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The article focuses on the viability of educational software for enhancement of curriculum in the U.S. According to Min Liu, associate professor, educational software enriched by visual media has the potential to benefit students with different learning styles who are comfortable with digital presentation. In their research, students with learning abilities are engaged in problem solving in which they learned to develop other thinking skills such as decision-making, and presenting. Moreover, effective software supports cross-curricular training through problem-solving.

The article focuses on the increased emphasis on scientific evidence in U.S. education policy as highlighted in the No Child Left Behind Act (NCLB). In light of the reauthorization being faced by the NCLB and the Education Sciences Reform Act, the NCLB Commission has called for Congress to double the funding for the Institute of Education Sciences (IES) and required all states to create a longitudinal data system within four years. The move was seen as an answer to policymakers' concerns on the lack of research funding.

The article announces that the Institute of Education Sciences and the Society for Research on Educational Effectiveness are developing a registry of randomized trials to improve research fidelity and inform practices in the field.

The article discusses a request send by a coalition of stakeholders to U.S. President Barack Obama to make federally funded educational and research materials available to the public as free education resources. Topics discussed includes Trade Adjustment Assistance Community College and Career Training Grant program and principles offered by coalition to administration policy.

The article discusses the report conducted by online education organization International Association for K-12 Online Learning (iNACOL) on the early-stage blended learning models for K-12 education. Highlighted are definitions of blended learning models including rotation model, flex model and enriched virtual model. The adoption of the personalized learning in blended learning environment is also explored.

The article reports on the approval of the U.S. Senate Health, Education, Labor and Pensions (HELP) Committee on the Senate bill 227, Strengthening Education through Research Act. The Education Sciences Reform Act will be reauthorized by the bill to oversee education dissemination and research. Committee Chairman Lamar Alexander says that the bill involves a deal of compromise for estimated two years. The measures are noted to make it easier for schools to make relevant research to local needs.

The article discusses the report "The New Forgotten Half and Research Directions to Support Them" from the William T. Grant Foundation concerning college education and degree. Topics discussed include the benefit of acquiring certificate or associate degree, additional research recommended by the authors, and college enrollment of high school graduates. It also mentions the use of data from Educational Longitudinal Study of 2002.

The article focuses on the report which shows that the U.S. ranked in the 19th position of 30 Organization for Economic Co-operation and Development (OECD) and lacks education efficiency. It states that the U.S. ranked in the bottom half and earned 76.66 percent efficiency rating. It mentions that the country could strike efficient balance between teacher salaries, class sizes, and matching the high Programme for International Student Assessment score of Finland.

The article presents views of Diana Bowman, director of the National Center for Homeless Education, on the new school year 2014-15 curriculum for the U.S. schools. He informs about e Dear Colleague Letter issues by the U.S. Department of Education and Justice in favor of public school districts for informing about the federal education laws because of which children will be able to receive equal education at elementary and secondary levels.

The article reports on the passage of a bill that suspends the rules and pass the Strengthening Education through Research Act. The act was said to have been introduced by House Education and the Workforce Committee Subcommittee on Early Childhood, Elementary, and Secondary Education chairman Todd Rokita and Ranking Member Carolyn McCarthy. Also tackled is the perspectives of Rokite about the education research reauthorization bill.

The article reports that the U.S. Institute of Education Sciences (IES) under the Department of Education (DOE) has released its request for the fiscal year (FY) 2015 competitions for grants to improve education research and special education research in the country. Topics discussed include the funding from the Education Research and Special Education Research Grant Programs, the purpose of the programs to provide national leadership, and the applications to the competitions.

The article discusses the interests of the U.S. House Education and the Workforce Committee to introduce the reauthorization of the Education Sciences Reform Act. Representative Todd Rokita outlines the significance of the bill including the improvement of educational research and protection to taxpayers. On the other hand, Representative Carolyn McCarthy claims that the bill will reaffirm the commitment of the government to improve educational quality.

The article offers information on several programs initiated by the U.S. government to support growth of research and education in the country. Topics discussed include Alaska Native Education Program (ED) with fund of 500,000 dollars, Native Hawaiian Education Program (ED with fund ranging from 250,000 to 950,000 dollars and Advancing Informal STEM Learning (NSF) with fund ranging from 300,000 to 3 million dollars.

