER LEVERAGE CULTURAL AND GEOGRAPHIC SIMILARITIES WHILE BETTER UNDERSTANDING THE UNIQUENESS OF EACH STATE AND RURAL DISTRICT. THE OBJECTIVES OF THIS PATHWAYS STRAND RESEARCH-PRACTICE PARTNERSHIP ARE TO: (A) FURTHER DEVELOP A FOUR-PHASE THEORY OF ACTION FOR ELEMENTARY CS PATHWAY DEVELOPMENT IN RURAL COMMUNITIES, (B) ADVANCE PROGRESS TOWARD LOCALLY RELEVANT ELEMENTARY CS PATHWAYS IN ALL THREE PARTNERING STATES, AND (C) EXPAND AND DEVELOP THE PARTNERSHIP TO INCLUDE THE VOICES OF INTEREST-HOLDERS ACROSS THE STATES. TO REACH THE OBJECTIVES, THE COLLABORATIVE WILL CONDUCT LANDSCAPE SURVEYS AND 10 DISTRICT INTERVIEWS IN OREGON AND WASHINGTON AND CS VISIONING WORKSHOPS WITH FIVE ADDITIONAL DISTRICTS IN IDAHO. THE PROJECT WILL SUPPORT THREE DISTRICTS IN IDAHO TO WORK WITH A LOCAL INDUSTRY PARTNER TO TAILOR AN EXISTING ELEMENTARY CS CURRICULUM TO LOCAL INTERESTS AND MAKE THE ACTIVITIES MEANINGFUL AND RELEVANT FOR STUDENTS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE PLANNED FOR THIS AWARD.

THE AMERICAN INSTITUTES FOR RESEARCH(AIR) AND WESTED ARE PLEASED TO JOINTLY RESPOND TO CATEGORY 4 OF THE COMMUNITY-BASED VIOLENCE INTERVENTION AND PREVENTION INITIATIVE (CVIPI) SOLICITATION FROM THE NATIONAL INSTITUTE OF JUSTICE (NIJ) TO DEVELOP AND TEST A MODEL FOR EVALUATING ECOSYSTEM APPROACHES TO PREVENTING VIOLENCE. OVER 4 YEARS, THE PROJECT WILL PRODUCE A VIOLENCE INTERVENTION AND PREVENTION INTERCEPT MODEL (VIPIM) THAT PINPOINTS ENTRY POINTS, OUTCOMES, AND COORDINATION DYNAMICS ACROSS THE COMMUNITY- AND HOSPITAL-BASED VIOLENCE INTERVENTION AND PREVENTION (C/HVIP) ECOSYSTEM SERVING PRIORITY POPULATIONS AT RISK FOR VIOLENCE IN BOSTON. TO INCREASE THE VIPIMS RELEVANCE IN OTHER URBAN PLACES, WE WILL ENGAGE THE BROADER FIELD, PARTICULARLY INDIVIDUALS DIRECTLY IMPACTED BY VIOLENCE, AS WE DEVELOP THE MODEL TEMPLATE THROUGH FEEDBACK WEBINARS WITH OTHER CITIES USING AN ECOSYSTEM APPROACH (E.G., PHILADELPHIA, OAKLAND, CHICAGO). THE RESULTING VIPIM TEMPLATE WILL BE CUSTOMIZED TO BOSTONS C/HVIP ECOSYSTEM AND TESTED USING DATA FROM A RETROSPECTIVE (2021-2025) SAMPLE OF UP TO 2,500 INDIVIDUALS TO UNDERSTAND (1) HOW WELL THE TOOL CAPTURES THE DIFFERENT ECOSYSTEM INTERCEPTS THAT EXIST AND (2) THE DEGREE TO WHICH CUMULATIVE OR SINGLE EXPOSURE TO INTERCEPTS OVER TIME AFFECTS FUTURE RISK FOR VIOLENCE. THE PRIMARY GOALS ARE TO FILL A GAP IN THE CURRENT EVIDENCE TO UNDERSTAND THE DEGREE TO WHICH CUMULATIVE OR SINGLE EXPOSURE TO INTERVENTION AND PREVENTION INTERCEPTS OVER TIME AFFECTS FUTURE RISK FOR VIOLENCE AND TO ESTABLISH A CUSTOMIZABLE TOOL AND PROCESS FOR CITIES TO USE WHEN ASSESSING AND IMPROVING THEIR OWN ECOSYSTEM APPROACH INFORMED BY THOSE MOST IMPACTED BY VIOLENCE. WE WILL REACH OUR GOALS THROUGH FIVE RESEARCH QUESTIONS (RQ). RQ1: TO WHAT EXTENT CAN SEQUENTIAL INTERCEPT MODELING BE A USEFUL TOOL TO DESCRIBE AND DEFINE ANY C/HVIP ECOSYSTEM? RQ2: TO WHAT EXTENT DOES THE VIPIM ACCURATELY AND RELIABLY REPRESENT BOSTONS C/HVIP ECOSYSTEM? RQ3: HOW DO SOCIOECOLOGICAL FACTORS, VIOLENCE EXPERIENCES, AND RESPONSIVITY NEEDS DIVERGE AMONG INDIVIDUALS WITH SIMILAR RISK PROPENSITIES? RQ4: HOW DO SINGULAR AND REPEATED CONTACTS WITH SYSTEM INTERCEPT POINTS AFFECT OUTCOMES ACCORDING TO INDIVIDUAL AND GROUP TYPOLOGIES? DOES THE ORDER OF EXPOSURE TO IMPACTS AFFECT OUTCOMES? RQ5: TO WHAT EXTENT DID ENGAGEMENT IN THE STUDY AFFECT THE WAY INDIVIDUALS VIEWED THE RESEARCH PROCESS AS EQUITABLE, TRANSPARENT, AND CREDIBLE?

