school readiness dissertation

School Readiness: A Culture of Compliance?

--> Kay, Louise (2018) School Readiness: A Culture of Compliance? EdD thesis, University of Sheffield.

'School readiness' is at the forefront of current Early Childhood Educational policy and is seen politically as a way of narrowing the attainment gap and breaking the cycle of poverty, and preparing children for the formal learning of Year One. However, there is no clear definition of what 'school readiness' means for teachers and children. Without this in place the phrase is left open to interpretation and contradictions, resulting in key divisions between policymakers and the Early Childhood community as to what being 'school ready' means. Furthermore, when 'school readiness' is positioned within policy as 'academic readiness', conflicts and tensions arise between traditional Early Childhood pedagogical practices and the realities of working within a framework where there is a clear emphasis on Mathematical and Literacy outcomes. Viewed through a socio-constructivist lens, 'readiness for school' is seen as a fluid construct, dependent on the beliefs of those working with children. The aim of this research was to explore the beliefs of two Reception teachers using Cultural-Historical Activity Theory (CHAT) that acknowledges teachers as being part of a collective activity system. Within this methodological framework, teachers are seen as thinkers and actors whose purposes, values and knowledge are displayed within the activity systems they inhabit. The ways in which 'school readiness' was constructed through pedagogical practices were identified, and the tensions and contradictions that emerged between these practices and the beliefs of the teachers were explored in depth. An Internet survey questionnaire was used as a way of providing a broader understanding of teacher perceptions around constructs of ‘school readiness’. Interviews with the two participants were carried out to illuminate specific beliefs about 'school readiness', and to identify how teachers conceptualised the construction of 'school readiness' in the classroom. The analysis of these interviews focused on 'manifestations of contradictions' (Engeström & Sannino, 2011) within the data that highlighted tensions between beliefs, pedagogical practices, and curricular and assessment policy frameworks. The findings from the research illustrate the complexities of 'school readiness' as a transitional concept, and the reductionist nature of using the Good Level of Development (GLD) as a measure of 'school readiness'. Using 'school readiness' as a performativity and accountability measure serves to subjugate both teachers and children, and further marginalises already marginalised groups of children if they fail to reach the GLD. This study reiterates the importance of providing a clear definition with regards to what 'school readiness' means, and whether it refers to the institutional transition into school, or the curricular transition from Reception into Year One. The research also furthers the debate around the outcomes children are expected to reach by the end of Reception as a measure of 'school readiness', particularly those focusing on more instrumental skills such as Mathematics and Literacy.

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The relative importance of six classes of school-readiness variables with academic achievement in elementary- school students: a growth analysis of the ecls-k:2011.

Kimberly Kalkbrenner Follow

Date of Graduation

Document type.

Dissertation

Degree Name

Doctor of Education (Ed.D.)

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School of Education

Learning and Instruction

Learning & Instruction EdD

First Advisor

Robert Burns

Second Advisor

Patricia Busk

Third Advisor

Helen Maniates

School readiness is a multi-variable construct that includes six classes of variables: (a) cognitive knowledge and skills, (b) social and emotional skills, (c) physical skills and health, (d) family structure and home environment, (e) access to community resources, and (e) early school experiences. The problem with school readiness is that the six classes have been studied separately but never together, which raises the question, what variables make children the most ready to succeed academically in school? Answering this question may help to address the achievement gap because differences in students’ academic achievement can be linked to differences in school readiness. This study examined the relationships between 13 school-readiness variables that were organized into six classes with students’ academic achievement and growth as represented by students’ reading and mathematics assessment scores over 5 years of elementary school (fall kindergarten through spring fourth grade). This study was a secondary analysis of the longitudinal data set ECLS-K:2011, a national probability sample of more than 18,000 U.S. elementary-school students, using hierarchical linear growth modeling (HLM growth modeling). Results indicated that of the six classes of variables the three with the strongest relationship to academic achievement in fall kindergarten were student’s cognitive knowledge and skills, social and emotional skills, and family structure and home environment. Within these three classes, the variables with the strongest influence on reading and mathematics academic achievement in fall kindergarten as well as on academic growth in elementary school in order of importance were kindergarten teachers’ ratings of students’ general academic knowledge, students’ working memory ability, students’ socioeconomic status (SES), students’ cognitive flexibility, and teachers’ ratings of students’ behavior. The academic starting points as measured by reading and mathematics assessment scores in fall kindergarten and the growth rates for each variable as measured by reading and mathematics assessment points in the spring semesters of grades first through fourth are provided in this study. Implications for future research include examining the relationships between students’ general academic knowledge, SES, and working memory. Implications for future practice include providing more feedback to early-childhood educators and elementary school teachers in the form of classroom observations to help them improve their teaching practice. By improving their teaching practice, early-childhood teachers can help their young students achieve greater academic success and preparedness to start elementary school, which in turn can help alleviate the school-readiness gap and ultimately the achievement gap.