The article offers information on the U.S. Department of Education's webinar on "Demystifying the What Works Clearinghouse (WWC)," which focuses on WWC's involvement in research and development. Project director Jill Constantine said that WWC's goal is to implement evidence-based interventions that will improve student achievement. Deputy director Neil Seftor said that WWC reviews various study designs like Randomized controlled trials, regression-continuity designs and single-case designs.

The article offers information on the study conducted by the U.S. Institute of Education Sciences which examines the implementation of School Improvement Grant (SIG) programs in the U.S. The institute conducted a survey among 450 school administrators in the U.S. in 2012 to determine factors that affect school improvement, operation authority, and district support for educational reform. Results show that both SIG and non-SIG schools receive equal support for the implementation of SIG programs.

The article offers information on three educational research sponsored by the U.S. Institute of Education Sciences that are being reviewed by the National Center on Education Evaluation and Research. It states that the three studies examine the access to effective teaching by disadvantaged students in the U.S. Moreover, access to effective teachers vary across several districts in the U.S.

The article reports on the release of the U.S. Government Accountability Office of a federal education research, which emphasizes the need for the Institute of Education Sciences (IES) to set up performance measures and to improve dissemination of research to practitioners. The improvement of IES in the education research field is noted. Also pointed out in the research is the lack of IES of a structured process for incorporating feedback from policymakers and practitioners.

The article focuses on a study regarding the practices of three Sea Education Association (SEA) in research and its incorporation in policy and practice. According to the study, older models of knowledge utilization have assumed that knowledge transmission to policymakers or practitioners would create change. Results show that each SEA's staff were incorporated and receptive to research for practice.

The article reports that the U.S. Department of Education is seeking public comments on priorities for future evaluation and research studies addressing the needs of English language learners (ELLS). It notes that the ELL population served through Title III has increased steadily in the past several years, but states have experienced difficulties in raising ELL achievement. It indicates that the deadline for the submission of information is on October 9, 2013.

The article focuses on a study conducted by the Center for Research on Education Outcomes of Stanford University which aimed at analyzing charter performance. As mentioned, 1.5 million charter students from different states participated in the study including New York City and District of Columbia. According to the results of the report, charter students has shown an improved performance in last five years.

The article discusses conflicting interest on the potential of online learning among groups, as per the report of National Education Policy Center (NEPC), with the Great Lakes Center for Education Research and Practice under U.S. 2013: Politics, Performance, Policy and Research Evidence. It mentions that NEPC reports have passed several bills to facilitate the expansion plan of virtual learning. It states that NEPC has introduced some programs for the policymaking decision of virtual schools.

The article offers advice to craft a winning application for Investing in Innovation (i3) funding. It advises against making promises that are difficult to fulfill. It suggests finding partners that secures your private sector matching funds. It states that the application should be focused and aligned to research and school systems should be redesigned to facilitate learning. The article highlights that if the proposal is good enough, then it can easily secure funding from other sources.

The article presents information on several grants from federal organizations including the deadline date, amount of funds, and the eligibility. The grants include Drug-Free Communities Support Program (HHS), Research Experience for Teachers Program, and Environmental Literacy Grants for Building Capacity of Informal and Formal Educators (DOC).

The article discusses an issue brief from the Harvard Family Research Project called "Ready for Success: Creating Collaborative and Thoughtful Transitions into Kindergarten," by Christine Patton and Justina Wang, which calls for more widespread use of high-quality transition practices. The brief is based on interviews with advocacy groups, among others. Patton and Wang offered recommendations for policy makers and found different integrated state-level transition strategies.

The section offers information on the deadlines for the submission of letters of intent for various federal grants, including Innovative Technology Experiences for Students and Teachers, Researcher-Practitioner Partnerships in Education Research, and Rural Health Network Development Planning Program.

The article reports on the proposed educational research demonstration project using Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) U.S. Education Department (ED) grants. Topics include federal support for college savings by students, the use of a control group to test the project, and the involvement of families in college planning.