EXPLORATION OF DEPARTMENTALIZED INSTRUCTION

EVIDENCE QUALITY AND REACH HUB FOR THE DRK-12 COMMUNITY

A REGRESSION DISCONTINUITY STUDY OF THE IMPACT OF MATHEMATICS ACHIEVEMENT FUND ON STUDENT OUTCOMES

PAY FOR SUCCESS PERMANENT SUPPORTIVE HOUSING DEMONSTRATION

ASSESSING THE EFFECTS OF AN INTERVENTION TO INCREASE RELEVANCY AND USE OF PUBLIC

CONSEQUENCES OF SELECTIVE REPORTING BIAS IN EDUCATION RESEARCH

HOMELESS DATA ANALYSIS PROJ

THE DEVELOPMENT AND IMPLEMENTATION OF GRADE 7 ASSESSMENT TOOLS IN NAMIBIA

EXAMINING HETEROGENEITY IN NUDGING INTERVENTION EFFECTS ON POSTSECONDARY STUDENT OUTCOMES

EVALUATION OF REENTRY-BASED RESTORATIVE JUSTICE: A RANDOMIZED CONTROLLED TRIAL

PROFESSIONAL DEVELOPMENT AS A STRATEGY FOR IMPROVING ACCESS TO QUALITY CHILD CARE FOR YOUNG DUAL LANGUAGE LEARNERS IN CALIFORNIA

ASSESSING THE POTENTIAL OF OUTCOMES-BASED LICENSURE TEST STANDARDS

AGEP-BPR: A STUDY OF THE CULTURAL FACTORS AFFECTING UNDERREPRESENTED MINORITY STEM DOCTORAL STUDENTS AND ACADEMIC PATHWAY AND TRANSITION PROGRAMS

