The Future of Education Research at IES Advancing an Equity-Oriented Science (2022) / Chapter Skim
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Appendix B: Email Correspondence Sent to the Committee
Appendix B: Email Correspondence Sent to the Committee
Pages 201-222
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• Christy Talbot, American Educational Research Association (9/21/2021) • Elizabeth Talbott, College of William and Mary (9/28/2021)
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202 THE FUTURE OF EDUCATION RESEARCH AT IES From: Kenji Hakuta To: IES Research Agenda Cc: Gordon, Edmund; Sonya Douglass Horsford; "Kent McGuire"; Na"ilah Suad Nasir Subject: Letter from Edmund W Gordon re: IES ARP Date: Monday, July 26, 2021 11:55:19 AM Attachments: Letter to Director Schneider .pdf Dear Colleagues: We recently sent the attached letter to IES Director Mark Schneider, which speaks directly to the ARP funding, but more broadly makes a statement about educational research priorities and knowledge production capacity at HBCU's. Chair of the Committee Adam Gamoran suggested that we enter it into your public comment records. Thank you. Kenji From: Kenji Hakuta |
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In addition to the historical moment captured in the recovery efforts from the magnification of these issues through the lens of COVID-19, we are also propelled by a celebratory note – the centennial birthday of one of the authors of this letter, Edmund Gordon – who has been addressing this issue for his entire career, recognized by scholars, practitioners, and policymakers.1 His history of scholarship and advocacy on behalf of all disadvantaged students, particularly Black students, presents a vantage point from which to assess our current situation. As a celebration of Dr.
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to engage in research and knowledge production in the education sciences (and the social sciences more generally) to enable strong alignment of the educational mission and purpose of these critical institutions with the K-12 needs of the Black community.
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Musser Professor of Psychology, Emeritus - Yale University Richard March Hoe Professor of Psychology and Education, Emeritus - Teachers College, Columbia University Kenji Hakuta Lee L Jacks Professor of Education, Emeritus – Stanford University Sonya Douglass Horsford Associate Professor of Education Leadership Teachers College, Columbia University Kent McGuire Program Director of Education William and Flora Hewlett Foundation [Electronic Signature TBA]
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He has been elected a Fellow of many prestigious organizations, including the American Academy of Arts & Science, and has been named one of America's most prolific and thoughtful scholars. Approaching his centennial birthday, Professor Gordon still pays close attention to the state of education, and has stated that he would love to be able to change national education policy "to get a more equal focus on out of-school and in-school learning." On April 12, 2021, Professor Gordon was appointed as the first ever Honorary President of the American Educational Research Association.
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, Du Bois had rallied the association's seventeen presidents to formal endorsement and financial backing of an annual Atlanta University Conference. These were seventeen state-supported, racially restricted institutions founded as a result of the Morrill Act of 1862, to which the presidents of Hampton, Howard, and Tuskegee were affiliated." In his autobiography published posthumously in 1968 (The Autobiography of W.E.B.
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Department of Education Date: Friday, August 6, 2021 3:14:28 PM Thank you for taking the time to evaluate research activities and priorities for the future of IES. As an early career Special Education researcher, I believe these are two areas that deserve increased focus moving forward.
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APPENDIX B 209 From: Soraya Zrikem To: IES Research Agenda Cc: Alex Nock Subject: LEARN NAS Comments Date: Wednesday, August 11, 2021 12:43:59 PM Attachments: LEARN NAS Letter_8.11.21.pdf Good Afternoon, Attached please find the comments submitted by the Learning and Education Academic Research Network (LEARN) Coalition to the call for comment from the NAS panel on "The Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education." Thank you for your consideration of LEARN's views. Best, Soraya Zrikem ‐‐ Soraya Zrikem Associate, Penn Hill Group 777 6th St NW, Suite 610 | Washington, DC 20001 szrikem@pennhillgroup.com (734)
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University of Maryland College Park College of Education University of Minnesota After listening to both NAS public meetings, LEARN would like to respond to the College of Education and Human Development four guiding questions asked in the afternoon of June 29 on "Knowledge Gaps in University of Missouri College of Education Education Research" and "Supporting Beneficial Research Partnerships." As Deans of University of Nevada-Reno Schools of Education from around the nation, LEARN provides a valuable perspective on College of Education the challenges and successes facing the education research world. University of North Carolina School of Education University of Oklahoma From your position in the field, what are the current knowledge gaps that could College of Education benefit from more robust research attention?
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To further drive the expansion of the partnership model, LEARN proposes that IES create a matching directory of locales, school districts, entities and organizations that are seeking research partnerships so that connections can be more efficiently and equitably made. This directory would not promise or require IES grant funding, but rather serve as a clearinghouse for those seeking to connect.
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This is especially critical in research on special education, which is presently spearheaded by IES's National Center for Special Education Research (NCSER)
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Co-Chair, Learning and Education Academic Research Network (LEARN) Patricia and Rodes Hart Dean of Education and Human Development of the Peabody College of Education and Human Development, Vanderbilt University Glenn E
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Advance strong, sustained funding levels for the Research, Development, and Dissemination (RD&D) and the Research in Special Education line items in appropriations legislation; (2)
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and the Research in Special Education line items in appropriations legislation. ● Include robust authorization levels for IES in a future reauthorization of the Education Sciences Reform Act (ESRA)
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LEARN Coalition American Educational Research Association Lehigh University American Psychological Association National Center for Learning Disabilities Association of Population Centers National Down Syndrome Society Consortium of Social Science Associations National Education Association EDGE Consulting Partners Population Association of America ETS University of Florida Institute for Educational Leadership University of Washington College of Education Institute for Higher Education Policy (IHEP) Vanderbilt University Knowledge Alliance Prepublication Copy, Uncorrected Proofs AppB-16
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Special education researchers are well prepared to tackle this challenging question, as they are among the best in the nation. For example, both Chris Lemons, whose research focuses on intensive intervention in reading with students who have Down Syndrome and Sarah Powell, whose research addresses interventions for students with math disabilities, have received the Presidential Early Career Award for Scientists and Engineers.
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Sincerely, - Elizabeth Talbott, PhD Professor, Special Education Associate Dean for Research & Faculty Development School of Education William & Mary AppB-18
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Director of Science Policy American Statistical Association Promoting the Practice and Profession of Statistics® 732 North Washington Street Alexandria, VA 22314-1943 (703) 302-1841 www.amstat.org/policy For ASA science policy updates, follow us on Twitter: @ASA_SciPol AppB-19
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in the US Department of Education. As the science of learning from data, statistics is fundamental to IES's mission to "provide scientific evidence on which to ground education practice and policy." The role of statistics in education research starts with framing the problem and designing the study and continues through analyzing and interpreting the data and communicating the findings.
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Thank you for your consideration. Sincerely, Ron Wasserstein Executive Director, American Statistical Association AppB-21
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