IES research networks FY2017

Connecting Research, Policy and Practice Research  Networks  Focused  on  Cri4cal   Problems  of  Educa4on  Policy  and...

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Connecting Research, Policy and Practice

Research  Networks  Focused  on  Cri4cal   Problems  of  Educa4on  Policy  and  Prac4ce     Thomas  Brock,  Commissioner     James  Benson  &  Wai  Chow   Program  Officers     Na:onal  Center  for  Educa:on  Research   ies.ed.gov

Presenta:on  Outline   I: II: III: IV: V: VI:

 Background  and  Overview    College  Comple:on      Science  Teaching    Network  Lead    Applica:on  Requirements    Preparing  a  Responsive,  High  Quality      Applica:on  

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SECTION  I:  BACKGROUND  AND   OVERVIEW   •  Networks  grew  out  of  year-­‐long  effort  to  solicit   stakeholder  input  on  our  research  programs  and   ways  to  improve   –  Technical  Working  Group  mee:ngs   –  Public  comment     –  Mee:ngs  with  Educa:on  Department  staff  

•  Two  major  themes:   –  In  a  :me  of  scarce  resources,  set  research  priori:es   –  Encourage  greater  collabora:on  among  researchers   ies.ed.gov

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Network  Objec4ves   1.  Focus  resources  and  aZen:on  on  educa:on   issues  that  are  a  high  priority  for  the  na:on   2.  Create  a  structure  and  process  for  researchers  to   share  ideas,  build  new  knowledge,  strengthen   their  research  and  dissemina:on  capacity   3.  Advance  the  field’s  understanding  of  a  problem   or  issue  beyond  what  one  research  team  can  do   on  its  own  

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FY  2017  Network  Topics     1.  Scalable  Strategies  to  Support  College   Comple4on   –  Develop  and  evaluate  effects  of  programs  or  policies   designed  to  increase  the  number  of  college  students   who  earn  degrees  in  open-­‐  and  broad-­‐access   ins:tu:ons    

2.  Exploring  Science  Teaching  in  Elementary   School  Classrooms  Network     –  Uncover  early  elementary  science  teaching  ac:ons   associated  with  improved  outcomes  for  students   from  low-­‐income  and  underrepresented  groups   ies.ed.gov

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Network  Structure   •  A  minimum  of  two  Research  Teams  are   required  to  form  a  Network.   •  Networks  will  comprise  a  maximum  of  four   Science  Teaching  or  five  College  Comple:on   Research  Teams     •  Network  Lead  will  facilitate  mee:ngs  and   coordinate  Network  ac:vi:es  as  well  as   conduct  research  ac:vi:es  to  complement   Network  studies   ies.ed.gov

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Network  Structure   Research   Team*  

Research   Team*  

Network   Lead     (1)  

Research   Team*  

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*Although  4  research  teams  are   depicted  in  this  image,  up  to  4   Science  Teaching  teams  and  up   to  5  College  Comple:on  teams   may  receive  the  grant.    Each   research  team  will  carry  out  its   own  project.  

Research   Team*  

Expecta:ons  of  Network  Members   •  Share  research  plans,  data  collec:on  tools,   other  informa:on  and  ideas   •  Provide  construc:ve  feedback   •  Look  for  opportuni:es  to  work  together  on:   –  Common  measures   –  Research  synthesis   –  Dissemina:on  

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Requirements  for  the  Network  Lead   1.  Administer  and  coordinate  Network  ac:vi:es   2.  Conduct  research  to  complement  Research   Team  studies   3.  Facilitate  communica:on  of  Network  findings  

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Supplementary  Ac:vi:es   •  IES  will  set  aside  up  to  $1  million  for  each  Network  to   support  collabora:on  and  foster  new  ideas   •  Funds  are  to  support  ac:vi:es  carried  out  by  two  or   more  Network  members.    For  example:   –  Develop  common  measures   –  Conduct  exploratory  research   –  Joint  publica:on  and  dissemina:on  ac:vi:es  

•  Supplementary  ac:vi:es  may  be  proposed  star:ng   year  2  and  must  be  approved  by  beginning  of  year  5   ies.ed.gov

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SECTION  II:     COLLEGE  COMPLETION  NETWORK   •  Guiding  Objec:ves:   –  Focus  on  students  at  open-­‐  and  broad-­‐access   ins:tu:ons   –  Develop  and  evaluate  strategies  that  ins:tu:ons   can  implement  (beyond  evalua:on  seings)   –  Contribute  to  current  college  comple:on  policy   discourse  from  a  research  perspec:ve  

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Teams:  Substan:ve  Concerns   •  Teams  are  free  to  propose  and  jus:fy  their  own   substan:ve  focus   •  The  RFA  lists  5  substan:ve  focal  areas:     –  Ins:tu:onal  barriers;   –  Financial  burdens;     –  Curriculum  and  pedagogy;     –  Insufficient  advising;     –  Social/psychological  factors.    