HOMELESS DATA ANALYSIS PROJ

ADVANCING METHODS AND SYNTHESIZING RESEARCH IN STEM EDUCATION

IMPROVING HUMAN AND SYSTEM PERFORMANCE IN TECH OPS

RETHINKING ACCESSIBILITY USING NAEP PROCESS DATA: EXPLORING UNIVERSAL DESIGN AND ACCOMMODATIONS

EDUCATION RESEARCH PROGRAM

COMMUNITY COMPASS TECHNICAL ASSISTANCE AND CAPACITY BUILDING

UNDERSTANDING LASTING TEACHER IMPACTS

COMMUNITY COMPASS TECHNICAL ASSISTANCE AND CAPACITY BUILDING

CPD'S TRANSFORMATION INTITIATIVE TECHNICIAL ASSISTANCE

EDUCATION RESEARCH PROGRAM

TBI@WORK TOOLKIT: EMPLOYMENT RESOURCES FOR PEOPLE WITH TRAUMATIC BRAIN INJURY (TBI)

MEDICAID HCBS (HOME & COMMUNITY-BASED SERVICES) WAITLIST ASSESSMENT AND PERSON-CENTERED SUPPORT FOR PEOPLE WITH I/DD (WAPS-I/DD) - APPLYING AN INCLUSIVE RESEARCH AND CO-DEVELOPMENT APPROACH THROUGHOUT THIS FIVE YEAR PROJECT, THE AMERICAN INSTITUTES FOR RESEARCH (AIR) OFFERS THE FIELD NEW KNOWLEDGE ABOUT EFFECTIVE HEALTHCARE POLICIES TO IMPROVE HEALTH AND COMMUNITY LIVING OUTCOMES OF PEOPLE WITH I/DD. PROJECT PARTNERS INCLUDE NASDDDS, ICI, AND GREEN MOUNTAIN SELF ADVOCATES, AND AN ADVISORY BOARD WITH BOTH COMMUNITY AND STATE PERSPECTIVES. THE GOAL OF THIS PROJECT IS TO PROPOSE A SUSTAINABLE MULTIPRONGED APPROACH TO ADDRESS MEDICAID HOME AND COMMUNITY-BASED SERVICES WAITLISTS AND IMPROVE COMMUNITY LIVING AND PARTICIPATION OF PEOPLE WITH I/DD. THE OBJECTIVES OF THIS PROJECT ARE TO (1) EXAMINE EFFECTS OF MEDICAID POLICIES ON HCBS WAITLISTS, HCBS USE, HEALTH OUTCOMES, AND COMMUNITY LIVING AND PARTICIPATION AMONG PEOPLE WITH I/DD; (2) TO DEVELOP AND TEST A PERSON-CENTERED NEEDS ASSESSMENT TOOL (PC-NAT) THAT HELPS INDIVIDUALS WITH I/DD ON WAITLISTS AND THEIR FAMILIES BETTER ARTICULATE THEIR HCBS NEEDS AND INFORMS STATE POLICIES ON WAITLIST MANAGEMENT AND IMPROVING HCBS FOR PEOPLE WITH I/DD; AND (3) CREATE RESOURCES TO SUPPORT PEOPLE WITH I/DD AND THEIR FAMILIES IN NAVIGATING HCBS WAITLISTS. THE CHIEF EXPECTED PRODUCTS ARE (1) POLICY BRIEFS DESCRIBING EFFECTIVE HCBS DELIVERY, PAYMENT AND WORKFORCE POLICIES THAT IMPROVE HCBS FOR PEOPLE WITH I/DD; AND (2) ONLINE TOOLKIT TO PEOPLE WITH I/DD AND THEIR FAMILIES NAVIGATE HCBS WAITLISTS AND IDENTIFY NON-MEDICAID, COMMUNITY-BASED SUPPORTS WHILE WAITING FOR HCBS WAIVER SERVICES. LONGTERM OUTCOMES INCLUDE IMPROVED SERVICES TO AND QUALITY OF LIFE (QOL) FOR PEOPLE WITH I/DD; INCREASED MEANINGFUL COMMUNITY LIVING AND PARTICIPATION OF PEOPLE WITH I/DD; AND STATE HCBS POLICIES AND PRACTICES ALIGNED WITH NEEDS OF PEOPLE WITH I/DD.

