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

March 2023

AERA has announced 10 recipients of its dissertation and research grant awards. Grant recipients are studying salient issues in STEM education and policy as well as topics related to student school experiences, school leadership, and education outcomes. The recipients are selected through and supported by the AERA-NSF Grants Program, which has been funded by the National Science Foundation (NSF) since 1990.

These scholars are using federal data sets such as the National Assessment of Educational Progress (NAEP), the Early Childhood Longitudinal Study, the National Household Education Survey, the U.S. Census, and the Common Core Data, as well as State Longitudinal Administrative Data systems (SLDS) data from New Jersey, New York, Tennessee, and Texas. These studies use rigorous quantitative methods and advanced statistical techniques to examine topics and issues in education research.

The dissertation grants provide advanced graduate students with $27,500 for one year as they write up their research, and early career scholars up to $35,000 for a two-year study. In addition to the funding, scholars participate in professional development and training activities aimed at building their research capacity and encouraging the use of large-scale data in education research.

The NSF has funded the Grants Program for over three decades in support of AERA’s efforts to enhance the visibility and use of large-scale designed and administrative data through dissertation and research grants and statistical institutes aimed at building research capacity. Over 600 graduate students and early career scholars have received these grants as they launched their careers and developed their research agendas in STEM education research.

“The AERA-NSF Grants Program continues to provide extraordinary training and support for new scholars using large-scale designed and administrative data to study STEM and other education research topics,” said Barbara Schneider (Michigan State University), chair of the program’s governing board. “We are eager for these scholars to implement their proposed studies, analyze their data, and generate findings and results that will inform STEM education and policy.”

Several current and former AERA-NSF Grants Program grantees will present their research in poster sessions during the 2023 AERA Annual Meeting in Chicago. Dissertation grantees will present in the session Promising Scholarship in Education Research: Dissertation Fellows and Their Research, on Friday, April 14, from 11:40 a.m. to 1:10 p.m. The research grantees will present in the session Excellence in Education Research: Early Career Scholars and Their Work, on Saturday, April 16, from 11:40 a.m. to 1:10 p.m. Both sessions will be held in the Hyatt Regency Chicago/Riverside West Exhibition Hall. The poster presentations will also be available in the AERA iPresentation Gallery.

For more information about the Grants Program visit the AERA website. The next proposal deadline for dissertation and research grants will be this fall.

AERA Grants Dissertation Grantees
Recipient Project Title

Fabian Barch
New York University

Estimating the Effects of Homelessness on Student Learning Outcomes

Lauren Covelli  
Vanderbilt University

ACT Testing Policy in Tennessee: Effects on Test-Taking, Scores, and College Enrollment

Megumi Hine
Johns Hopkins University

Examining School Opportunities for Family Engagement

Hannah Kistler
Vanderbilt University

Principal Attributes and Teachers’ Returns to Experience

Matthew Lenard
Harvard University

The Impacts of High School Industry Certifications: Regression Discontinuity Evidence


AERA Grants Research Grantees
Recipient Project Title

Vandeen Campbell
Rutgers University, Newark

What Science Course Sequences in High School Affect College-Level Science Pathways? Variations by School Segregation in New Jersey

Joel Mittleman
University of Notre Dame

Advancing a “Gender Predictive” Approach to Educational Inequality

Sonyia Richardson
University of North Carolina at Charlotte

Missing Out: Examining the Effects of School Absences on End of Year Assessments in Mathematics and Science

John Williams III
Texas A&M University at College Station

A multiyear statewide investigation on the effects of Texas students’ disciplinary outcomes and end of course assessments for mathematics and science

Susu Zhang    
University of Illinois at Urbana-Champaign

Revision and review behavior in large-scale computer-based assessments: An analysis of NAEP mathematics process data