Recommended Citation

Kalkbrenner, K. (2019). THE RELATIVE IMPORTANCE OF SIX CLASSES OF SCHOOL-READINESS VARIABLES WITH ACADEMIC ACHIEVEMENT IN ELEMENTARY- SCHOOL STUDENTS: A GROWTH ANALYSIS OF THE ECLS-K:2011. Retrieved from https://repository.usfca.edu/diss/490

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"School Readiness of the Child" as a Pedagogical Category: the Theoretical Analysis

• Khrystyna MYKYTEYCHUK Assistant of the Department of Pedagogy and Psychology of Primary Education, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine

The given paper highlights the lexical-semantic analysis of the concept "preparing the child to school" by the contrast and comparison of existing psychological, educational, philosophical, reference literature definitions. It determined the synonymous use of the terms "training to school", "school readiness" and "school maturity". The work showed the essence of training to school as a set of pedagogical measures aimed at the overall development of the child, creating conditions for the foundations of general abilities and skills that would assure the child the comprehensive personal development as a subject for future training activities.

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Psychophysiological factors of school readiness in six-year-old children

• Published: 03 June 2012
• Volume 38 , pages 264–270, ( 2012 )

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• I. A. Krivolapchuk 1 &
• M. B. Chernova 1  

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The research was carried out in accordance with the principles of biomedical ethics in healthy six-year-old children ( n = 120). The following psychophysiological factors determining the school readiness of six-year-old children were identified in the course of the research: selectivity of voluntary attention (factor I); general work capacity (factor II); physiological maturity (factor III); and sensorimotor coordination of voluntary movement (factor IV). Factors I, II, and IV are related to the activities of the information, energy, and regulatory units of the central nervous system singled out by Luria in the context of the structural-functional model of performance of the brain as a substrate of mental activity. The research has revealed an interrelation between some indicators of school readiness and the parameters of the capacity for physical work.

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Factor structure of the functional state of five- and six-year-old children

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Original Russian Text © I.A. Krivolapchuk, M.B. Chernova, 2012, published in Fiziologiya Cheloveka, 2012, Vol. 38, No. 3, pp. 48–55.

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Krivolapchuk, I.A., Chernova, M.B. Psychophysiological factors of school readiness in six-year-old children. Hum Physiol 38 , 264–270 (2012). https://doi.org/10.1134/S0362119712020120

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Received : 19 May 2011

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The competing discourses of school readiness

Guy Roberts-Holmes Jan Georgeson Verity Campbell-Barr 3 May 2019

BERA’s 2019–2020 research commission on the early years – entitled Competing Discourses of Early Childhood Education and Care (ECEC): Tensions, Impacts and Democratic Alternatives across the UK’s four jurisdictions – is focussing the first of its four seminars on school readiness . The research commission and seminar build upon the BERA-TACTYC Early Childhood Research Review 2003–2017 , which stated that ‘ECEC is used for preventative, reparative and restorative purposes, in ways that are linked to outcomes measures , whilst fundamental structural inequalities remain’ (BERA & TACTYC, 2017, p. 111). The seminar expands upon this critique by exploring the assemblage of policy initiatives around the concept of school readiness, and this blog introduces some competing arguments surrounding school readiness.

Internationally, school readiness is presented as ‘a viable strategy to close the learning gap and improve equity in achieving lifelong learning and full developmental potential among young children’, and is discussed as having three dimensions: ‘children’s readiness for school; schools’ readiness for children; and the readiness of families and communities to help children make the transition to school’ (UNICEF, 2012). Arguments framed within discourses of equality and human capital are also evident in UK documentation. To take one example: ‘for too many children, especially those living in the most deprived areas, educational failure starts early’ (Ofsted, 2014, p. 4). The DfE and Ofsted (2014; 2017) state that young children’s school readiness is critical for ensuring ‘equality of opportunity’ and the mitigation of ‘failure’. School readiness thus ensures a level playing field for all children, and is central to closing the attainment gap between different socioeconomic groups. School readiness measurements provide early years professionals with information with which to identify children’s needs early on, enabling them to make pedagogical interventions leading to ‘equality of opportunity’.

‘Concerns have been raised about a narrowing of the early learning goals to “ready” young children for success in primary schools’ accountability culture.’

On the other hand, Early Education (2018) has raised concerns about a narrowing of the early learning goals to ‘ready’ young children for success in primary schools’ accountability culture, particularly the phonics screening check in year 1 and SATS in year 2. TACTYC (2017) notes how primary schools’ test-based culture, and their inappropriate pedagogy for young children, have cascaded down into the early years in the form of ‘school readiness’. For example, recent policy shifts towards formalised school-readiness include narrowed early years foundation stage early learning goals emphasising numeracy and literacy, a greater emphasis on preparation for the phonics screening check as exemplified by Ofsted’s Bold Beginnings report (2017) and the proposed reception baseline assessment, which is focussed on numeracy and literacy. A BERA-convened expert panel has described RBA as ‘flawed, unjustified and totally unfit for purpose’ (2018), and the More Than a Score coalition has stated that the early years ‘should not include tests that ignore all that four-year-olds can do and turn them into data points’. All this has been exacerbated by the Ofsted inspection framework that focusses on reductionist and datafied school readiness ‘outcomes’, leading to a narrowing of the curriculum, ‘ability’ grouping at ever earlier ages, and ‘gaming’ the required outcomes (Bradbury & Roberts-Holmes, 2018).

Given these contested discourses surrounding early years school-readiness, this seminar – which will be held at the University of Manchester on Thursday 9 May – asks, What is understood as ‘school readiness’, and what might be its benefits and drawbacks? The seminar also intends to explore the extent to which school-readiness outcomes shape early-years education, curriculum and pedagogy, and what alternatives and possibilities there might be. The discussion, ideas and analysis generated by the seminar will form part of the BERA research commission’s early childhood report, which will publish in 2020.