CENTER ON KNOWLEDGE TRANSLATION FOR EMPLOYMENT RESEARCH - THE PURPOSE OF THE CENTER ON KNOWLEDGE TRANSLATION FOR EMPLOYMENT RESEARCH (CKTER) IS TO ENSURE THAT DISABILITY RESEARCH RELEVANT TO PROMOTING EMPLOYMENT OUTCOMES IS MADE ACCESSIBLE TO PEOPLE WITH DISABILITIES, THEIR FAMILIES AND DIRECT SUPPORT PROFESSIONALS; RESEARCHERS; VR PROFESSIONALS; EMPLOYERS; AND OTHER DISABILITY EMPLOYMENT STAKEHOLDERS SUCH AS POLICYMAKERS AND EDUCATORS. THE GOALS OF THIS PROJECT ARE TO ENHANCE UNDERSTANDING OF DISABILITY EMPLOYMENT RESEARCH; INCREASE AWARENESS AND USE OF NIDILRR-FUNDED EMPLOYMENT RESEARCH FINDINGS BY APPROPRIATE STAKEHOLDERS; DEVELOP RESOURCES BASED ON THESE FINDINGS AND PROVIDE A CENTRALIZED LOCATION FOR EFFECTIVE AND UNIFORM PROVISION OF TRAINING, TECHNICAL ASSISTANCE (TA), AND DISSEMINATION; AND INCREASE CAPACITY OF NIDILRR EMPLOYMENT GRANTEES TO ENGAGE IN KT ACTIVITIES. CKTER DESIGNS AND IMPLEMENTS KT ACTIVITIES TO ACCOMPLISH THE FOLLOWING OBJECTIVES: CONDUCT RESEARCH ON EFFECTIVE KT METHODS TO INCREASE AWARENESS AND USE OF DISABILITY EMPLOYMENT RESEARCH; DEVELOP RESEARCH-BASED, USER-FRIENDLY PRODUCTS GROUNDED IN KT SCIENCE; CONDUCT KT TRAINING AND TA ACTIVITIES TO INCREASE KT CAPACITIES OF NIDILRR EMPLOYMENT GRANTEES; DISSEMINATE CKTER RESOURCES TO ALL POTENTIAL STAKEHOLDERS; AND IMPLEMENT UTILIZATION ACTIVITIES TO PROMOTE STAKEHOLDERS’ AWARENESS AND USE OF DISABILITY EMPLOYMENT RESEARCH FOR INFORMED DECISION MAKING. THE OVERARCHING OUTCOME OF CKTER IS TO IMPROVE EMPLOYMENT OUTCOMES FOR PEOPLE WITH DISABILITIES. CKTER GENERATES RESEARCH-BASED INFORMATION RESOURCES FOR ALL STAKEHOLDERS AND WILL MAKE THEM AVAILABLE ON A DEDICATED PROJECT WEBSITE. THIS PROJECT IS A PARTNERSHIP OF THE AMERICAN INSTITUTES FOR RESEARCH (AIR), THE COUNCIL OF STATE ADMINISTRATORS FOR VOCATIONAL REHABILITATION, THE ARC AND TASH. DESCRIPTORS: KNOWLEDGE TRANSLATION, EMPLOYMENT

