[Federal Register: April 11, 1997 (Volume 62, Number 70)]
[Notices]
[Page 18007-18009]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr11ap97_dat-141]
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DEPARTMENT OF EDUCATION
Educational Research and Development Centers Program
AGENCY: Department of Education.
ACTION: Notice of final priority for fiscal year (FY) 1997.
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SUMMARY: The Secretary announces a final priority under the Educational
Research and Development Centers Program. The Secretary takes this
action to support research on policymaking and policy structures to
achieve excellence in teaching.
EFFECTIVE DATE: This priority takes effect on May 12, 1997.
FOR FURTHER INFORMATION CONTACT: Ron Anson, U.S. Department of
Education, 555 New Jersey Avenue, NW., Washington, DC 20208-5510.
Telephone: (202) 219-2214. Internet: (ron__anson@ed.gov). Individuals
who use a telecommunications device for the deaf (TDD) may call the
Federal Information Relay Service (FIRS) at 1-800-877-8339 between 8
a.m. and 8 p.m., Eastern time, Monday through Friday.
SUPPLEMENTARY INFORMATION: The Office of Educational Research and
Improvement, authorized under Title IX of Public Law 103-227, (20
U.S.C. 6001 et seq.) supports educational research and development
activities. The National Institute on Educational Governance, Finance,
Policy-Making, and Management is one of five research institutes that
carry out coordinated and comprehensive programs of research,
development, evaluation, and dissemination activities designed to
provide research-based leadership for the improvement of education.
The National Institute on Educational Governance, Finance, Policy-
Making, and Management supports a range of research, development, and
dissemination activities focused on core issues in education.
Activities are carried out by national research and development
centers, field-initiated studies, and a variety of directed research,
development, and dissemination activities.
The Secretary believes that increasing the capacity of the nation's
education system to improve the quality of education depends on
knowledge generated by an enduring program of education research and
development. Knowledge gained from education research and development
can help guide the national investment in education and support local
and State improvement efforts. The final priority for research on
policy and teaching excellence is for a research and development center
to be supported by the National Institute on Educational Governance,
Finance, Policy-Making, and Management.
Because they carry out sustained, long term research and
development, centers are a primary mechanism for pursuing new knowledge
about education. Center awards are made to institutions of higher
education, institutions of higher education in consort with public
agencies or non-profit organizations, and interstate agencies
established by compact that operate subsidiary bodies to conduct
postsecondary education research and development.
Prior to this announcement and in conjunction with planning for
Educational Research and Development Center competitions in fiscal year
1996, OERI engaged in a series of meetings, regional hearings, and
Federal Register notices that solicited advice from parents, teachers,
administrators, policy-makers, business people, researchers, and others
to identify the most needed research and development activities.
Following these activities and subsequent research priorities planning
meetings in which OERI engaged, the Secretary published a notice of
proposed priority in the Federal Register on February 18, 1997 (62 FR
7218) for a national educational research and development center that
would carry out sustained research and development to address problems
and issues related to policy and teaching excellence. Written public
comments were to be submitted to the Secretary by March 20, 1997.
The Secretary reviewed the written public comments and made no
changes to the proposed priority. The reasoning for this decision is
explained in the Appendix to this notice.
Analysis of Comments and Changes
In response to the Secretary's invitation in the notice of proposed
priorities, eight parties submitted written comments. An analysis of
the comments is published as an appendix to this notice of final
priority. Major issues are grouped according to subject. Technical and
other minor changes and suggested changes the Secretary is not legally
authorized to make under the applicable statutory authority are not
addressed.
Absolute Priority: Policy and Teaching Excellence
Under 34 CFR 75.105(c)(3) the Secretary gives an absolute
preference to applications that meet the following priority. The
Secretary funds only one application that meets the priority listed
below. Funding this priority will depend on the availability of funds
and the quality of applications received. The Secretary supports a
national research and development center on research on policy and
teaching excellence.
(A) This center must--
(1) Conduct a coherent, sustained program of research and
development to address problems and issues of national significance in
the specific priority area, using a well-conceptualized and
theoretically sound framework;
[[Page 18008]]
(2) Contribute to the development and advancement of theory in the
specific priority area;
(3) Conduct scientifically rigorous studies capable of generating
findings that contribute substantially to understanding the field;
(4) Conduct work of sufficient size, scope, and duration to produce
definitive guidance for improvement efforts and future research;
(5) Address issues of both equity and excellence in education for
all students in the specific priority area; and
(6) Document, report, and disseminate information about its
research findings and other accomplishments in ways that will
facilitate effective use of that information by decisionmakers and
others as appropriate.
(B) In carrying out its program of work, the center must also:
(1) Conduct research and development on the full range of policy
issues relevant to teaching excellence and other associated policy
issues;
(2) Conduct a program of research and development that will aid
policymakers throughout the Nation at all levels of government and at
all levels of the educational system to improve policies and policy
decisions, as well as policy formulation, implementation, and
evaluation processes, in order to achieve the goal of teaching
excellence and ensure continuous efforts related to that goal;
(3) Examine the effects that different policies for fostering or
sustaining teaching excellence, or both, have on continuous school
improvement, teacher performance, and student learning;
(4) Examine the interactions of various policies affecting teacher
performance and teaching excellence and the costs and benefits of
different policies;
(5) Examine the role of policy coordination and alignment in the
creation of an overall policy structure that supports excellence in
teaching; and
(6) If appropriate, investigate education policies in other nations
as they relate to and can inform education policies in the United
States.