•  The  Ins:tute  encourages  projects  that  focus  on:     –  1)  ins:tu:onal  barriers  and/or  free  tui:on;     –  2)  comprehensive  interven:on  strategies  

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Teams:  General  Requirements   – Efficacy  study:  impacts  and  costs   – Joint  ac4vi4es:  mee:ngs,  research,   dissemina:on   – Sample:   •  Postsecondary  students  eligible  for  an  AA  or  BA  degree   •  Analysis  of  at  least  one  subgroup  of  interest  

– Outcomes:  degree  comple:on  if  possible;   or  progression  :ed  to  degree  comple:on   – SeMng:  open-­‐  and  broad-­‐access  ins:tu:ons   ies.ed.gov

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Team  Narra:ve:  Significance  Sec:on   – Requirement:  This  sec:on  must   describe  the  interven:on.     – Recommenda4ons:     • Primary  barriers  to  degree  comple:on   • Collabora:on  with  systems  and   ins:tu:ons   • Theory  of  ac:on  for  your  strategy   • Poten:al  for  scaling  your  strategy   ies.ed.gov

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Team  Narra:ve:  Research  Plan   •  Requirement:  the  Research  Plan  sec:on  must   include  these  parts:     –  Sample  and  seing   –  Development  process  (if  applicable)   –  Research  design   –  Power  analysis   –  Measures   –  Data  analysis  procedures   –  Cost  analysis   ies.ed.gov

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Team  Narra:ve:  Research  Plan   – Recommenda4ons:   •  Development  Process  (if  applicable)   •  Research  Design:  producing  causal  evidence   •  Design  Elements:  power  analysis,  outcome   measures,  mediators  and  moderators,  fidelity   of  implementa:on,  control  group  prac:ces,   and  data  analysis  procedures   •  Cost  Analysis   •  Timeline   ies.ed.gov

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Team  Narra:ve:  Personnel   – Requirement:  Sec:on  must  list  key   personnel  and  their  qualifica:ons   – Recommenda4ons:     •  Qualifica4ons  to  carry  out  the  proposed  work     •  Sufficient  4me  to  carry  out  the  proposed  work   •  Management  structure  and  organiza:on  chart  

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Team:  Resources   – Requirements:     •  Resources  to  conduct  the  project   •  Resources  to  disseminate  the  findings  

– Recommenda4ons:   •  Grant  management  capacity  (primary  ins:tu:on)   •  Access  to  research  resources  from  all  sources  (primary,   subaward,  outside)   •  Access  to  par4cipa4ng  colleges  and  universi4es   (leZers  of  agreement)   •  Access  to  data  necessary  to  carry  out  the  project   ies.ed.gov

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SECTION  III:     SCIENCE  TEACHING  NETWORK   •  Purpose:  Uncover  early  elementary  science  teaching   ac4ons  associated  with  improved  outcomes  for  students   from  low-­‐income  families  and  underrepresented  groups   •  “Teaching  ac:ons”   –  Something  a  teacher  does  during  lessons  that  is  observable  and   specific  

•  “Underrepresented”   –  Groups  not  enrolled  in  science  courses  or  employed  in  science   professions  at  levels  expected  given  their  numbers  in  the   popula:on   ies.ed.gov

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Science  Teaching  Network:   Ul4mate  Objec4ve   •  To  promote   –  more  refined  theore:cal  constructs  of  teaching   –  beZer  understanding  of  how  it  affects  student  outcomes     –  stronger  measures  of  science  teaching  for  use  in  research,   prac:ce  improvement,  and  high-­‐stakes  decision  making   –  more  ac:onable  guidance,  training,  and  supports  for   educators  and  teacher  educators.  

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Science  Teaching  Research  Team:     Roles  and  Responsibili:es   •  3  complementary,  prospec:ve  studies:   •  Study  1:  Describes  specific  teaching  ac4ons,  student   responses  to  these  ac:ons  during  science  lessons,  and  the   correla:ons  of  these  with  student  outcomes   •  Study  2:  Develops  reliable  and  valid  measures  to  capture   these  teaching  ac:ons   •  Study  3:  Follows  students  over  mul4ple  school  years  to   explore  the  rela:ons  between  exposure  to  the  specific   observable  teaching  ac:ons  and  student  outcomes.  