A SYSTEMATIC REVIEW AND META-ANALYSIS ON THE EFFECTIVENESS OF REMOTE EDUCATION IN MATH AND SCIENCE -WEB-BASED AND DIGITAL TOOLS TO SUPPORT MATH AND SCIENCE LEARNING HAVE EMERGED AS A MAJOR TREND OVER THE PAST SEVERAL DECADES. AS OF 2013, ALL 50 STATES AND THE DISTRICT OF COLUMBIA OFFER ONLINE LEARNING EXPERIENCES TO K?12 STUDENTS, RANGING FROM SUPPLEMENTAL COURSES THAT ACCOMPANY TRADITIONAL IN-PERSON INSTRUCTION TO FULL-TIME ONLINE SCHOOLS. UNDERSTANDING THE PROMISE AND LIMITATIONS OF REMOTE LEARNING IS AN URGENT LINE OF RESEARCH NOW BECAUSE OF INCREASED RELIANCE ON REMOTE INSTRUCTION DURING THE COVID-19 PANDEMIC. THE PANDEMIC AND CONTINUED DISRUPTIONS TO SCHOOLING HAVE BEEN ASSOCIATED WITH SUBSTANTIAL SETBACKS IN LEARNING. STUDIES EXAMINING ACADEMIC PROGRESS BETWEEN MARCH 2020 AND MARCH 2021 REPORTED SIGNIFICANT LACK OF PROGRESS, WHICH WAS PARTICULARLY PRONOUNCED IN MATH AND SCIENCE RELATIVE TO READING. FURTHERMORE, LACK OF PROGRESS WAS GREATEST AMONG SUBGROUPS THAT ALREADY EXPERIENCE ACHIEVEMENT DISPARITIES IN MATH AND SCIENCE, SUCH AS STUDENTS OF COLOR, RURAL STUDENTS, AND THOSE ELIGIBLE FOR FREE OR REDUCED-PRICE LUNCH. THIS COMPREHENSIVE SYSTEMATIC REVIEW AND META-ANALYSIS SYNTHESIZES EVIDENCE SURROUNDING MATH AND SCIENCE REMOTE EDUCATION PROGRAMS FROM THE PAST 15 YEARS. THE GOAL IS TO UNDERSTAND THE EFFECTIVENESS OF MATH AND SCIENCE REMOTE EDUCATION PROGRAMS; HOW THEIR EFFECTIVENESS VARIES BY PROGRAM CHARACTERISTICS (E.G., FULLY ONLINE VS. HYBRID, SYNCHRONOUS VS. ASYNCHRONOUS, AND STUDENT-INSTRUCTOR RATIO); AND WHETHER THEIR EFFECTS VARY WITH STUDENT SAMPLE CHARACTERISTICS. TO PRIORITIZE FUTURE RESEARCH NEEDS, THE RESEARCHERS WILL CREATE EVIDENCE GAP MAPS TO ILLUMINATE PATTERNS IN THE EXISTING EVIDENCE BASE AND IDENTIFY AREAS IN WHICH EVIDENCE IS LACKING. THIS ANALYSIS WILL BUILD FOUNDATIONAL KNOWLEDGE AND INFORM EDUCATORS ABOUT WHICH PROGRAMS AND STRATEGIES IN MATH AND SCIENCE REMOTE EDUCATION HAVE BEEN MOST EFFECTIVE. IN ADDITION, THE REVIEW WILL PROVIDE TARGETED GUIDANCE ON WHICH PROGRAMS AND STRATEGIES HAVE BEEN MOST APPROPRIATE FOR VULNERABLE GROUPS OF STUDENTS. THE DISCOVERY RESEARCH K-12 PROGRAM (DRK-12) SEEKS TO SIGNIFICANTLY ENHANCE THE LEARNING AND TEACHING OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) BY PREK-12 STUDENTS AND TEACHERS, THROUGH RESEARCH AND DEVELOPMENT OF INNOVATIVE RESOURCES, MODELS AND TOOLS (RMTS). PROJECTS IN THE DRK-12 PROGRAM BUILD ON FUNDAMENTAL RESEARCH IN STEM EDUCATION AND PRIOR RESEARCH AND DEVELOPMENT EFFORTS THAT PROVIDE THEORETICAL AND EMPIRICAL JUSTIFICATION FOR PROPOSED PROJECTS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

EXAMINING HETEROGENEITY IN ENGLISH LEARNER PROGRAM EFFECTS WITH META-ANALYSIS