The article reports that the U.S. federal National Science Foundation Directorate for Education and Human Resources (NSF EHR) plans to focus on funding research and development (R&D) on science, technology, engineering, and mathematics (STEM) education as of March 2012. The testimony of Felice J. Levine, Executive Director of the nonprofit organization American Education Research Association, before a U.S. House of Representatives subcommittee is noted.

The article discusses "Educational Trajectories of English Language Learners in Texas," a study conducted by the nonprofit Migration Policy Institute (MPI). According to the article, the report focuses on the relationship between the length of time spent by English language learners (ELLs) in bilingual education and English as a Second Language (ESL) programs and their academic success.

The article reports on a 2012 study of the Milwaukee Parental Choice Program (MPCP), a Milwaukee, Wisconsin private school voucher program, citing "The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Final Reports," by Patrick J. Wolf. The study, done as part of the University of Arkansas School Choice Demonstration Project, is said to have shown both neutral and positive results for MPCP students relative to Milwaukee Public Schools (MPS) students.

An interview with Ruth Curran Neild, the commissioner of the U.S. Department of Education's National Center for Education Evaluation (NCEE), is presented. She comments on the mission and focus of the NCEE and discusses the work of the Regional Educational Laboratories (RELs). She also mentions research alliances in education.

The article reports that data regarding teacher preparation, teacher development, and teacher effectiveness will be a focus of U.S. education research for aimed at education reform in 2012. Former nonprofit executive director Jim Kohlmoos discusses the importance of analytics in examining education-related data and the focus of the Regional Educational Laboratories (RELs) of the Education Department are explored. Reauthorization of the Elementary and Secondary Education Act (ESEA) is also discussed.

The article discusses a 2011 report from the U.S. Education Department which examines the use of formative assessment practices in classrooms in Vermont and New York. According to the article, the findings of the report, which was requested by the Governing Board of the Regional Educational Laboratory Northeast and Islands at the Institute of Education Sciences, are informative in light of an increased demand in the promotion of formative assessments in the early 21st century.

The article reports on the possible reauthorization of the U.S. Education Sciences Reform Act (ESRA) of 2002. During a November 2011 U.S. congressional hearing on education research, legislators and experts discussed the law, which established the Institute for Education Services (IES) within the U.S. Education Department (ED) in an attempt to improve federal research and the dissemination of research results to school systems. Incentives for evidence-based practice were also discussed.

The article discusses the study by the National Center for Education Statistics titled "High School Longitudinal Study of 2009 (HSLS;09) A First Look at Fall 2009 Ninth-Graders' Parents, Teachers, School Counselors, and School Administrators." It says that 33% of ninth-graders under the lowest socioeconomic group had a teacher in mathematics with an experience of one to three years. Moreover, almost 25% of the parents assumed that their child will earn an advanced degree following high school.

The article reports on the study "Do High Flyers Maintain Their Altitude? Performance Trends of Top Students," by the nonprofit education think tank Thomas B. Fordham Institute, which found that approximately two-fifths of high-achieving elementary school students in the U.S. lose that status in middle school. The impact of this on students' academic careers and the international economic competitiveness of the U.S. is examined. Performance gaps and educational accountability are explored.

The article discusses research for teacher leaders released by the Teacher Leader Model Standards coalition. Particular focus is given to the model's seven domains including fostering a collaborative culture, accessing and using research, and promoting professional learning. A speech by Jan Weiss, chief of staff for U.S. Education Secretary Arne Duncan, is also reviewed.

This article discusses the report "America's High School Graduates: Results From the 2009 National Assessment of Educational Progress High School Transcript Study" by the National Center for Educational Statistics (NCES) and released by the National Assessment Governing Board (NAGB). It addresses the findings of the study, which analyzed the transcripts of public and private high school graduates and, on proficiency on the National Assessment of Educational Progress (NAEP).

The article focuses on an announcement made by the Institute of Education Sciences of the U.S. Department of Education (ED) about the fiscal year (FY) 2012 grant competitions aimed at supporting education research and special education research. Applications sought by the agency in the area of education research are outlined, including one competition for education research training and one competition for special education research and development centers.