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Science  Teaching  Research  Team:     General  Requirements   •  Content  Area     –  Science  teaching,  including  physical,  earth,  and/or  life   sciences   –  Addi:onal  content  areas  that  may  be  related  to  science   teaching,  such  as  reading  or  math  

•  Sample     –  Early  elementary  school  grades  (i.e.,  first,  second,  and/or   third  grade)  students  and  their  science  teachers   –  Low-­‐income  and/or  from  underrepresented  groups   ies.ed.gov

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Science  Teaching  Research  Team:     General  Requirements   •  Measures   –  Teaching  theorized  to  influence  student  outcomes   •  e.g.,  observable  science  teacher  ac:ons,  classroom  management   and  organiza:on,  and  teacher  science  content  knowledge  

–  Students     •  demographic  informa:on   •  knowledge  of  science  concepts  and  prac:ces   •  student  mo:va:on  to  learn  science    

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Science  Teaching  Research  Team:     General  Requirements   •  SeMng   –  Authen4c  educa4on  seMngs   –  External  providers,  if  working  in  partnerships  with  schools   or  school  districts   •  E.g.,  museums,  science  centers,  environmental  educa:on  centers,   libraries,  and  industries    

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Research  Team  Applica:on:     Narra:ve  Requirements   •  The  30-­‐page  project  narra:ve  must  include  4   sec:ons:     –  Significance   –  Research  Plan     –  Personnel   –  Resources  

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Science  Teaching  Research  Team:     Significance   •  Provide  ra4onale  for  your  approach  to  addressing   the  objec4ves  of  the  Network   •  Explain  your  vision  for  the  3  studies  and  the  science   teaching  ac:ons  you  will  address   •  Discuss  the  prac:cal  importance  of  the  proposed   work  and  how  it  will  lead  to  improvements  in   educa:on  outcomes  for  students,  especially  low-­‐ income  and  underrepresented  students    

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Science  Teaching  Research  Team:     Research  Plan   •  Explain  the  methodology  for  each  of  the  3  studies   •  Each  study  must   –  Be  prospec:ve   –  Include  primary  data  collec:on   –  Focus  on  students  from  low-­‐income  families  and   underrepresented  groups  

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Science  Teaching  Research  Team:     Personnel   •  Iden4fy  and  describe  the  qualifica4ons  of  the   members  of  the  Research  Team   •  For  each  Research  Team  member,  describe  her/his   –  Exper:se     –  Responsibili:es   –  Time  commitments  

 

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Science  Teaching  Research  Team:     Resources   •  Describe  how  you  have  the  ins:tu:onal  capacity  to   complete  a  project  of  this  size  and  complexity     •  Describe  the  ins:tu:onal  capacity  to  disseminate  the   results  from  each  study  

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Sec4on  IV:     Network  Lead  Roles  &  Responsibili:es   •  Network  administra:on  and  coordina:on   –  Planning  and  facilita:ng  Network  mee:ngs   –  Coordina:ng  Network  supplementary  ac:vi:es  

•  Research  to  complement  network  studies   –  Synthesis  of  findings  from  across  the  Network   –  Addi:onal  Research  Ac:vity    

•  Communica:on  of  Network  findings   –  Developing  and  hos:ng  a  Network  website   –  Organizing  briefings  and  presenta:ons   ies.ed.gov

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Network  Lead:     General  Requirements   •  15-­‐page  Applica:on   •  The  applica:on  must  include:   –  A  plan  for  network  administra:on  and   coordina:on;     –  A  plan  for  research  ac:vi:es  to  complement   Research  Team  studies;     –  A  plan  for  communica:on  of  network  findings;     –  A  descrip:on  of  personnel  qualifica:ons;  and     –  A  descrip:on  of  organiza:onal  resources.     ies.ed.gov

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Network  Lead:  Network   Administra:on  &  Coordina:on   •  Describe  your  understanding  of  the  network’s  goals   as  they  relate  to  the  current  fields  of  research,   policy,  and  prac:ce   •  Describe  your  vision  of  how  the  Network  Lead  will   help  the  network  accomplish  its  goals   •  Discuss  your  plans  for  network  mee:ngs   –  Including  major  goals  for  mee:ngs  and  how  you  will   facilitate  exchange  of  informa:on  and  ideas,  review  and   feedback  of  drap  measures  and  reports,  and  plan  for  new   ac:vi:es  and  collabora:ons   ies.ed.gov

