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Understanding the Landscape of Education Research Funding

Recent studies backed by the Institute of Education Sciences (IES) demonstrate a balanced and evidence-based approach to educational research, despite some findings being more favorably received in conservative circles. For instance, a research team led by Durkin has presented results indicating that state-funded pre-school programs may negatively impact children’s social and academic progress by the sixth grade, a finding welcomed by many conservatives. Additionally, Anstreicher’s research highlights that while school desegregation has encouraged positive student learning outcomes in Southern states, similar benefits have not been observed in other regions. Meanwhile, Angrist’s work shows beneficial long-term educational outcomes linked to charter schools in Boston, and Chen and Harris suggest that increased charter school enrollment has a positive effect on student performance across entire districts. Dee and Wyckoff’s findings add to this narrative, revealing that performance pay can lead to enhanced student achievement in Washington, D.C.

In contrast, research not funded by IES tends to align more closely with progressive perspectives. For example, Reardon documents a significant widening of the achievement gap related to socioeconomic status during the latter half of the 20th century. According to Jackson’s findings, additional funding for schools correlates positively with the long-term economic success of students from low-income backgrounds—information frequently cited by educational advocacy groups. Woessmann and Hanushek connect adolescent student achievement with national economic growth rates, while Chetty’s research indicates that effective elementary school teachers can lead to greater educational attainment and higher future earnings for their students. Dee and Jacob’s analysis reveals improvements in math scores attributable to the accountability measures from the No Child Left Behind federal law, although similar advancements in reading were not observed. Furthermore, Hartney discusses the substantial financial backing teacher unions have received from various government levels.

In summary, while the findings from non-IES studies exhibit a range of results, they are somewhat more aligned with the priorities of left-leaning advocacy groups. Nevertheless, the limited number of studies makes it challenging to draw definitive conclusions about trends in education research funding. Importantly, there is no indication that IES deliberately excludes progressive research from its funding agenda.

From these observations, three key conclusions emerge. First, IES has a well-established track record of funding high-quality research that significantly enriches our understanding of educational systems. Second, the continuity of education research appears secure, even if IES’s budget faces considerable reductions, as alternative private and governmental programs can provide essential financial support.

Third and most crucially, IES must maintain its extensive data collection and longitudinal surveys, including key initiatives like the National Assessment of Educational Progress. The vast majority of influential studies utilize IES data or benefit from its comprehensive data collection efforts. Such information remains vital for comprehending the complexities of K–12 and pre-school education.

The foundational task of gathering information on U.S. education dates back to 1867, the year the Office of Education was established, and this responsibility continues to be a core function of IES. Like the Commerce Department consolidates data on the economy, and the Bureau of the Census monitors demographic changes, IES provides critical insights into educational developments. Current trends, such as declining public school enrollments, rising chronic absenteeism, increasing education costs per pupil, and the negative impacts of school closures during the pandemic, underscore the importance of a robust national data-collection system.

Regrettably, proposed budget cuts by the Department of Education could jeopardize IES’s data collection capabilities. It is imperative for Secretary of Education, Linda McMahon, to rectify this situation and safeguard the Department’s capacity to gather essential educational data.

Source
www.educationnext.org