Bradbury, A., & Roberts-Holmes, G. (2017). The Datafication of Primary and Early Years Education: Playing with Numbers. Abingdon & New York: Routledge

Early Education (2018, January 30) What’s wrong with Ofsted’s Bold Beginnings report? [briefing]. London. Retrieved from https://early-education.org.uk/news/whats-wrong-ofsteds-bold-beginnings-report

British Educational Research Association [BERA] & TACTYC (2017). BERA-TACTYC Early Childhood Research Review 2003–2017 . London. Retrieved from https://www.bera.ac.uk/wp-content/uploads/2017/05/BERA-TACTYC-Full-Report.pdf

Goldstein, H., Moss, G., Sammons, P., Sinnott, G., & Stobart, G. (2018) A baseline without basis: The validity and utility of the proposed reception baseline assessment in England . London. Retrieved from https://www.bera.ac.uk/wp-content/uploads/2018/07/A-baseline-without-basis_BERA-report_July2018.pdf

Office for Standards in Education, Children’s Services and Skills [Ofsted] (2014) Are you ready? Good practice in school readiness . London. Retrieved from https://www.gov.uk/government/publications/are-you-ready-good-practice-in-school-readiness

Office for Standards in Education, Children’s Services and Skills [Ofsted] (2017). Bold beginnings: The Reception curriculum in a sample of good and outstanding primary schools . London. Retrieved from https://www.gov.uk/government/publications/reception-curriculum-in-good-and-outstanding-primary-schools-bold-beginnings

More Than a Score (2019). What we do [webpage]. Retrieved from https://www.morethanascore.org.uk/what-we-do/baseline/

TACTYC (2017, December). Bald Beginnings: A Response to Ofsted’s (2017) report, Bold beginnings: The Reception curriculum in a sample of good and outstanding primary schools by December 2017. Retrieved from http://tactyc.org.uk/wp-content/uploads/2017/12/Bold-Beginnings-TACTYC-response-FINAL-09.12.17.pdf

United Nations Children’s Fund [Unicef] (2012). School readiness: A conceptual framework . New York.

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Are Students College-Ready, or Are Colleges Student-Ready?

As pandemic-related learning issues become more prominent among incoming students, institutions of higher education can consider how structural barriers impact student success.

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College readiness metrics are declining among high school students. How can institutions position themselves better to be ready for a new generation of learners?

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Colleges and universities will welcome the class of 2028 to campus this fall, another cohort of learners whose high school experience was disrupted by the COVID-19 pandemic and remote learning .

Over the past few years, higher education practitioners have noticed differences in how today’s students learn compared to their peers, some disparities directly attributed to the pandemic and others a symptom of isolation and online learning.

Rather than asking students to catch up and mold to higher ed’s traditional structures, experts in the field are asking, are colleges set up to help students succeed?

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A July 2023 report from Tyton Partners found 60 percent of student were unaware of the full scope of support services offered at their college or university. Higher education professionals—including administrators, advisers and faculty members—were much more likely to say resources were available, highlighting a gap in how institutions recommend and refer students to resources.

What’s different: Student readiness has declined from a number of angles: historically low ACT scores , a lack of study skills, class attendance, classroom participation and meeting deadlines consistently. Teenagers entering higher education are also more likely to say they struggle with their mental health and loneliness .

In addition to the new challenges traditional-aged students face in higher education due to their pandemic-related learning loss, today’s student demographics are changing, says EAB’s Alexa Silverman, senior director of student experience and well-being research.

Close to half are employed and many are simultaneously caring for a dependent and an older adult in their family. Additionally, the number of students with psychological-based disabilities have increased and more first-generation learners are enrolled than ever before.

Higher ed tends to make assumptions about what students know how to do. “We tell students ‘You should know how to study,’ but have we really broken down what those skills are?” Silverman says.

Making use of office hours is one example of an assumed-skill, Silverman says. Many students aren’t familiar with the language of office hours and don’t know how to effectively engage with their professor when they do show up.

“While a lot of these changes to processes and resources have been made to address learning loss for the traditional student, I think this set of challenges or barriers have also faced our post-traditional students, adult learners and first-generation students ,” Silverman says.

Reframing the issue: College readiness is the idea that a student should be prepared and equipped to succeed at their institution, but many in higher ed want to shift the conversation to institutional readiness . Student success leaders share their perspective that, if a college enrolls a student, that is the indication the student can be successful there.

In speaking to over 100 administrators and leaders , Silverman found institutional readiness was a strong theme in their conversations about serving students, but how that’s being modeled is just starting to be seen.

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Instead of placing responsibility on students, she says, colleges and universities can model institutional readiness through:

• Making implicit assumptions explicit. Also called the “ hidden curricula of higher education ,” institutional leaders, staff and faculty members can provide education to students about the college experience and what skills they need to be successful. Montclair State University launched a campaign in spring 2024 to provide weekly themes of student success and practical strategies to students to promote their academic and co-curricular achievement.
• Modeling a growth mindset. Historically, higher education has had a “weed out” mentality that assumes a student who struggles is not capable of completing their degree. Rather, Silverman argues institutions should emphasize growth and that struggles are part of learning. Practitioners should share with learners that asking for help is not failure and using campus resources such as tutoring is part of good practice. Colorado College integrated an intervention in its first-year seminar that frames support resources as athletic trainers or coaches to hone academic skills, making students aware of services and how those services can serve their individual needs.
• Supporting faculty development. Many of today’s learners are very different from the faculty who are teaching them now, Silverman says, so campus leaders should increase instructors’ awareness of student demographics, how to break down implicit requirements in the classroom and how to refer learners to other offices, if needed. Administrators can also make investments in peer-coaching models or ready-to-use tools and materials to support this work. Texas A&M University at Kingsville implemented the Caring Campus program from the Institute for Evidence-Based Change to promote belonging among diverse student groups and implement best practices for student success.

