Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent and address these problem behaviors, schools across the country report adopting multi-tiered systems of support for behavior (MTSS-B). This one-page document highlights findings from "Study of Training in Multi-Tiered…

Between 2012 and 2018, the U.S. Department of Education invested nearly $350 million in 22 Comprehensive Technical Assistance (TA) Centers that operated across the nation. These Centers were charged with delivering TA that builds the capacity of state education agencies (SEAs) to support local education agencies in improving student outcomes.…

Between 2012 and 2018, the U.S. Department of Education invested nearly $350 million in 22 Comprehensive Technical Assistance (TA) Centers operating across the nation. These Centers were charged with delivering TA that builds the capacity of state education agencies (SEAs) to support local educational agencies (LEAs) in improving student outcomes.…

This evaluation, which focuses on the capacity-building mission of the Comprehensive Centers, was designed to add to the findings of the previous national evaluation of the Comprehensive Centers Program. That evaluation, completed in 2011, used survey data, structured interviews, and rating scales to analyze the extent to which State Education…

To prevent and address students' problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school…

The Investing in Innovation (i3) Fund was established by the American Recovery and Reinvestment Act of 2009, which called on the U.S. Department of Education (ED) to provide student achievement awards to local education agencies and nonprofits with a record of improving student achievement. ED set priorities for the program and specified them in…

Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent and address these problem behaviors, schools across the country report adopting Multi-Tiered Systems of Support for Behavior (MTSS-B). The MTSS-B approach seeks to change the school learning environment by consistently…

This report describes the work done by the 48 State Deaf-Blind Projects awarded grants by the Department of Education's Office of Special Education Programs (OSEP) in late 2013. The report documents the technical assistance and dissemination activities carried out by the Projects and their collaborative activities, describes the needs for…

This report is the second from the congressionally-mandated evaluation of the Regional Educational Laboratory (REL) program authorized by the Education Sciences Reform Act (P.L. 107-279). For this report, 8 (out of 24) impact study reports produced by the RELs under their 2006-2011 contracts and published by IES were rated by expert panels for…

This report focuses on the progress made and challenges faced by the nine states in achieving the first three objectives for which they were held accountable for use of their Race to the Top Early Learning Challenge (RTTELC) funds. It discusses discrete findings related to these objectives in relevant chapters of the report: Tiered Quality Rating…

One objective of the U.S. Department of Education's (ED) School Improvement Grants (SIG) and Race to the Top (RTT) program is to help states enhance their capacity to support the turnaround of low-performing schools. This capacity may be important, given how difficult it is to produce substantial and sustained achievement gains in low-performing…

Under the Individuals with Disabilities Education Act (IDEA), the Technical Assistance and Dissemination (TA&D) Program is the U.S. Department of Education's (ED) primary vehicle for providing technical assistance (TA) to individuals and organizations responsible for serving children with disabilities and their families. The evaluation is part…

This final report presents findings from a multi-year evaluation of the Comprehensive Technical Assistance Centers, a federally funded program that provides technical assistance to states in connection with the Elementary and Secondary Education Act, as reauthorized by the No Child Left Behind (NCLB) Act of 2001. With the redesign of the Center…

The Regional Educational Laboratories (RELs) are a networked system of 10 organizations that serve the educational needs of 10 designated regions across the United States and its territories. The U.S. Department of Education (ED) is authorized by the Education Sciences Reform Act (ESRA) to award contracts to 10 RELs to support applied research,…

The federal School Improvement Grants (SIG) program, to which $3 billion were allocated under the American Recovery and Reinvestment Act of 2009 (ARRA), supports schools attempting to turn around a history of low performance. School turnaround also is a focus of Race to the Top (RTT), another ARRA-supported initiative, which involved a roughly $4…