routine conditions after an initial efficacy study, as well as the need for increased visibility and support for replication research. The revisions are intended to: Better support the continuum of research from efficacy to effectiveness; Signal the Institute’s interest in supporting systematic replication studies that contribute to the larger evidence base on education interventions that have prior evidence of efficacy; Provide clearer expectations and guidance around designing and conducting a variety of replication studies to better understand the replicability of intervention impacts and the conditions under which and for whom an intervention may or may not be effective; and Advance our knowledge of interventions, their components, how they work, and their implementation. The Institute has revised requirements for to allow schools, districts, and states to compare different interventions and identify which are most likely to lead to the greatest gains in student outcomes for the lowest cost. Goal Two now requires a cost analysis for interventions delivered in the pilot study, and encourages a when possible. Goal Three and Goal Four now require a cost-effectiveness analysis for the primary student outcomes as well as the previously required cost analysis of the intervention being evaluated. The Institute has revised the standing and special topics. Starting in FY 2017, the Institute introduced a set of Special Topics to provide additional encouragement for research in studied areas that appear promising for improving student education outcomes and that are of interest to policymakers and practitioners. For FY 2019: Career and Technical Education has been moved from a special topic to a standing topic. Two special topics that were competed in FY 2017 and FY 2018, Arts in Education and Systemic Approaches to Educating Highly Mobile Students, are no longer being competed. Applicants who applied to one of these topics in the past, or who are otherwise interested in either topic, should contact the Institute’s Program Officers for advice about the best topic for your application. The Institute is introducing two new special topics: Foreign Language Education and Social Studies. The Sample requirements for the topic and the topic have changed; all applications that address the education outcomes of students before they enter kindergarten must be submitted to the topic. The Institute has expanded its definition of to include employment and earnings outcomes when appropriate. will now be considered by the scientific peer reviewers as part of their review of the Significance section of your Research Narrative. In addition, reviewers will consider the resources you have available for dissemination as part of their review of the Resources section of the Project Narrative.
routine conditions after an initial efficacy study, as well as the need for increased visibility and support for replication research. The revisions are intended to: Better support the continuum of research from efficacy to effectiveness; Signal the Institute’s interest in supporting systematic replication studies that contribute to the larger evidence base on education interventions that have prior evidence of efficacy; Provide clearer expectations and guidance around designing and conducting a variety of replication studies to better understand the replicability of intervention impacts and the conditions under which and for whom an intervention may or may not be effective; and Advance our knowledge of interventions, their components, how they work, and their implementation. The Institute has revised requirements for to allow schools, districts, and states to compare different interventions and identify which are most likely to lead to the greatest gains in student outcomes for the lowest cost. Goal Two now requires a cost analysis for interventions delivered in the pilot study, and encourages a when possible. Goal Three and Goal Four now require a cost-effectiveness analysis for the primary student outcomes as well as the previously required cost analysis of the intervention being evaluated. The Institute has revised the standing and special topics. Starting in FY 2017, the Institute introduced a set of Special Topics to provide additional encouragement for research in areas that appear promising for improving student education outcomes and that are of interest to policymakers and practitioners. For FY 2019: Career and Technical Education has been moved from a special topic to a standing topic. Two special topics that were competed in FY 2017 and FY 2018, Arts in Education and Systemic Approaches to Educating Highly Mobile Students, are no longer being competed. Applicants who applied to one of these topics in the past, or who are otherwise interested in either topic, should contact the Institute’s Program Officers for advice about the best topic for your application. The Institute is introducing two new special topics: Foreign Language Education and Social Studies. The Sample requirements for the topic and the topic have changed; all applications that address the education outcomes of students before they enter kindergarten must be submitted to the topic. The Institute has expanded its definition of to include employment and earnings outcomes when appropriate. will now be considered by the scientific peer reviewers as part of their review of the Significance section of your Research Narrative. In addition, reviewers will consider the resources you have available for dissemination as part of their review of the Resources section of the Project Narrative. studied
2019_84305A.docx