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What is a Dissertation Preface? Definition and Examples 

A dissertation preface is an integral part of the dissertation writing process for both graduate and doctoral students. Even though the preface is found at the beginning of the dissertation, it is essentially a task that authors engage in at the very end of their dissertation work.  

What is a Dissertation Preface?  

A dissertation preface is a section that precedes the main body of your dissertation. Unlike other sections of the dissertation, which are strictly academic and formal, the preface offers a more personal touch as it provides context and insight into your research journey. In this section, the author outlines the background and criticality of the work they have done, acknowledges contributions, and reflects on the experiences and challenges they faced during the research process. 

The dissertation preface serves various purposes, including:  

• Providing context : The key purpose is to provide the study’s main context so that the reader can understand its relevance and scope. 
• Sharing the author’s experience in writing the document : In the preface, there is space for the author’s personal reflections as they talk about the importance of the work, personal experiences, and issues and challenges they would have faced. The author can discuss their research goals, the particular research methods that were utilized, and the reasons for their choice. 
• Expressing the author’s motivation : The preface is also used to express the interests or motivations that led to the research and its writing.  
• Acknowledging contributions : Although a separate acknowledgements section is often included, most authors choose to mention key institutions, faculty, mentors, family, and friends who contributed in significant ways to the research.  

What to include in a dissertation preface?  

Here are the essential components that should be covered in a dissertation preface: 

• A short personal background of the author. 
• A brief account of your personal experiences with the study matter or circumstances that inspired you to conduct the research. 
• A brief description of how you did your research and any challenges during the research process. 
• Mention the target audience of your dissertation. 
• In the closing of the preface, provide your name and place. And date of writing. 

Is Preface and Acknowledgements same?  

While both the preface and the acknowledgements sections are personal, they are two very distinct sections that serve different purposes and are placed differently within a dissertation. Usually, dissertations contain either a preface or an acknowledgement section. As detailed above, the preface provides context, shares personal experiences while writing and the circumstances that motivated the conduct of the study. Institutions and critical individuals are also acknowledged for their contributions. The acknowledgements section is focused entirely on expressing gratitude to all persons and institutions that contributed significantly to the research and dissertation writing process. 

How to write a dissertation preface?  

• Provide a brief introduction to your topic: Begin with an engaging statement or anecdote that captures the reader’s attention and introduces your dissertation topic. Offer a glimpse of the content, key topics you discuss, and why your central theme or argument is crucial to be studied in depth. 
• Express what inspired you to conduct the study: Briefly discuss the rationale for your research, including aspects that motivated you to delve deeper into the study. 
• Detail your research process: Mention how you conducted the research, the setbacks or challenges, the choice of methods and so on can be outlined. 
• Specify your target audience: This is important to engage the interest of the concerned people in your research work. 
• Thank those who supported your research and dissertation: Give due credit to the people and institutions that helped you complete your research and dissertation. 

Preface example  

Understanding the existential issue of climate change and its impact on our environment, specifically on fragile coral reef ecosystems, has been a persistent goal for me since high school. The work before you is the result of this passion and my desire to discover ways to mitigate the damages caused by quickly changing climate conditions.  Over the years, I have followed and put in many years of research and hard work to find ways to preserve these “rainforests of the sea.” Engaging with subject experts and advocates of environmental sustainability across academic circles and also the industry gave me the necessary wherewithal to start thinking of this research work.   

As I went along this challenging journey, I learned many things that have enriched this study. From navigating the complexities of data collection to balancing academic commitments, each step taught me valuable lessons in perseverance and critical thinking. This would not have been possible without the encouragement and support of many people.   

I am deeply grateful to my mentor and supervisor, Professor Janine Forsythe, for her guidance and support throughout this project. Her expertise and encouragement were invaluable in my research. A special thanks to my faculty for their support and for providing me with an enriching research environment. It would be remiss of me not to mention and thank the National Endowment Fund for providing me with the necessary grant, without which this work would not have been completed. Lastly, I am grateful to my family and friends for putting up with my long working hours and often distracted self. I hope my work will inspire others to take up further research and study in this field.  

Peter Morris  

Washington DC, 11 June 2022  

  In writing the dissertation preface, always remember to keep it brief, engaging, and impactful. Providing a personalized account of your motivations and study approach helps the intended audience to relate to your work. While you can write in the first person, ensure that you do not stray from an academic tone.

Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.  

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Related Reads:

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• How to Write a Scientific Paper in 10 Steps 
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How to Choose a Dissertation Topic

The ai revolution: authors’ role in upholding academic and research integrity, cite sources accurately in 10,000+ styles with paperpal’s new citation generator, you may also like, dissertation printing and binding | types & comparison , how to write a research proposal: (with examples..., how to write your research paper in apa..., how to write a phd research proposal, how to write an academic paragraph (step-by-step guide), maintaining academic integrity with paperpal’s generative ai writing..., research funding basics: what should a grant proposal..., how to write an abstract in research papers..., how to write dissertation acknowledgements.

