Education Policy Studies Active Awards
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Dr. David GamsonThe goal of this project is to undertake an analytic history of how educational leaders in the United States have created educational standards over the past two centuries -- focusing especially on successive efforts to create common, uniform academic learning expectations -- and to illustrate how generations of educators have sought to specify, clarify, and at times intensify, what students were meant to know and be able to do. |
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Dr. Paul MorganVocabulary and Reading Difficulties in Preschool and 1st Grade and their Consequences for Mathematics and Science Achievement in 1st-5th Grade
This project will analyze two nationally representative, longitudinal datasets (i.e., the Early Childhood Longitudinal Study-Birth Cohort and Kindergarten Cohort of 2011, or ECLS-B and -K: 2011) to identify risk factors for oral vocabulary difficulties prior to or by kindergarten and examine to what extent oral vocabulary and reading difficulties during kindergarten and 1st grade increase children's risk for mathematics and science difficulties in 2nd-5th grade.
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Dr. Kelly RosingerCollaborative Research: IGE: Scaling Faculty Development to Broaden Participation in Graduate Education
A Proposal to Analyze the Effects of Variations in Performance-Based Funding Policies on Student Access, Success, and Labor Market Outcomes
Laura and John Arnold Foundation and The Joyce Foundation Approximately 35 states use performance-based funding (PBF) policies to allocate at least a portion of state appropriations to public colleges and universities in an effort to hold colleges more accountable for their outcomes. Yet although states are taking a wide range of approaches in terms of the percentage of funding tied to outcomes and the types of outcomes being incentivized, prior research on the effects of these approaches relies primarily on binary indicators of whether a state had a PBF system or provided any funding based on institutional performance. This means that states seeking guidance on how to develop effective PBF systems do not receive crucial evidence-based information pertaining to the dosage or percentage of state funds necessary to increase the likelihood of the PBF system being effective. The main reason why researchers have been unable to answer these nuanced, yet crucial, policy questions is that a comprehensive dataset on the details of PBF programs has not existed. Thanks to a grant from the William T. Grant Foundation, we are currently developing the first comprehensive longitudinal dataset of PBF systems that includes the dosage or percentage of state funding tied to institutional performance. We are seeking support from the Arnold Foundation in two main areas. First, we seek support to be able to disseminate and update the PBF dataset through a website that allows for data visualization and communication intended for a general audience. Second, we will analyze the extent to which the dosage of PBF policies and the types of outcomes funded affect students’ access, success, and labor market outcomes. This second phase of our proposed project will focus specifically on whether PBF policies can be used to reduce long-standing student achievement and outcome gaps by race/ethnicity and family income. We will communicate these results to academic audiences through writing research papers, but we will also produce shorter and less-technical policy briefs for state policymakers and intermediary organizations. Our research team’s experience in studying PBF policies, using quasi-experimental research methods, and interacting with policymakers makes us the ideal group to conduct this research.
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Dr. Erica FrankenbergRace-conscious Educational Policies in the Post-Obama Era: Separation of Powers, Federalism, and Civil Society
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