U.S. Department of Education, Contracts and Purchasing Operations, CPO, 7th & D Streets SW, Room 3616, Washington, DC 20202-4443

B -- COMING TO CLOSURE: A SYNTHESIS OF RECENT REPORTS ON THE STRUCTURE AND PURPOSES OF EDUCATIONAL RESEARCH, DEVELOPMENT, AND DISSEMINATION, WITH RECOMMENDATIONS FOR NEXT STEPS POC Isadora Binder, 202/708-5141 The Department of Education anticipates that one sole-source contract will be awarded to the National Academy of Sciences (the Academy) to facilitate the project titled, "Coming to Closure: A Synthesis of Recent Reports on the Structure and Purposes of Educational Research, Development, and Dissemination, with Recommendations for Next Steps." This project is sponsored by the National Educational Research Policy and Priorities Board (The Board). The anticipated duration of this contract is 12 months with one 12-month option period. The first phase of this work will be completed one year from award. Pending availability of funds an option period will require a follow-up report on implementing strategies, for FY 2001. The purpose of this procurement is to identify and convene a group of experts who are familiar with education research as well as research in other social sciences (1) to review and synthesize recent literature on the science and practice of educational research, including reports of the National Academy of Education, the Office of Educational Research and Improvement, the President's Commission on Science and Technology, RAND, the 1999 policy statement of the Board, and others; (2) to Explore similarities and differences between education research and other social science and policy research domains; (3) to develop a set of recommendations to the Board on a set of options and strategies for the future of the federal role in education research, with specific reference on the future of OERI; (4) and to make recommendations to the Board on the optimal framework for the federally funded educational research enterprise based on a number of discrete reports. For the first time in decades, based on an imperative from the public to improve the productivity of American schools, the nation and the Congress are poised to increase substantially federal investments in educational research. However, there is a reluctance, in the absence of a compelling rationale and strategy and lingering doubts about thequality and reliability of educational research findings, to take action and move ahead with major studies of how learning is best accomplished. The Board believes that a number of outstanding recent reports, some of which have been prompted by the impending reauthorization of the Office of Educational Research and Improvement, are a rich source of new thinking on our need for knowledge in the field and would provide a timely focus for a research summit. In addition, independent scholars and critics have contributed their insights to the debate, and have suggested ways to do business differently to achieve our objectives. With proper analysis, there could be extrapolated from these recent retrospectives a validation for past work as well as a justification and framework for future work. The Board sees an opportunity for a cadre of scholar-experts to evaluate these reports and findings, and to make a definitive statement to the public that scientific inquiry has given us reliable information about conditionsunder which research can help improve education, and that it makes sense to reform the organization of education research funding to advance progress in the field. This report would serve as the basis for the second step, to develop recommendations for institutional arrangements to support quality research that will focus in a sustained manner on core problems. This would require an analysis of existing funding mechanisms as well as the capacity of the field. Further study would examine information derived from education and areas outside of education, the roles of theory and hypothesis, design experiments, and the culture of peer review. To carry out the work as defined, the Board clearly needs a prestigious, authoritative, and nationally respected organization with direct access to experts in a wide range of education-related disciplines, with experience in convening expert panels, and with proven ability to produce influential and credible reports. The organization must be known for its objectivity, and its reputation must transcend any appearance of political influence or advocacy. It must be composed of individuals of exceptional ability and distinguished reputation who are in the front rank of their professions. The Board has identified the Academy, as the only organization that can meet its requirements and carry out the work in the manner needed. The Academy was chartered specifically to be responsive to federal agencies in the manner proposed here. Inherent in the work of the Academy are its on-going activities in the area of education. It operates through the use of panels of highly respected experts in many fields, including education. For the proposed work, it is important to call upon nationally respected experts in fields in addition to education such as science, technology, economics, and social science. The Academy is uniquely situated to do this. Not only does the Academy have access to people who have expertise in education and educational research, but it also has access to members of theAcademy from other disciplines who are also interested in education and education research and who could add to the expert panel. The Academy is particularly positioned in terms of the impact of the results of the study. It is the Academy to which the Congress and public generally turn on especially controversial issues where they want the weightiness of the best scientists and experts brought to bear on the problem. The Academy is the only group that has the public credibility and the ability to recruit, pro bono, all the people for the panel. The Academy through the National Research Council (NRC) is able to call on two distinguished entities within its organization to assist in the work: the Center for Education Policy and Improvement (CEPI) and the Commission on Behavioral and Social Sciences and Education (CBASSE). Since all the education work for the Academy is done within these two bodies, this will increase the capacity of the Academy to do the proposed work. CBASSE has been called on to do somewhatsimilar work for the Department in the past. In 1992, prior to the reauthorization of OERI, the agency asked the Academy to consider how federally supported education research can better contribute and improve the nation's education. The Academy, through the NRC and carried out by CBASSE, convened an expert panel and produced at set of recommendations in a publication titled, Research and Education Reform: Roles for the Office of Educational Research and Improvement. The Academy's past history in using expert panels to examine educational research further reinforces their ability, credibility, and uniqueness to do the proposed work. In addition to its very broad-based expertise, the Academy is also unique in its review process. They have a very rigorous peer review process and vetting of all their reports. The Academy's review process brings with it considerable credibility and a well-structured and respected review infrastructure, important to the Board. It will provide a weight to what is being said thatno other group can provide. Any business or firm that thinks it is qualified and able to perform this procurement should submit a detailed capability statement to Isadora Binder, Contract Specialist, by 2:00 p.m., June 8, 2000 outlining its qualifications. Statements may be mailed to the above address, faxed to (202) 708-9817 or e-mailed to isadora_binder@ed.gov. Posted 04/20/00 (W-SN447143). (0111)

Loren Data Corp. http://www.ld.com (SYN# 0031 20000424\B-0014.SOL)