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Applications for New Awards; Special Education Dissertation Research Fellowship Program

A Notice by the Education Department on 08/15/2024

This document has been published in the Federal Register . Use the PDF linked in the document sidebar for the official electronic format.

• Document Details Published Content - Document Details Agency Department of Education Document Citation 89 FR 66372 Document Number 2024-18271 Document Type Notice Pages 66372-66375 (4 pages) Publication Date 08/15/2024 Published Content - Document Details
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Department of Education

Institute of Education Sciences, Department of Education.

The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2025 for the Special Education Dissertation Research Fellowship Program.

Application Package Available: August 29, 2024.

Deadline for Transmittal of Applications: November 14, 2024.

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 December 7, 2022 ( 87 FR 75045 ) and available at www.federalregister.gov/​documents/​2022/​12/​07/​2022-26554/​common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs .

Courtney Pollack. Telephone: 202-987-0999. Email: [email protected] .

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.

Purpose of Program: In awarding research training grant programs, the Institute of Education Sciences (IES) aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners.

Assistance Listing Number: 84.324G.

OMB Control Number: 4040-0001.

Competition in This Notice: The IES National Center for Special Education Research (NCSER) is announcing one competition: Special Education Dissertation Research Fellowship Program (ALN 84.324G). Under the Dissertation program, doctoral students will receive support for conducting their dissertation and participating in related training with guidance from a sponsor at their institution. NCSER will consider only applications that address one or more of the following topics:

• Education Systems
• Education Technologies
• Low-Incidence Disabilities
• Postsecondary Education

Multiple Submissions: You may submit applications to more than one of the FY 2025 research and research training grant programs offered through the Department, including those offered through IES as well as those offered through other offices and programs within the Department. You may submit multiple applications to the grant program announced here as long as they specify different doctoral students and dissertation research. However, you may submit a given application only once for the IES FY 2025 grant competitions, meaning you may not submit the same application or similar applications to multiple grant programs within IES, to multiple topics within a grant competition, or multiple times within the same topic. If you submit multiple similar applications, IES will determine whether and which applications will be accepted for review and/or will be eligible for funding. In addition, if you submit the same or similar application to IES and to another funding entity within or external to the Department and receive funding for the non-IES application prior to IES scientific peer review of applications, you must withdraw the same or similar application submitted to IES, or IES may otherwise determine you are ineligible to receive an award. If reviews are happening concurrently, IES staff will consult with the other potential funder to determine the degree of overlap and which entity will provide funding if both applications are being considered for funding.

Exemption from Proposed Rulemaking: Under section 191 of the ( print page 66373) Education Sciences Reform Act, 20 U.S.C. 9581 , IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d) , and is therefore not required to offer interested parties the opportunity to comment on matters relating to grants.

Program Authority: 20 U.S.C. 9501 et seq.

Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.

Applicable Regulations: (a) The Education Department General Administrative Regulations in 34 CFR parts 77 , 81 , 82 , 84 , 86 , 97 , 98 , and 99 . In addition, the regulations in 34 CFR part 75 are applicable, except for the provisions in 34 CFR 75.100 , 75.101(b) , 75.102 , 75.103 , 75.105 , 75.109(a) , 75.200 , 75.201 , 75.209 , 75.210 , 75.211 , 75.217(a)-(c) , 75.219 , 75.220 , 75.221 , 75.222 , 75.230 , 75.250(a) , and 75.708 . (b) The Office of Management and Budget (OMB) Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180 , as adopted and amended as regulations of the Department in 2 CFR part 3485 . (c) The Guidance for Federal Financial Assistance in 2 CFR part 200 , as adopted and amended as regulations of the Department in 2 CFR part 3474 .

Note: The open licensing requirement in 2 CFR 3474.20 does not apply to this competition.

Note: The Department will implement the provisions in the OMB final rule OMB Guidance for Federal Financial Assistance, which amends 2 CFR parts 25 , 170 , 175 , 176 , 180 , 182 , 183 , 184 , and 200 , on October 1, 2024. Grant applicants that anticipate a performance period start date on or after October 1, 2024 should follow the provisions in the OMB Guidance for Federal Financial Assistance ( 89 FR 30046 ) when preparing an application. For more information about these updated regulations please visit: www.cfo.gov/​resources/​uniform-guidance/​ .

Type of Awards: Discretionary grants.

Fiscal Information: Although Congress has not yet enacted an appropriation for FY 2025, IES is inviting applications for this competition now so that applicants can have adequate time to prepare their applications. The actual level of funding, if any, depends on final congressional action. IES may announce additional competitions later in 2024.

Estimated Range of Awards: Up to $50,000 for the entire project period of 1 year.

Estimated Number of Awards: The number of awards will depend on the quality of the applications received and the availability of funds.

IES may waive any of the following limits on awards in the special case that the peer review process results in a tie between two or more grant applications, making it impossible to adhere to the limits without funding only some of the equally ranked applications. In that case, IES may make a larger number of awards to include all applications of the same rank.

IES intends to fund up to eight grants. However, should funding be available, IES may consider making additional awards to high-quality applications that remain unfunded after eight awards are made.

Note: The Department is not bound by any estimates in this notice.

Project Period: Up to 1 year.

1. Eligible Applicants: Eligible applicants are institutions of higher education in the United States and its territories that confer doctoral degrees.

