Listed below are links to the Web sites of other organizations that are either engaged in education research or whose work involves educational research. Brief annotations describe the organization and highlight resources available on the sites.
- Center for Applied Linguistics (CAL)
- Center for Improvement of Early Reading and Achievement (CIERA)
- Center for Research on Education, Diversity & Excellence (CREDE)
- Center for Research on the Education of Students Placed at Risk (CRESPAR)
- Center for Research on Evaluation, Standards, and Student Testing (CRESST)
- Center for the Study of Teaching and Policy (CTP)
- Center on English Learning & Achievement (CELA)
- Consortium for Policy Research in Education (CPRE)
- National Center for Early Development and Learning (NCEDL)
- National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA)
- National Center for Postsecondary Improvement (NCPI)
- National Institute for Literacy (NIFL)
- National Research Center on the Gifted and Talented (NRC/GT)
CAL is a private, nonprofit organization comprising a group of scholars and educators who use the findings of linguistics and related sciences in identifying and addressing language-related problems. CAL carries out a wide range of activities including research, teacher education, analysis and dissemination of information, design and development of instructional materials, technical assistance, conference planning, program evaluation, and policy analysis. CAL's searchable Web site offers a broad range of resources produced by CAL addressing its many areas of research and policy interests.
CIERA is a national center for research on early reading, representing a consortium of educators from the University of Michigan and Michigan State University, with the University of Southern California, the University of Minnesota, and the University of Georgia; teacher educators; teachers; publishers of texts, tests, and technology; professional organizations; and schools and school districts across the United States. Site contains information on publications, presentations, and other related information. Note: CIERA's contract has ended; therefore, the site will soon become an "archive only" site.
CREDE is a federally funded research and development program focused on improving the education of students whose ability to reach their potential is challenged by language or cultural barriers, race, geographic location, or poverty. It oversees 31 research projects around the country. Researchers in these projects gathered data and tested curriculum models in wide-ranging settings and with diverse student populations -- from classrooms with predominantly Zuni-speaking students in New Mexico to inner city schools in Florida to California elementary schools with large populations of native Spanish-speaking students. Site contains products, research findings, and other information about the projects.
Established in 1994 as a collaboration between Johns Hopkins University and Howard University, CRESPAR conducts research, development, evaluation, and dissemination of replicable strategies designed to transform schooling for students who are placed at risk due to inadequate institutional responses to such factors as poverty, ethnic minority status, and non-English-speaking home background. CRESPAR's work is guided by three themes: talent development; success at key developmental hurdles; and scaling up effective programs.
CRESST works on the development of scientifically based evaluation and testing techniques, vigorously promoting the accurate use of data, test scores, and technology for improved accountability and decision making. In recent years, CRESST has expanded its research projects beyond the K-12 arena, including studies of adult learning using advanced technology. Site contains links to CRESST reports, policy briefs, and conference information.
Based at the University of Washington, CTP researchers study ways that leaders, policymakers, and others seek to renew the quality of teaching and the teacher force through strategies and initiatives enacted at the local and state level, in school systems and teacher education institutions, and through the engagement of supportive groups in the community. Site contains information about the Center's programs and publications.
CELA's research seeks to learn what elements of curriculum, instruction, and assessment are essential to developing high literacy and how schools can best help students achieve success. Site outlines CELA's services and publications.
Created in 1985, CPRE unites researchers from five of the nation's leading research institutions -- the University of Pennsylvania, Harvard University, Stanford University, the University of Michigan, and the University of Wisconsin-Madison -- in an effort to improve elementary and secondary education through practical research. Specifically, CPRE studies studies how reforms -- in policy, organization, or structure -- lead to improvements in instruction; how knowledge and experience influence reforms; and how the links between knowledge, reforms, and practice can be strengthened.
NCEDL is a national early childhood research project supported by the U.S. Department of Education's Institute for Educational Sciences (IES), formerly the Office of Educational Research and Improvement (OERI). Administratively based at the FPG Child Development Institute, NCEDL is a collaboration with the University of Virginia & UCLA. NCEDL focuses on enhancing the cognitive, social, and emotional development of children from birth through age eight.
NCISLA has worked with teachers and schools to study and develop ways to advance K-12 students' learning of mathematics and science. Its long-term studies showed that students can learn more challenging content at earlier ages than traditionally expected. The Center's work yielded new visions for student achievement and professional development programs that strengthed teachers' content knowledge and in-class practices. Site offers access to NCISLA publications and resources for teachers.
Established in April 1996, the National Center for Postsecondary Improvement (NCPI) undertook an ambitious agenda of research, dissemination, and outreach activities for the improvement of higher education in the United States. Funded by the U.S. Department of Educationís Office of Educational Research and Improvement (OERI), NCPI was extended beyond its initial five-year grant for three more years, so that it could delve more deeply into research questions and findings that proved to be even more significant than initially anticipated. Site offers a broad range of publications and other resources based on NCPI's research, including "Toolkits" on a variety of topics for students, parents, and educators.
NIFL coordinates literacy services and policy, serves as a national resource for adult education and literacy programs, disseminates information on scientifically based reading research pertaining to children, youth, and adults as well as information about development and implementation of classroom reading programs based on the research.
NRC/GT focuses on research about the broadened conception of human potential and the need to develop "high-end learning" opportunities for all of America's students. Site contains on-line resources, links, and other information about the Center.
Updated 7/27/07 :: Copyright © 2005 NCSALL