The set of appendices in this volume is a companion to the report "Federal Efforts Towards Investing in Innovation in Education Through the i3 Fund: A Summary of Grantmaking and Evidence-Building." The goal of the U.S. Department of Education's Investing in Innovation Fund (i3) was to build high-quality evidence about effective…

In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental…

Funded grant projects all involve some form of evaluation, and Advanced Technological Education (ATE) grants are no exception. Program evaluation serves as a critical component not only for evaluating if a project has met its intended and desired outcomes, but the evaluation process is also a central feature of the grant application itself.…

Transformation of education into an evidence-based field is a task that will require involvement of federal and state policymakers, local education leaders, administrators, teachers, and parents. Over the past 6 years, a new direction has been set for education research. This report presents the National Board for Education Sciences' evaluation of…

Assessing results of grants programs is illustrated with evaluation activities of the National Science Foundation and other federal agencies. Methods considered are ex-ante peer review of proposed work, ex-post peer review of completed work, publications-based methods, and "look-back" methods tracing contributions of past work and…

A study investigated the factor(s) predicting success in receiving National Institutes of Health (NIH) First Independent Research Support and Transition (FIRST) funding. Two analytical models were used with a variety of researcher, methodology, project design, and institutional characteristics as variables. No significant predictor variables were…

A historical antagonism between the advocates of quantitative evaluation methods and the proponents of qualitative evaluation methods has stymied the recognition of the value to be gained by utilizing both methodologies in the same study. The integration of quantitative and qualitative methods within a single evaluation has synergistic effects in…

The Pell Grant Quality Control Study of 1982-83 was designed to identify program error rate, to measure the impact of increased validation activity, and to propose corrective actions to reduce the misallocation of program funds. A sample of approximately 4,000 students was drawn from a stratified random sample of 317 participating institutions.…

Parameters and procedures for developing an error-prone model (EPM) to predict financial aid applicants who are likely to misreport on Basic Educational Opportunity Grant (BEOG) applications are introduced. Specifications to adapt these general parameters to secondary data analysis of the Validation, Edits, and Applications Processing Systems…

The impact of quality assurance procedures on the correct award of Basic Educational Opportunity Grants (BEOGs) for 1979-1980 was assessed, and a model for detecting error-prone applications early in processing was developed. The Bureau of Student Financial Aid introduced new comments into the edit system in 1979 and expanded the pre-established…

An evaluation of existing and proposed mechanisms to ensure data accuracy for the Pell Grant program is reported, and recommendations for efficient detection of fraud and error in the program are offered. One study objective was to examine the existing system of pre-established criteria (PEC), which are validation criteria that select students on…

An error-prone model (EPM) to predict financial aid applicants who are likely to misreport on Basic Educational Opportunity Grant (BEOG) applications was developed, based on interviews conducted with a quality control sample of 1,791 students during 1978-1979. The model was designed to identify corrective methods appropriate for different types of…

A project to develop a methodology to assess the impact of the priority requirements of the Health Professions Education Assistance Act (P.L. 94-484), Section 748 and 749 is summarized. Information on 21 schools of public health and 25 programs of health administration that received formula traineeship grants were utilized, and the evaluation was…

A methodology was developed to assess the impact of the priority requirements of the Health Professions Education Assistance Act (P.L. 94-484), Sections 748 and 749 on admissions, enrollment, and related organizational processes of the programs in health administration and schools of public health receiving support. Information on 21 schools of…

In accordance with the provisions of the land-grant act of 1862, the Morrill Act of 1890, and the Nelson amendment of 1907, the land-grant colleges and universities of the United States make annual reports to the Secretary of the Interior on the condition and progress of the institutions. Each year the Bureau of Education analyzes these reports.…