2. a. Cost Sharing or Matching: The competition in this notice does not require cost sharing or matching.

b. Indirect Cost Rate Information: Under 34 CFR 75.562(c)(2) , indirect cost reimbursement on a training grant is limited to the recipient's actual indirect costs, as determined by its negotiated indirect cost rate agreement, or 8 percent of a modified total direct cost base, whichever amount is less. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see www2.ed.gov/​about/​offices/​list/​ocfo/​intro.html .

3. Subgrantees: A grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application.

1. Application Submission Instructions: Applicants are required to follow the Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 ( 87 FR 75045 ) and available at https://www.federalregister.gov/​documents/​2022/​12/​07/​2022-26554/​common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs , which contain requirements and information on how to submit an application.

2. Other Information: Information regarding program and application requirements can be found in the currently available IES Application Submission Guide and in the Request for Applications (RFA), which will be available on or before August 29, 2024, on the IES website at: https://ies.ed.gov/​funding/​ . The application package will also be available on or before August 29, 2024.

3. Content and Form of Application Submission: Requirements concerning the content of an application are contained in the RFA. The forms that must be submitted are in the application package.

4. Submission Dates and Times: The deadline date for transmittal of applications is November 14, 2024.

We do not consider an application that does not comply with the deadline requirements.

5. Intergovernmental Review: This competition is not subject to Executive Order 12372 and the regulations in 34 CFR part 79 .

6. Funding Restrictions: We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice.

1. Selection Criteria: For all of its grant competitions, IES uses selection criteria based on a peer review process that has been approved by the National Board for Education Sciences. The Peer Review Procedures for Grant Applications can be found on the IES website at https://ies.ed.gov/​director/​sro/​application_​review.asp .

Peer reviewers will be asked to evaluate the significance of the application, quality of the research plan, quality of the career plan, and quality of the management plan. These criteria will be described in greater detail in the RFA.

Applications must include budgets no higher than the maximum award as set out in the RFA. IES will not make an award exceeding the maximum award amount as set out in the RFA.

2. Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, IES may consider, under 34 CFR 75.217(d)(3) , the past performance of the applicant in carrying out a previous award, such as the applicant's use of funds, achievement of project objectives, compliance with the IES policy regarding public access to research, and compliance with grant conditions. IES may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality.

In addition, in making a competitive grant award, IES requires various ( print page 66374) assurances including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department ( 34 CFR 100.4 , 104.5 , 106.4 , 108.8 , and 110.23 ).

3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 200.206 , before awarding grants under this competition, the Department conducts a review of the risks posed by applicants. Under 2 CFR 200.208 , IES may impose specific conditions and, under 2 CFR 3474.10 , in appropriate circumstances, high-risk conditions on a grant if the applicant or grantee is not financially stable; has a history of unsatisfactory performance; has a financial or other management system that does not meet the standards in 2 CFR part 200, subpart D ; has not fulfilled the conditions of a prior grant; or is otherwise not responsible.

4. Integrity and Performance System: If you are selected under this competition to receive an award that over the course of the project period may exceed the simplified acquisition threshold (currently $250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your integrity, business ethics, and record of performance under Federal awards—that is, the risk posed by you as an applicant—before we make an award. In doing so, we must consider any information about you that is in the integrity and performance system (currently referred to as the Federal Awardee Performance and Integrity Information System (FAPIIS)), accessible through the System for Award Management. You may review and comment on any information about yourself that a Federal agency previously entered and that is currently in FAPIIS.

Please note that, if the total value of your currently active grants, cooperative agreements, and procurement contracts from the Federal Government exceeds $10,000,000, the reporting requirements in 2 CFR part 200, Appendix XII , require you to report certain integrity information to FAPIIS semiannually. Please review the requirements in 2 CFR part 200, Appendix XII , if this grant plus all the other Federal funds you receive exceed $10,000,000.

5. In General: In accordance with the OMB's guidance located at 2 CFR part 200 , all applicable Federal laws, and relevant Executive guidance, the Department will review and consider applications for funding pursuant to this notice inviting applications in accordance with:

(a) Selecting recipients most likely to be successful in delivering results based on the program objectives through an objective process of evaluating Federal award applications ( 2 CFR 200.205 );

(b) Prohibiting the purchase of certain telecommunication and video surveillance services or equipment in alignment with section 889 of the National Defense Authorization Act of 2019 ( Pub. L. 115-232 ) ( 2 CFR 200.216 );

(c) Providing a preference, to the extent permitted by law, to maximize use of goods, products, and materials produced in the United States ( 2 CFR 200.322 ); and

(d) Terminating agreements in whole or in part to the greatest extent authorized by law if an award no longer effectuates the program goals or agency priorities ( 2 CFR 200.340 ).

1. Award Notices: If your application is successful, we notify your U.S. Representative and U.S. Senators and send you a Grant Award Notification (GAN); or we may send you an email containing a link to access an electronic version of your GAN. We also may notify you informally.

If your application is not evaluated or not selected for funding, we notify you.

2. Administrative and National Policy Requirements: We identify administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice.

We reference the regulations outlining the terms and conditions of an award in the Applicable Regulations section of this notice and include these and other specific conditions in the GAN. The GAN also incorporates your approved application as part of your binding commitments under the grant.

3. Grant Administration: Applicants should budget for an annual meeting of four days for project directors to be held in Washington, DC.

4. Reporting: (a) If you apply for a grant under the competition announced in this notice, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b) .