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Network  Lead:  Research  to   Complement  Network  Studies   •  Synthesis  of  Findings  from  across  the  Network   –  Explain  your  vision  for  a  synthesis,  including  its  main   objec:ves  and  target  audiences   –  Discuss  how  you  will  involve  the  Research  Teams  and   external  reviewers  in  developing  this  synthesis   –  Discuss  how  you  would  present  and  organize  the   informa:on  in  a  way  that  will  be  useful  to  policymakers,   prac::oners,  and  researchers   –  Provide  a  :meline  for  produc:on  and  comple:on  of  the   synthesis   ies.ed.gov

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Network  Lead:  Research  to   Complement  Network  Studies   •  Addi:onal  Research  Ac:vity     –  Describe  the  ac:vity  and  the  poten:al  benefits  to  the   network  ac:vi:es  and  products  as  well  as  the  field  at  large   –  Discuss  your  publica:on  plans  and  target  audiences   –  Discuss  any  plans  to  use  alterna:ve  formats  to   disseminate  findings  from  the  addi:onal  research  ac:vity   –  Provide  a  :meline  for  the  comple:on  

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Network  Lead:     Communica:on  of  Network  Findings     •  Explain  how  you  will  work  with  the  Research  Teams  to   communicate  broadly  about  the  objec:ves,  findings,  and   ac:vi:es  of  the  Network   •  Discuss  your  ideas  for  using  briefings  and  other  forums   •  Discuss  your  vision  for  the  network  website   •  Discuss  plans  for  any  conferences  the  Network  would  plan   and  host,  including  purpose,  size,  and  target  audience.    

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Network  Lead:     Personnel  and  Resources   •  Describe  the  qualifica:ons  of  key  personnel   •  Describe  the  resources  your  university,   research  firm,  or  organiza:on  will  provide  for   the  Network  Lead  role  

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SECTION  V:     Applica:on  Requirements   •  A  PI/Project  Team  may  only  submit  one   Research  Team  applica:on.   •  Research  Team  applicants  may  apply  for  the   Network  Lead  role.  

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Important  Dates  &  Deadlines   Applica4on   Le\er  of   Deadline   Intent  Due   Date   August  4,   May  19,   2016   2016   4:30:00  PM   DC  Time  

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Applica4on   Possible  Start   Package   Dates   Posted   May  19,   January  1,  2017   2016   to     July  1,  2017  

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Schedule  of  Network  Mee:ngs   Number  of   mee4ngs  

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Loca4on  

Year  1   2  

At  least  one   mee:ng  in  DC  

Year  2   1  

DC  

Year  3   1  

DC  

Year  4   1  

DC  

Year  5   1  

DC  

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Other  Important  Sec:ons  of  the   Applica:on   •  •  •  •  • 

Appendix  A   Appendix  B   Appendix  C   Appendix  D   Budget  &  Budget  Narra:ve  

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Appendix  A   •  Appendix  A  is  reserved  for  resubmissions  of   applica5ons.     •  Applicants  to  the  FY  2016  compe55on  for  the  College   Comple5on  Network  who  are  re-­‐applying  in  FY  2017   should  complete  Appendix  A.     •  Because  the  Science  Teaching  Network  compe55on  is   new  in  FY2017,  applicants  to  this  compe55on  should   not  complete  Appendix  A.  

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Appendix  B   Page  Limit:  15   •  Figures,  charts,  or  tables  that  supplement  the  project   narra:ve   •  Timelines  for  the  project  (very  useful)   •  Examples  of  measures  to  be  used     –  E.g.,  tests,  surveys,  observa:on,  and  interview  protocols  

•  Do  NOT  include  narra5ve  text   ies.ed.gov

Appendix  C   Page  Limit:  10   •  Examples  of  materials  used  in  the  program  or  policy:   –  curriculum  material   –  computer  screen  shots   –  training  documents   –  assessment  items   –  other  materials  

