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How a Federal Grant Program Is Training and Supporting Educators of English Learners. Evaluation Report. NCEE 2024-006r

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Bibliographic Details
Title: How a Federal Grant Program Is Training and Supporting Educators of English Learners. Evaluation Report. NCEE 2024-006r
Language: English
Authors: Rachel Garrett, Andrea Boyle, Mengli Song, Joanne Carminucci, National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), American Institutes for Research (AIR)
Source: National Center for Education Evaluation and Regional Assistance. 2024.
Availability: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Contract Number: 91990019C0060
Document Type: Reports - Research
Descriptors: Federal Aid, English Language Learners, National Programs, Faculty Development, English (Second Language), Language Proficiency, Academic Achievement, Program Implementation, Grants, Public Agencies, Federal Government, Education
Abstract: Across the nation, states and school districts face a persistent shortage of educators with expertise in promoting both the English proficiency and academic achievement of English learner (EL) students. To help improve educators' qualifications and classroom instruction for ELs, the National Professional Development (NPD) program has awarded grants for EL-focused educator professional development projects since 2002. This U.S. Department of Education-funded program allows grantees to serve the varied types of educators who work with ELs, including those preparing to join the educator workforce, and encourages grantees to focus on professional development topics and approaches supported by rigorous research evidence. In addition, the NPD program encourages grantees to engage in evaluation activities, including performance measurement and rigorous evaluations of project effectiveness, that may inform project improvement and contribute to evidence building. This study examines the extent to which NPD grantees implemented their projects in ways aligned with these program objectives, drawing primarily on a 2021 survey of all 2016 and 2017 NPD grantees.
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/pubs/2024006/
Entry Date: 2024
Accession Number: ED657652
Database: ERIC
Description
Abstract:Across the nation, states and school districts face a persistent shortage of educators with expertise in promoting both the English proficiency and academic achievement of English learner (EL) students. To help improve educators' qualifications and classroom instruction for ELs, the National Professional Development (NPD) program has awarded grants for EL-focused educator professional development projects since 2002. This U.S. Department of Education-funded program allows grantees to serve the varied types of educators who work with ELs, including those preparing to join the educator workforce, and encourages grantees to focus on professional development topics and approaches supported by rigorous research evidence. In addition, the NPD program encourages grantees to engage in evaluation activities, including performance measurement and rigorous evaluations of project effectiveness, that may inform project improvement and contribute to evidence building. This study examines the extent to which NPD grantees implemented their projects in ways aligned with these program objectives, drawing primarily on a 2021 survey of all 2016 and 2017 NPD grantees.