(b) At the end of your project period, you must submit a final performance report, including financial information, as directed by IES. If you receive a multiyear award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by IES under 34 CFR 75.118 . IES may also require more frequent performance reports under 34 CFR 75.720(c) . For specific requirements on reporting, please go to www.ed.gov/​fund/​grant/​apply/​appforms/​appforms.html .

5. Performance Measures: To evaluate the overall success of its special education research grant programs, IES annually assesses the percentage of projects that result in peer-reviewed publications, the number of newly developed or modified interventions with evidence of promise for improving learner education outcomes, and the number of IES-supported interventions with evidence of efficacy in improving learner education outcomes. School readiness outcomes include pre-reading, reading, pre-writing, early mathematics, early science, and social-emotional skills that prepare young children for school. Developmental outcomes for infants and toddlers (birth to age three) include cognitive, communicative, linguistic, social, emotional, adaptive, functional, or physical development. Student academic outcomes include learning and achievement in academic content areas, such as reading, writing, math, and science, as well as outcomes that reflect students' successful progression through the education system, such as course and grade completion; high school graduation; and postsecondary enrollment, progress, and completion. Social and behavioral competencies include social and emotional skills, attitudes, and behaviors that are important to academic and post-academic success. Functional outcomes include behaviors and skills that learners need to participate in developmentally appropriate routines and activities. Transition outcomes include transition to employment, independent living, and postsecondary education. Employment and earnings outcomes include hours of employment, job stability, and wages and benefits, and may be measured in addition to student academic outcomes.

6. Continuation Awards: There is no option for a continuation award under this competition.

Accessible Format: On request to the program contact person listed in FOR FURTHER INFORMATION CONTACT , as well as in the RFA and application package, individuals with disabilities can obtain this document and a copy of the RFA in an accessible format. The Department will provide the requestor with an accessible format that may include Rich Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, braille, large print, audiotape, compact disc, or other accessible format. ( print page 66375)

Electronic Access to This Document: The official version of this document is the document published in the Federal Register . You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov . At this site you can view this document, as well as all other Department documents published in the Federal Register , in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

You may also access Department documents published in the Federal Register by using the article search feature at www.federalregister.gov . Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Matthew Soldner,

Acting Director, Institute of Education Sciences.

[ FR Doc. 2024-18271 Filed 8-14-24; 8:45 am]

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War latest: Ukraine destroys Russian bridge in Kursk region; Putin's forces capture territory in Donetsk

Moscow's forces have captured parts of Donetsk amid Ukrainian strikes in the region. Meanwhile, Ukraine has destroyed a bridge over a river in the Kursk region, Russian state news reports. Listen to a Daily podcast on how Ukraine broke through Vladimir Putin's "red line" as you scroll.

Friday 16 August 2024 19:12, UK

• Putin's forces capture territory in Donetsk - amid Ukrainian strikes on region
• Ukraine destroys Russian bridge in Kursk region - report
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• Ukraine's invasion bringing world to 'brink of a third world war' claims Russian MP
• 'We could lose': Russian state TV commentators gloomy over Kursk
• Anti-Putin group urges Russian soldiers to surrender and fight for Ukrai ne
• Putin aide claims NATO and West helped Ukraine plan attacks
• Michael Clarke : Pokrovsk in real trouble as Russian troops advance
• Eyewitness: Russian detainees in Ukraine reveal Kursk reality
• Listen to the Daily above and tap here to follow wherever you get your podcasts
• Live reporting by Jess Sharp and (earlier)  Katie Williams

Three police officers have been injured in a drone attack in the Mykolaiv region, Ukraine's national police has said. 

In a post on Telegram, the force said the officers were in the southern Ukrainian area to document the aftermath of previous Russian attacks when a drone hit their car. 

It said they all received "explosive injuries" and were undergoing treatment. 

It also shared images purporting to show the damaged vehicle. 

Russia has summoned Italy's ambassador in Moscow after journalists entered the Kursk region. 

The Russian foreign ministry said the official had been summoned over an "illegal border crossing" by a team of correspondents from Italian state broadcaster RAI. 

It said the team had reported from Ukrainian-held parts of Kursk earlier this week. 

"A strong protest was expressed to the ambassador in connection with the actions of the film crew of the Italian state television and radio company "RAI", which illegally entered the territory of the Russian Federation to cover the criminal terrorist attack of Ukrainian militants in the Kursk region," it said on Telegram. 

"In gross violation of Russian legislation and elementary rules of journalistic ethics, the Italian correspondents used their stay in our country to whitewash the propaganda support for the crimes of the Kyiv regime." 

It said the actions of the journalists fell under Russia's criminal code and authorities were taking steps to "establish the circumstances of the crime". 

On Tuesday 6 August, Ukrainian forces launched their invasion of Russia's Kursk region. 

The offensive came as a shock, with Russian officials scrambling to respond as troops and armour poured across the border. 

The Ukrainian operation has been taking place under tight secrecy, with participating forces reportedly only told about it a day before it began.

Since then, fighting has continued and Ukraine has been able to advance further into the region. 

Yesterday, Volodymyr Zelenskyy said his troops had captured the largest Russian town to date - an area called Sudzha. 

Now, Ukraine's military has released footage purporting to show day one of the Kursk offensive. 

In the clip, a Ukrainian tank fires at the Sudzha border crossing terminal.

