The Future of Education Research at IES Advancing an Equity-Oriented Science (2022) / Chapter Skim
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NCER and NCSER also support the development of the next generation of education researchers through various training programs including predoctoral, postdoctoral, early career, and research methods training programs. The centers fund these activities through a 1 In December 2004, Congress reauthorized the Individuals with Disabilities Education Act and, in doing so, authorized NCSER as part of IES.
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Such an examination can ensure that IES-funded research moves the field forward on issues that are of critical importance to education and special education policy and practice and that improve learner outcomes. THE COMMITTEE'S CHARGE AND APPROACH In response to a request from the Institute of Education Sciences, the National Academies of Sciences, Engineering, and Medicine through its Board on Science Education convened the Committee on the Future of Education Research at the Institute of Education Sciences to provide guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research.
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These project types have also played a normative role in shaping education research, defining a process through which interventions ought to be developed and evaluated -- moving from exploration to development to efficacy and finally to replication. This structure was developed around the fundamental assumption that the challenges facing schools could be addressed by developing and testing interventions that could be packaged and that would increase student achievement across different school and community contexts.
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In order to expand the kinds of studies that are proposed and successfully funded in NCER and NCSER, IES should consider the following: • Allowing use of outcomes beyond the student level (classroom, school, institution, district) as the primary outcome • Expanding the choice of research designs for addressing research questions that focus on why, how, and for whom interventions work In advance of these structural changes, however, the committee recognizes that the current moment of racial reckoning and responding to COVID-19 requires immediate scholarly attention.
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Indeed, the committee recognizes that education research is perennially evolving in response to both the production of knowledge as well as the circumstances in the world. For this reason, the committee advises that the list of topics funded by the centers should also evolve in order to remain responsive to the needs of the field.
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RECOMMENDATION 6.3: IES should develop a competitive priority for the following areas of measurement research: • Expanding the range of student outcome measures • Developing and validating measures beyond the student level (e.g., structural and contextual factors that shape student outcomes; teacher outcomes; knowledge mobilization) • Developing and validating measures related to educational equity • Using technology to develop new approaches and tools for measurement Training Programs The training portfolio offered by NCER and NCSER is an important and vital function that has helped strengthen the education research field, and it is imperative that these programs continue to be offered to education
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As the committee notes in this report, this is an important issue of equity in the education research community. In addition, there is tangible value in ensuring that the field of education research is diverse insofar as it improves the overall quality of eventual research, increases the likelihood that issues of equity will be taken up in research, and supports the ultimate identity-building of future researchers.
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the current procedures do not provide IES with sufficient information throughout the process to assess the potential impact of projects, including the significance of individual proposals, and the extent to which proposals collectively cohere as a program of research; and (3) the current procedures undermine IES's ability to be timely and responsive to the needs of the education research community.
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RECOMMENDATION 8.4: IES should engage a working group representing the practitioner and policy maker communities along with members of the research community to develop realistic mechanisms for incorporating practitioner and policy maker perspectives in the review process systematically across multiple panels.
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Second, IES is afforded a relatively modest budget compared to other federal science agencies. The committee agreed that in order for IES to truly achieve the vision of these recommendations, it is critical to also address both of these issues.
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