Rigor and Relevance Redux Director’s Biennial Report to Congress

Rigor and Relevance Redux Director’s Biennial Report to Congress November 2008 IES 2009-6010 U.S. DEPARTMENT OF EDUCATION Rigor and Relevance Redux Director’s Biennial Report to Congress NovemBeR 2008 Prepared by Grover J. Whitehurst, Director IES 2009-6010 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director November 2008 Suggested Citation Institute of Education Sciences, U.S. Department of Education. (2008). Rigor and Relevance Redux: Director’s Bien-nial Report to Congress (IES 2009-6010). Washington, DC. For ordering information on this report, write to U.S. Department of Education ED Pubs P.O. Box 1398 Jessup, MD 20794-1398 or call toll free 1-877-4ED-Pubs or order online at http://www.edpubs.org. This report is available for download on the IES website at http://ies.ed.gov/director. Contents A Little History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 External Evaluations and Commentary . . . . . . . . . . . . . . . . . . . 3 What Are Some Critical Components of the Progress of IES? . . . . . . . . 5 Statutory mission to conduct scientifically valid research . . . . . . . . 5 Statutory independence . . . . . . . . . . . . . . . . . . . . . . . . . 6 Focused priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Strong staffing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Standards and review . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Performance management. . . . . . . . . . . . . . . . . . . . . . . . 9 Some IES Investments That Should Be Continued . . . . . . . . . . . . 11 Predoctoral training programs . . . . . . . . . . . . . . . . . . . . 11 Funding for researchers to conduct efficacy and scale-up trials . . . . 11 The What Works Clearinghouse . . . . . . . . . . . . . . . . . . . 14 Statewide Longitudinal Data Systems . . . . . . . . . . . . . . . . 16 Appropriations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 What Have We Learned? . . . . . . . . . . . . . . . . . . . . . . . . . 19 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Appendixes: Grant and Contract Awards . . . . . . . . . . . . . . . . . 23 Appendix A – National Center for Education Research . . . . . . . . A-1 Appendix B – National Center for Education Statistics . . . . . . . . B-1 Appendix C – National Center for Education Evaluation and Regional Assistance . . . . . . . . . . . . . . . . . . . . . . . . .C-1 Appendix D – National Center for Special Education Research . . . .D-1 IES Director’s Biennial Report to Congress • iii Rigor and Relevance Redux A Little History In 1971, the President’s Commission on School Finance commissioned the RAnD Corporation to review research on what was known about what works in education, reasoning that, “The wise expenditure of public funds for education … must be based on a knowledge of which investments produce results, and which do not.”1 RAnD concluded that: The body of educational research now available leaves much to be desired, at least by comparison with the level of understanding that has been achieved in numerous other fields. Research has found nothing that consistently and unambiguously makes a difference in student outcomes.2 In other words, 40 years ago there was no evidence that anything worked in education. It was not until the late 1950s when the national Science Foundation (nSF) and the Office of Education within the then Department of Health, Education, and Welfare (HEW) began to fund education research,3 so perhaps the dearth of evidence when RAnD did its report in the early 1970s should not have been surprising. As a response, in part, to the work of the President’s Commission on School Finance, Congress created the national Institute of Education (nIE) in 1972 in HEW to provide a credible federal research effort in education. nIE was moved to the Office of Educational Research and Improvement (OERI) within the U.S. Department of Education (ED) when that department came into being in 1980. A 1985 reorganization of OERI abolished nIE. Federal investments in education research, while always miniscule compared to investments in research in fields such as health care and agriculture, grew substantially with the founding of nIE, and had amounted to more than $2.6 billion through nIE and OERI by the close of the 20th century.4 One would imagine that the creation of a federal education research agency and the increased levels of federal investment would have improved the status and yield of education research by the end of the century. However, 1999 saw the issuance of a report on education research by the national Academies of Science that came to essentially the same conclusions as the RAnD report of 27 years earlier: One striking fact is that the complex world of education—unlike defense, health care, or industrial production— does not rest on a strong research base. In no other field are personal experience and ideology so frequently relied on to make policy choices, and in no other field is the research base so inadequate and little used.5 1 Progress Report of the President’s Commission on School Finance. (1971). (ERIC ED058643). 2 Averch, H.A., Carroll, S.J., Donaldson, T.S., Kiesling, H.J., and Pincus, J.A. (1972). How Effective Is Schooling? A Critical Review and Synthesis of Research Findings. The RAnD Corporation. Retrieved from http://www.RAnD.org/pubs/reports/2006/R956.pdf. 3 Ibid. 4 Vinovskis, M.A. (2001). Revitalizing Federal Education Research and Development. Ann Arbor, MI: University of Michigan Press. 5 national Research Council. (1999). Improving Student Learning: A Strategic Plan for Education Research and Its Utilization. Washington, DC: national Academies Press. IES Director’s Biennial Report to Congress • 1 ... - tailieumienphi.vn