At least three Russian soldiers are seen signalling their surrender before a larger group exit the rubble of the terminal.

An even larger group of Russian prisoners are seen walking towards Ukrainian territory.

Ukraine is "strengthening" its positions in Russia's Kursk region, but the frontline is still its "top priority", Volodymyr Zelenskyy has said. 

In a post on X, the Ukrainian president said the information came from a report by the armed forces commander-in-chief Oleksandr Syrskyi. 

Briefing Mr Zelenskyy via video link, Mr Syrskyi said Kyiv's forces were advancing 1km to 3km in the Kursk region. 

He also reported fighting in the area of Malaya Loknya - some 11.5km from the Ukrainian border. 

Posting about the report, Mr Zelenskyy said: "The Kursk region operation - we are strengthening our positions and replenishing 'exchange fund' for Ukraine. I am grateful to each of our warriors." 

"The frontline remains our top priority, particularly the Pokrovsk and Toretsk directions," he added.

Earlier today, Ukraine ordered the evacuation of Pokrovsk in the eastern Donetsk region. 

The order comes as Russian forces continue to push along the frontline in a bid to capture more territory in Ukrainian-controlled areas of Donetsk. 

Ukraine has destroyed a bridge over a river in Russia's Kursk region, Russian state news agency TASS has reported. 

The bridge, which crosses the River Seym, links areas of Kursk that are still controlled by Russia and areas where Kyiv has made advances. 

Its destruction has made civilian evacuations harder, TASS reported, citing Russian security officials. 

A mass evacuation is currently under way in the Glushkov district in the region, which is home to around 20,000 people. 

Earlier today, reports started to emerge that the bridge had been partially damaged in an attack. 

The Kremlin-aligned Mash Telegram channel then reported the bridge was struck by a rocket and had collapsed. 

Russian and Ukrainian authorities have not yet commented on the attack.

Last week, Ukraine launched a surprise invasion of Kursk, with Volodymyr Zelenksyy saying yesterday that his troops had captured the town of Sudzha in the region. 

Ukraine has set up storage facilities to hold and send aid to Russian civilians in Kyiv-held parts of Kursk, the country's interior minister has said.

The units have been set up in the northern part of Ukraine's Sumy region, which is on the Russian border and where Kyiv's troops launched their incursion from. 

Ukraine has said it has taken control of 82 settlements in Kursk after it launched its cross-border attack on 6 August. 

"The citizens abandoned by Russia are mostly elderly people, people with disabilities, and families with children," minister Ihor Klymenko said on Telegram. 

"They need food, water and medicine," he added. 

During a trip to the Sumy region, Mr Klymenko said about 150 food parcels had been sent to civilians in the area.

Kyiv officials have said they plan to create evacuation corridors from the Kursk region and to open access to international humanitarian missions.

Russia has called the Ukrainian incursion a "major provocation" and vowed to retaliate with a "worthy response". 

Ukraine's Olympic fencing champion has sold her sabre at auction to raise money for her country's war effort. 

Olga Kharlan's sabre sold for 10 million hryvnias (£188,075) during the auction for the Serhiy Prytula Charity Foundation. 

In a post on Facebook, the charity said: "Thanks to Olga for such a valuable artifact. 

"This sabre has already brought one victory, and its price will soon bring victories on the battlefield." 

Kharlan won Ukraine's first medal at the Paris 2024 Olympics after beating South Korea's Choi Sebin 15-14 for the women's sabre fencing bronze. 

At least two people have been killed and several have been injured after shelling hit a shopping centre in the Russian-controlled part of Donetsk, Russian state news agencies have reported. 

"Preliminarily there is information about at least two dead", the TASS news agency cited local operational services as saying, adding that the number of dead could rise. 

Local authorities were quoted as blaming Ukraine for the attack. 

In our 14.40 post, we told you the Kremlin-installed governor of the city, Denis Pushilin, had said the strikes sparked a fire of more than 10,000 square metres at the "Galaktika" shopping centre. 

He also said seven people had been injured.

The Donetsk region in eastern Ukraine was illegally annexed by Russia in 2022, despite its forces only partially controlling it. 

In recent days, Russia has been pushing forward to the northwest of Donetsk, with Ukraine ordering the evacuation of the nearby city of Pokrovsk in response. 

Pokrovsk, which has been in Moscow's sights for several months, is one of Ukraine's main defensive strongholds and a key logistics hub in the region. 

Its capture would compromise Ukraine's defensive abilities and supply routes. 

The Russian defence ministry has released a video purporting to show new recruits training for an "assault detachment". 

In the clip, which has not been verified by Sky News, a group of people in army uniforms run from the back of a vehicle and fire weapons across a piece of dry land. 

In a post on Telegram, the ministry said the recruits were practising capturing enemy strongholds at a training ground. 

It added that servicemen who helped capture a village in Ukraine's eastern Donetsk region were preparing the fighters for their units. 

Donetsk, which was illegally annexed by Russia in the early days of the war, is partially controlled by Moscow's forces.

Once the troops are trained, they will join forces fighting in the south Donetsk area, the ministry said. 

A shopping centre in Russian-controlled Donetsk city has been destroyed in what Russia has branded as a Ukrainian attack.

Earlier, Denis Pushilin, the Kremlin-installed governor of the city, said the apparent strikes sparked a fire of more than 10,000 square metres at the "Galaktika" shopping centre and injured seven people.

Black smoke has been pouring from the building in the aftermath of the blaze.

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