Academic_Vendor_Collaboration_Slides.pptx

Solicitation #ED-IES-15-R-0024 Impact Evaluation of Academic Language Interventions

Connecting Research, Policy and Practice ies.ed.gov

Meeting Agenda

ED-IES-15-R-0024

Introductions – The U.S. Department of Education’s Acquisition Team

Vendor Collaboration Protocol

Overview - Impact Evaluation of Academic Language Interventions

Closing Remarks and Next Steps ies.ed.gov

Introductions U. S. Department of Education

Tracy Rimdzius, Contracting Officer’s Representative – Institute of Education Sciences(IES)/National Center for Education Evaluation and Regional Assistance (NCEE) Veronica L. Price, Contracting Officer – OCFO/Contracts and Acquisitions Management (CAM) Stephen Madsen, Contract Specialist – OCFO/Contracts and Acquisitions Management (CAM)

Motivation English Learners (ELs) are a large and growing population in U.S. public schools

4.4 million in 2011-12 vs. 4.1 million in 2002-2003 21 percent of the school age population spoke a language other than English at home in 2008.

ELs speak more than 150 languages Educators need information about effective interventions for this population Initial efficacy studies show the promise of academic language interventions

Evaluation of the impact of academic language interventions on the academic achievement of:

English Learners and Non-EL disadvantaged students in the same classrooms

Large-scale effectiveness study Test academic vocabulary instructional interventions previously shown to have positive impacts on EL achievement in smaller studies Overview

Period of Performance

The potential total Period of Performance for the anticipated contract is 6 years. It includes a Base Period and 4 Option Periods.

Which academic language interventions are effective at improving outcomes for English learners when taken to scale?

What are the program impacts on achievement outcomes for English learners? What are the program impacts on achievement outcomes for disadvantaged non-EL students in the same classrooms?

Is there variation in program impacts?

What aspects of program implementation are associated with program impacts?

Research Questions

Research Design Random assignment study at the upper elementary and middle school levels Up to three academic language interventions and one “business-as-usual” counterfactual Power for an effect of 0.15 standard deviations on student achievement

Random assignment of schools Challenging nature of research with ELs Clustering of ELs within schools Academic Language intervention contrast Counterfactual experience Project Design Issues

Key Tasks in Base Period Finalizing the study design

Selecting interventions for the evaluation Evidence review Release of a request for proposals Hold an open competition for developers/providers Selection informed by a group of experts

Training schools in the selected interventions prior to the 2017-18 school year

Key Tasks in Option Period I Ongoing support for intervention implementation through the 2017-18 school year

Baseline data collection for the 2016-17 school year

Data collection on implementation Training dosage/intensity Fidelity of implementation Documentation of counterfactual experience

Key Tasks in Option Period II First follow-up data collection (spring 2018) Student characteristics School staff characteristics School climate Student achievement English language proficiency English language status over time Report on implementation Analysis to inform decision on longer-term follow-up data collection (in time for spring 2019 data collection)

Key Tasks in Option Periods III and IV Option Period III Impact report on first follow-up Longer-term follow-up (OPTIONAL TASK)

Option Period IV Final impact report

Closing Remarks/Next Steps All webinar related questions must be submitted to the CS & CO by 12 noon (ET) April 22, 2015.

Capability Statements are due 12 noon (ET), April 22, 2015.

RFP’s anticipated release slated for late May, 2015 image2.png image3.png image4.png image1.tiff