The National Academy of Education is dedicated to advancing high quality research to improve education policy and practice. The Research Advisory Committee (RAC), charged with setting the research agenda for the organization, is instrumental in identifying and developing new research program ideas, and in providing guidance to projects in their early stages of development.

Please contact Amy Berman for research initiative inquiries.

Current Initiatives

Educating for Civic Reasoning and Discourse

Funded by the Hewlett Foundation, this NAEd initiative aims to improve students’ learning in civic reasoning and discourse by ensuring that the pedagogy, curriculum, and learning environments that they experience are informed by the best available evidence. The project includes a workshop, commissioned chapters, and a summary report that provides a synthesis of findings as well as actionable guidance for policy makers and practitioners.

Study on the Implementation and Use of Balanced Assessment Systems

The NAEd recently received a grant from Smarter Balanced/University of California Santa Cruz to provide guidance to state and local educational agencies regarding how to (1) design policy, professional learning, and other local systems necessary to implement balanced assessment systems; (2) foster and maintain a culture of data literacy to appropriately and effectively use the data from a balanced assessment system, as well as additional critical contextual information, to improve teaching and learning; and (3) implement a system to use the data to continually improve the assessment system.

Addressing Educational Inequities in the Wake of the COVID-19 Pandemic

The Academy received a two-year grant from the William T. Grant Foundation to sustain and advance the NAEd’s work and commitment to addressing the educational inequities resulting from and exacerbated by the COVID-19 pandemic. Guided by an interdisciplinary committee of NAEd scholars and policy leaders, this project will provide promising intervention strategies for improving student well-being and learning outcomes for disproportionately affected historically marginalized populations.

This builds on the successful NAEd project, COVID-19 and Educational Inequities, which began in May 2020 and provided needed research-based evidence on a specific set of policy and practice challenges in areas including student well-being, reading, mathematics, assessment, and institutional change.

Recent Initiatives

Reaping the Rewards of the IES Reading for Understanding (RfU) Initiative

This NAEd report synthesizes findings from scholarship conducted over the past decade as part of a large-scale federal investment by the U.S. Institute of Education Sciences (IES) to improve reading comprehension of U.S. students. To support this undertaking, IES launched the Reading for Understanding Initiative, which invested approximately $120 million in grant funding to six research teams charged with focusing on improving reading comprehension for students in pre-K through grade 12. This initiative responded to concern that children’s improvement in reading comprehension had leveled off over the previous few decades, coupled with the observation that research on reading comprehension had sufficiently matured to warrant a major investment in leveraging that research to improve student performance.

Study on Comparability of Large-Scale Educational Assessments

This NAEd volume provides guidance to key stakeholders on how to accurately report and interpret comparability assertions concerning large-scale educational assessments as well as how to ensure greater comparability by paying close attention to key aspects of assessment design, content, and procedures. The goal of the volume is to provide guidance to relevant state-level educational assessment and accountability decision makers, leaders, and coordinators; consortia members; technical advisors; vendors; and the educational measurement community regarding how much and what types of variation in assessment content and procedures can be allowed, while still maintaining comparability across jurisdictions and student populations. At the same time, the larger takeaways from this volume will hopefully provide guidance to policy makers using assessment data to enact legislation and regulations and to district- and school-level leadership to determine resource allocations, and also provide greater contextual understanding for those in the media using test scores to make comparability determinations.