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Appendix  D:  LeZers  of  Agreement   No  Page  Limit   •  LeZers  of  Agreement  from  all  the  research  partners   –  Joint  LeZer  from  key  partners   –  Separate  LeZers  from  other  organiza:ons  involved   –  LeZers  should  clearly  state  the  organiza:on’s  expected  role   in  the  partnership  and  their  commitments  to  the  project   –  Similar  leZers  from  any  consultants,  districts,  and  schools   taking  part   –  LeZers  from  holders  of  data  should  make  clear  that  the  data   described  in  the  applica:on  will  be  provided  for  the   proposed  use  by  the  project   ies.ed.gov

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Appendix  E:  Data  Management  Plan     (Required  for  Research  Team  Applica:ons)  

Page  Limit:  5  pages     •  Requirement:  Research  Team  applica:ons   under  both  networks  must  include  a  Data   Management  Plan  in  Appendix  E.   •  Content:  Include  your  data  management  plan   in  this  sec:on.     ies.ed.gov

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Budget  and  Budget  Narra:ve   Network  Role  

Maximum   Number  of   Awards  

Maximum   Grant   Dura4on  

Maximum   Grant  Awards  

Research  Team  

4  

5  years  

$4,000,000  

Network  Lead  

1  

5  years  

$2,000,000  

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SECTION  VI:  PREPARING  A  RESPONSIVE,   HIGH  QUALITY  APPLICATION   •  Download  and  complete  the  correct  applica4on   package  from  Grants.gov   •  Pay  close  aZen:on  to  the  general-­‐,  topic-­‐,  and   role-­‐specific  requirements   •  Do  not  exceed  maximum  award  amounts     •  Comply  with  formaing  and  font-­‐size   requirements;  page  limits,  allowable  content;  and   required  content  for  the  applica:on   •  Submit  your  applica:ons  no  later  than  4:30:00pm   Washington,  DC  4me  on  August  4,  2016   ies.ed.gov

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Peer  Review   Standards  &  Review  Office   •  Compliance  screening  for  format  requirements   •  Responsiveness  screening  for  program  requirements   •  Assignment  to  reviewers  with  substan:ve  and   methodological  exper:se  on  your  topic   •  Reviewers  assign  preliminary  scores   •  Most  compe::ve  applica:ons  go  to  full  panel   –  Many  panelists  will  be  generalists  to  your  topic   –  Panelists  discuss  each  applica:on  and  assign  final  scores    

•  Funding  decisions  based  on  panel  scores  and   available  resources   ies.ed.gov

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Criteria  and  Scoring:     Research  Team   •  Proposals  will  be  evaluated  on  4  criteria:   1.  2.  3.  4. 

Significance   Research  Plan   Personnel   Resources  

•  Pay  close  aZen:on  to  Recommenda4ons  for   a  Strong  Applica4on       –  Recommenda:ons  derive  from  IES  experience   –  Reviewers  use  the  recommenda:ons  to   differen:ate  high-­‐  and  low-­‐quality  applica:ons  

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Criteria  and  Scoring:     Network  Lead   •  Proposals  will  be  evaluated  on  5  criteria:  

–  Plan  for  network  administra:on  and  coordina:on   –  Plan  for  research  ac:vi:es  to  complement  Research  Team   studies   –  Plan  for  communica:on  of  network  findings   –  Personnel  qualifica:ons;  and     –  Organiza:onal  resources  

•  Pay  close  aZen:on  to  Recommenda4ons  for  a  Strong   Applica4on      

–  The  recommenda:ons  derive  from  IES  experience   –  Reviewers  use  the  recommenda:ons  to  differen:ate  high-­‐   and  low-­‐quality  applica:ons  

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Tips  to  Improve  Your  Score   •  Put  yourself  in  the  reviewer’s  shoes  

–  Good,  clear  wri:ng  makes  a  difference!   –  Use  diagrams  and  figures  to  help  explain  complex  ideas,   such  as  conceptual  frameworks   –  Do  not  use  diagrams  with  microscopic  print  

•  Make  informa:on  easy  to  find  

–  Follow  the  same  headings  and  subheadings  as  the  RFA   –  Use  bullet  points  and  boldface  to  underscore  key  points  

•  Seek  others’  input  before  you  submit  your  proposal  

–  IES  program  officer   –  Colleagues  who  did  not  work  with  you  on  the  proposal     –  Proofreader  

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Informa:on  Sources   •  Request  for  Applica:ons   –  hZp://ies.ed.gov/funding/  

 

•  Abstracts  of  Projects   –  hZp://ies.ed.gov/funding/grantsearch/index.asp  

•  Applica:on  Package   –  www.grants.gov  

•  Program  Officers     –  [email protected]   –  Wai-­‐[email protected]       ies.ed.gov

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