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| CFDA Number: | 84.324 - Research in Special Education |
| Program Goal: Transform Education into an evidence-based field. |
| Objective 1 of 2: Raise the quality of research funded or conducted by the Department. |
| Indicator 1.1 of 2: The percentage of new research proposals funded by the Institute of Education Sciences that receive an average score of excellent or higher from an independent review panel of qualified scientists. |
Source: Expert panel review. Frequency: Annually. Next Data Available: October 2006 Limitations: Evaluations are only as good as the qualifications of the peer review panel. Inclusion of senior scientists who are leading researchers in their fields ensures the quality of the data. Explanation: The FY 2006 target is to establish a baseline. The FY 2007 target is the baseline plus 10 percent. |
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| Indicator 1.2 of 2: Of new research and evaluation projects funded by the IES that address causal questions, the percentage of projects that employ randomized experimental designs. |
Source: IES researchers evaluate all research and evaluation proposals newly funded by IES to identify projects that address causal questions and of those projects, those that use randomized experimental designs to answer those questions. Data will be collected annually. Frequency: Annually. Next Data Available: October 2006 Limitations: Evaluations are only as good as the qualifications of the proposal reviewers. Having qualified researchers conduct the reviews, as well as having two IES researchers independently evaluate a subset of proposals (with minimum inter-rater agreement of 90 percent), minimizes threats to the validity and reliability of data. Explanation: The FY 2006 target is to establish a baseline. THe FY 2007 target is baseline plus 10 percent. In addition, the presence of a causal question is defined as instances in which the investigation is designed to examine the effects of one variable on a second variable. A causal relation might be expressed as one variable influencing, affecting, or changing another variable. A randomized experimental design is defined as instances in which there are (a) an experimental (treatment) group and one or more comparison groups, and (b) random assignment of participants to treatment and comparison groups, or random assignment of groups (e.g., classrooms or schools) to treatment and comparison conditions. If a proposal includes a design in which two or more groups of participants are compared, but the PI does not explicitly indicate that random assignment procedures will be used, the proposal is recorded as not using a randomized experimental design. |
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| Objective 2 of 2: Increase the relevance of our research in order to meet the needs of our customers. |
| Indicator 2.1 of 1: The percentage of new research projects funded by IES that are deemed to be of high relevance to the needs of children with disabilities as determined by an independent review panel of qualified practitioners. |
Source: Expert panel review. Frequency: Annually. Next Data Available: October 2006 Limitations: Evaluations are only as good as the qualifications of the external review panel. Inclusion of experienced practitioners and administrators in education and special education assures the quality of the data. Explanation: The FY 2006 target is to establish a baseline. The FY 2007 target is the baseline plus 10 percent. |
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