The article focuses on the the report "Flexible Mobile Platforms" from the Consortium for School Networking (CoSN), which discusses the use of mobile devices such as laptops and electronic book readers in classrooms in the U.S. The report is part of the "EdTech-Next" series of reports from the CoSN, which aims at informing teachers about trends in educational technology. The challenges associated with the use of mobile technology devices in schools are discussed.

The article discusses the U.S. Education Department and its Institute of Education Sciences, which is sponsoring a number of grant competitions that will fund research in education and special education. The criteria for the grants are discussed and it is noted that the research must address literacy, mathematics, effective teachers and teaching, school improvement, and other areas. Other competitions focus on evaluating local and state education programs, the research methodology for education research, and special education.

The article discusses the report "States' Progress and Challenges in Implementing Common Cores Standards," by the Center on Education Policy (CEP) in the U.S. It reports that the implementation of education benchmarks and goals related to an education reform project may take longer for some U.S. states. Such states face criticism from education experts. The main goal of the Common Core Standards program, which is to ensure college and workforce success among high school graduates, is explored.

The article discusses the report "Conflicting Missions and Unclear Results: Lessons from the Education Stimulus Funds," by the research organization Bellwether Education Partners. The role of the American Recovery and Reinvestment Act in educational change in the U.S. is addressed. Topics include the federal Race to the Top Fund (RTF) educational program, educational change made by local education agencies (LEAs), and the U.S. State Fiscal Stabilization Fund (SFSF).

The article discusses a U.S. education report entitled "High School Dropout, Graduation, and Completion Rates: Better Data, Better Measures, Better Decisions" which attempts to offer an adequate methodology in calculating rates for school graduations and dropouts. These rates can be used proactively to identify which students are most likely to drop out, giving educators a chance to intervene. The report suggests that states fund training for graduation data collectors.

The article discusses a report from the collaborative educational data organization the Data Quality Campaign concerning the ability of U.S. states to collect longitudinal data related to education and academic achievement. Benefits of longitudinal data systems and research linking educational and workplace data are examined. Privacy concerns, interoperability of data systems between various stakeholders, and the protection of personal information are also discussed.

The article discusses the report "Writing to Read: Evidence for How Writing Can Improve Reading" from the Carnegie Corporation of New York, which found that focusing on increasing writing skills can also help students improve their reading skills. The three writing practices that were linked to students' improved reading comprehension by study coauthors Steve Graham and Michael Hebert are noted. The lack of emphasis in the curriculum beyond fourth grade for writing skills is discussed.

The article examines a report by the U.S. Department of Education on efforts by U.S. states to reduce the use of restraint and seclusion on troubled or special needs students in school discipline. The report found that most states have laws and regulations related to those techniques. Disability advocates and state school administrators differ on the need for U.S. legislation.

The article discusses comments by Grover J. Whitehurst, former director of the Institute of Education Sciences (IES) regarding IES funding. The administration of U.S. President Barack Obama has requested increased funding for the IES for educational research and development. Whitehurst comments that the proposed increase will shift research to local education agencies (LEAs) and that much of the research would focus on the use of U.S. American Recovery and Reinvestment Act (ARRA) funds.

The article reports on the findings of the educational study "Test, Punish, and Push Out: How Zero Tolerance and High-Stakes Testing Funnel Youth into the School to Prison Pipeline," released by the Advancement Project in 2010. A summary of the study is given, highlighting its claims that the No Child Left Behind (NCLB) system has worsened problems for U.S. educational reform efforts.

The article discusses the report "A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education," coauthored by Karee Elise Dunn of the University of Arkansas. It was found that there was a lack of evidence to support the claims that formative assessments is the best way to improve student performance. It is suggested that more research to determine how funding should be spent to improve educational outcomes is needed.

The article focuses on the Social Innovation Fund, authorized by the Edward M. Kennedy Serve America Act. According to Marta Urquilla, the grants program is aimed at providing public and private resources to organizations with higher records of success in able for them to expand their missions. It notes that the eligible applicants are those who will pass the Serve America Act requirements such as research on education, clean energy, and economic opportunity.