Office of Elementary and Secondary Education (OESE): Education Innovation and Research (EIR) Program: Early-phase Grants CFDA Number 84.411C

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements,application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.  Purpose of Program: The EIR program,established under section 4611 of the Elementary and Secondary Education Act,as amended (ESEA), provides funding to create, develop, implement, replicate,or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students; and rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially larger numbers of students.  The central design element of the EIR program is its multi-tier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIR’s grant tiers: “Early-phase,” “Mid-phase,” and “Expansion.”Applicants proposing innovative projects that are supported by limited evidence can receive relatively small grants to support the development, implementation,and initial evaluation of the practices; applicants proposing projects supported by evidence from rigorous evaluations, such as an experimental study(as defined in this notice), can receive larger grant awards to support expansion across the country. This structure provides incentives for applicants to: (1) Explore new ways of addressing persistent challenges that other educators can build on and learn from; (2) build evidence of effectiveness of their practices; and (3) replicate and scale successful practices in new schools,districts, and States while addressing the barriers to scale, such as cost structures and implementation fidelity.  All EIR projects are expected to generate information regarding their effectiveness in order to inform EIR grantees’ efforts to learn about and improve upon their efforts, and to help similar, non-EIR efforts across the country benefit from EIR grantees’ knowledge. By requiring that all grantees conduct independent evaluations of their EIR projects, EIR ensures that its funded projects make a significant contribution to improving the quality and quantity of information available to practitioners and policymakers about which practices improve student achievement and attainment, for which types of students, and in what contexts.  The Department awards three types of grants under this program: “Early-phase” grants, “Mid-phase” grants,and “Expansion” grants. These grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of evidence and information funded projects should produce, the level of scale funded projects should reach, and,consequently, the amount of funding available to support each type of project.  Early-phase grants provide funding to support the development, implementation, and feasibility testing of a program, which prior research suggests has promise, for the purpose of determining whether the program can successfully improve student achievement and attainment for high-need students. Early-phase grants must demonstrate a rationale. These Early-phase grants are not intended simply to implement established practices in additional locations or address needs that are unique to one particular context. The goal is to determine whether and in what ways relatively newer practices can improve student achievement and attainment for high-need students.  This notice invites  applications for Early-phase grants only. The notices inviting applications for Mid-phase and Expansion grants are published elsewhere in this issue of the Federal Register.

Note: Each funding opportunity description is a synopsis of
information in the Federal Register application notice. For specific
information about eligibility, please see the official application notice. The
official version of this document is the document published in the Federal
Register. Free Internet access to the official edition of the Federal Register
and the Code of Federal Regulations is available on GPO Access at:
http://www.access.gpo.gov/nara/index.html. Please review the official
application notice for pre-application and application requirements,
application submission information, performance measures, priorities and
program contact information. For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the Federal
Register on February 12, 2018 (83 FR 6003) and available at www.gpo.gov/fdsys/pkg/FR-2018-02-12/pdf/2018-02558.pdf.  Purpose of Program: The EIR program,
established under section 4611 of the Elementary and Secondary Education Act,
as amended (ESEA), provides funding to create, develop, implement, replicate,
or take to scale entrepreneurial, evidence-based, field-initiated innovations
to improve student achievement and attainment for high-need students; and rigorously
evaluate such innovations. The EIR program is designed to generate and validate
solutions to persistent education challenges and to support the expansion of
those solutions to serve substantially larger numbers of students.  The central design element of the EIR program
is its multi-tier structure that links the amount of funding an applicant may
receive to the quality of the evidence supporting the efficacy of the proposed
project, with the expectation that projects that build this evidence will advance
through EIR’s grant tiers: “Early-phase,” “Mid-phase,” and “Expansion.”
Applicants proposing innovative projects that are supported by limited evidence
can receive relatively small grants to support the development, implementation,
and initial evaluation of the practices; applicants proposing projects
supported by evidence from rigorous evaluations, such as an experimental study
(as defined in this notice), can receive larger grant awards to support
expansion across the country. This structure provides incentives for applicants
to: (1) Explore new ways of addressing persistent challenges that other
educators can build on and learn from; (2) build evidence of effectiveness of
their practices; and (3) replicate and scale successful practices in new schools,
districts, and States while addressing the barriers to scale, such as cost
structures and implementation fidelity.  All
EIR projects are expected to generate information regarding their effectiveness
in order to inform EIR grantees’ efforts to learn about and improve upon their
efforts, and to help similar, non-EIR efforts across the country benefit from
EIR grantees’ knowledge. By requiring that all grantees conduct independent
evaluations of their EIR projects, EIR ensures that its funded projects make a
significant contribution to improving the quality and quantity of information
available to practitioners and policymakers about which practices improve
student achievement and attainment, for which types of students, and in what
contexts.  The Department awards three
types of grants under this program: “Early-phase” grants, “Mid-phase” grants,
and “Expansion” grants. These grants differ in terms of the level of prior
evidence of effectiveness required for consideration for funding, the
expectations regarding the kind of evidence and information funded projects
should produce, the level of scale funded projects should reach, and,
consequently, the amount of funding available to support each type of
project.  Early-phase grants provide
funding to support the development, implementation, and feasibility testing of
a program, which prior research suggests has promise, for the purpose of
determining whether the program can successfully improve student achievement
and attainment for high-need students. Early-phase grants must demonstrate a
rationale. These Early-phase grants are not intended simply to implement
established practices in additional locations or address needs that are unique
to one particular context. The goal is to determine whether and in what ways
relatively newer practices can improve student achievement and attainment for
high-need students.  This notice invites
applications for Early-phase grants only. The notices inviting applications for
Mid-phase and Expansion grants are published elsewhere in this issue of the
Federal Register.