Post-Award Requirements
The Secretary establishes the following post-award requirements
consistent with the Educational Research, Development, Dissemination
and Improvement Act of 1994. A grantee receiving a center award must:
(a) Collaborate with OERI and appropriate clients in identifying
significant new issues and provide OERI with information about center
projects and products and other appropriate research information so
that OERI can monitor center progress and maintain its inventory of
funded research projects. This information must be provided through
media that include an electronic network;
(b) Reserve five percent of each budget period's funds to support
activities that fall within the center's priority area, are designed
and mutually agreed to by the center and OERI, and enhance OERI's
ability to carry out its mission. These activities may include
developing research agendas, conducting research projects collaborating
with other federally-supported entities, and engaging in research
agenda setting and dissemination activities; and
(c) Provide yearly summaries of findings usable by education
decisionmakers and practitioners and others as appropriate and, at the
end of the award period, synthesize the findings and advances in
knowledge that resulted from the center's program of work and describe
the potential impact on the improvement of American education,
including any observable impact to date.
Note: This notice of final priority does not solicit
applications. A notice inviting applications under this competition
is published elsewhere in this issue of the Federal Register.
(Catalog of Federal Domestic Assistance Number 84.308B: Educational
Research and Development Centers Program)
Program Authority: P.L. 103-227, Title IX (20 U.S.C. 6031)
Dated: April 7, 1997.
Ramon C. Cortines,
Acting Assistant Secretary for Educational Research and Improvement.
Appendix--Analysis of Comments and Changes
Summarized below are comments which referred to the Absolute
Priority.
Focusing Research on Specific Subject Matter Areas
Comments: Two commenters advocated that research on teaching
excellence be done in specific subject matter areas. One commenter
further recommended making secondary mathematics and science a priority
for a subject area to be researched.
Discussion: The Secretary believes that grant applicants should be
allowed maximum flexibility to propose research agendas within the
absolute priority area. Therefore, those applicants who wish to make
the case for a subject-specific approach to this area are free to do
so.
Changes: None.
Range of Issues Related to Teacher Development
Comments: Two commenters indicated that the research should address
the sequence of teacher professional development, i.e., recruitment,
pre- and in-service training, induction, allocation of teachers across
and within schools, retention, and the provision of appropriate
organizational settings and economic and psychological incentives to
enhance and maintain teaching excellence.
Discussion: The Secretary agrees that policies concerning the range
of issues related to teaching are important and believes these are
covered under (B)(1) which asks for research on ``the full range of
policy issues relevant to teaching excellence and other associated
policy issues.''
Changes: None.
Gender Equity
Comment: One commenter recommended that the center include a
project for preparing and supporting teachers to promote gender equity.
Discussion: The Secretary agrees that promotion of gender equity is
an important topic and believes this topic is covered under (A)(5) and
may be included as the applicant sees fit.
Changes: None.
Broader Context of Education Reform and Its Effects on Teaching
Excellence
Comments: Three commenters addressed issues concerning the broader
context in which teaching excellence takes place. Their comments stated
that too narrow a focus on teaching policy will not include the many
ways policy affects teaching excellence. In particular they mentioned
the need to study the interaction between subsystems such as finance,
governance, teaching expectations, teacher testing, outside school
influences, public opinion, labor relations, and economic,
organizational and psychological influences.
Discussion: The Secretary agrees that the study of policy and
teaching excellence includes the study of the context in which teaching
excellence occurs and believes such concerns are covered in the
multiple statements under (B) (2) to (5) and may be included as the
applicant sees fit.
Changes: None.
Relationship Between Teaching and Learning
Comment: Two commenters recommended that the connection between
teaching and student learning or educational productivity be made more
explicit.
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Discussion: The Secretary agrees that the relationship between
teaching and learning is important and believes it is addressed in
(B)(3), ``* * * the effects that different policies for fostering or
sustaining teaching excellence or both have on continuous school
improvement, teacher performance, and student learning.''
Changes: None.
Variable Policy Effects Depending on Geographic and Demographic
Variation
Comment: One commenter noted that policies may have different
effects depending upon the state or region in which policies are
carried out or the demographics of those being affected, e.g., the
disproportionate relationship between the number of male administrators
and of female teachers or the racial imbalance in predominately
minority school districts.
Discussion: The Secretary agrees that there may be variability in
the effects of policies and believes that (A) (3) and (4), which
require ``scientifically rigorous studies'' that are of ``sufficient
size, scope * * *'' address this concern. In addition, the priorities
addressing context, (B) (2) to (5), also address these issues.
Changes: None.
Involvement of a Variety of Researchers and Decisionmakers in Carrying
Out the Research
Comment: One commenter recommended that experts outside the
traditional education system be part of the research framework and
stated that substantive connections with the policy community are
essential.
Discussion: The Secretary agrees that research on policy and
teaching excellence should take advantage of a wide range of expertise
and experience and believes (A) (3) and (4), requiring ``rigorous
studies'' of ``sufficient * * * scope'' plus (B) (2) to (5) address
this concern.
Changes: None.
Unintended Consequences of Policies
Comment: One commenter stated that we often learn most from looking
at how well-intended policies may inhibit the education system by over
prescription and allowing micro-management.
Discussion: The Secretary agrees that studying unintended
consequences of policies is often important and believes this is
addressed under (B) (3) and (4).
Changes: None.
Diversity and the Teacher Workforce
Comment: One commenter encouraged a specific focus for the research
on the role of minorities in the teaching workforce due to the
diversity of the student population.
Discussion: The Secretary agrees that issues concerning minorities
in the teaching workforce are important and believes that (A(1) ``to
address problems and issues of national significance'' and (B)(1) to
``conduct research and development on the full range of policy issues
relevant to teaching excellence and other associated policy issues''
include the opportunity to address the issues surrounding minorities in
the teaching workforce.
Changes: None.
[FR Doc. 97-9315 Filed 4-10-97; 8:45 am]
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