AERA Announces Recipients of Dissertation and Research Grant Awards
AERA Announces Recipients of Dissertation and Research Grant Awards

July 2021

AERA has announced 12 recipients of its Dissertation and Research Grant Awards. The recipients are studying salient and relevant topics in education research that directly address or indirectly inform STEM, such as science course-taking trajectories, student achievement gaps, and access to higher education. The recipients are selected through and supported by the AERA-NSF Grants Program, which has been funded by the National Science Foundation since 1990.

These scholars are using federal data sets or federally funded data sets such as from the Early Childhood Longitudinal Study, the High School Longitudinal Study,  the Add Health Study, the Trends in International Mathematics and Science Study, the Common Core of Data, and the Civil Rights Data Collection. Also,  Statewide Longitudinal Data Systems (SLDS) such as the SLDS data from Tennessee, North Carolina, or Texas are used by awardees. These studies use rigorous quantitative methods and advanced statistical techniques to examine topics and issues in education research.

The grants provide advanced graduate students with $25,000 for one year as they write up their research; early career scholars receive up to $35,000 for a two-year study. In addition, scholars participate in professional development and training activities aimed at building their research capacity and encouraging the use large-scale data in education research.

Since 1990, the AERA-NSF Grants Program has supported over 600 graduate students and early career scholars as they launched their careers and developed their research agendas in STEM education research.

“The AERA-NSF Grants Program supports some of the most promising STEM education research that draws from large-scale data sets and state longitudinal administrative data,” said Barbara Schneider (Michigan State University), chair of the program’s governing board. “The program supports new and early career scholars who are expanding how we use large-scale data to understand and inform education practices and policies.”

Current and former AERA-NSF Grants Program grantees will present their research in poster sessions during the 2022 AERA Annual Meeting in San Diego. For more information about the Grants Program, visit the AERA website. The next proposal deadline for Dissertation and Research Grant Awards will be October 5. The tables below list the dissertation and research grant recipients who will begin their research this summer.

AERA Grants Dissertation Awardees
Recipient Project Title

Amberly Dziesinski
Vanderbilt University

Tennessee HOPE Access: A Regression Discontinuity of Student Enrollment, Persistence, and Completion

Heewon Jang   
Stanford University

Racial Economic Segregation among U.S. Public Schools

Elise Marifian
University of Wisconsin, Madison

Selling College: The Effect of TV Advertising on the Demand for Higher Education

Pamela Nicholas-Hoff
University of Virginia

The Relationship Between School Racial Composition and Out-of-School Suspensions

Connor Oswald
Florida State University

The Best and Brightest, Investigating Florida's Teacher Scholarship Impact on Teacher Recruitment and Retention

Zhiling Shea
University of California, Irvine

Evidence on Interventions for Disadvantaged Children in Early Childhood Education

Hyunwoo Yang
University of Wisconsin, Madison

The Effects of Wisconsin's Universal 4K Program on Academic Achievement Gaps

Patrick Graff     
University of Notre Dame

Trust in Teachers: The Role of Teacher Experience and Relational Trust in Schools

Charles Sanchez              
University of Georgia

Here to Stay: Assessing the Relationship Between Pre-College Access Programs and College Enrollment and Persistence


AERA Grants Research Awardees
Recipient Project Title

Noli Brazil
University of California, Davis

Urban Public School Closures and School District Segregation in the United States

Chloe Gibbs
University of Notre Dame

The War on Poverty and Higher Education Access: Educational Attainment and Intergenerational Effects of Upward Bound

David Mickey-Pabello
Harvard University/UCLA

No Merit in the Meritocracy: The Ostensible Conservatism of Affirmative Action Bans

Hajime Mitani
Rowan University

Performance-based Compensation Systems and Principal Job Performance

Jackie Relyea    
North Carolina State University

Co-Development of Reading Ability and Science Content Knowledge for Elementary-Grade English Learners: The Impact of Language Instruction Educational Program (LIEP)

Michael Villarreal          
University of Texas at San Antonio

The Incidence and Effects of School Mobility on Educational Achievement

Xiaoyang Ye      
Brown University

High School Mathematics and Science Coursetaking Trajectories: Understanding Coursetaking, Its Relationship to Outcomes, and the Potential for Information to Affect Change

Se Woong Lee  
University of Missouri

Painting the Landscape of Rural Racial Achievement Gaps: Locale, Race, and Achievement

Benjamin Shear               
University of Colorado Boulder

Gender Bias in Item Formats for Large-Scale Assessment: New Evidence and Considerations for State Accountability Testing

The AERA Grants Program is funded by the National Science Foundation under NSF award NSF-DRL #1749275.

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