Federal Policy Evaluation

edCount works on behalf of the U.S. Department of Education to review federal policies, survey and evaluate states’ responses to such policies, and provide analysis or recommendations based on our findings.


edCount @Work

LIEPs: Lessons from the Research and Profiles of Promising Programs

edCount partnered with another woman-owned small business to complete the Language Instruction Educational Programs (LIEPs): Lessons from the Research and Profiles of Promising Programs project, initiated by the U.S. Department of Education.

The major purpose of this project was to gather data from the field that would yield an initial portrait of well-designed and implemented LIEPs, and to provide practical guidance to local educators on selecting, designing, implementing, and evaluating LIEPs. edCount contributed to the project by conducting an extensive review of foundational literature relevant to LIEP design and implementation, and by conducting site visits to 20 promising LIEPs using protocols we helped develop. edCount also served as the substantive lead in the creation of a practitioners’ guide – the project’s central product – that supports state and local practitioners as they select, design, implement, and evaluate LIEPs.

National Evaluation of Title I and Title II Implementation

edCount joined Westat, Inc. and Mathematica Policy Research to perform an evaluation of how states, schools, and districts use Title I and Title II funds, and to identify trends in outcomes both before and after reauthorization of the Elementary and Secondary Education Act of 1965.

To support this work, edCount designed data collection instruments to examine district-level approaches for encouraging college- and career-readiness, collected and analyzed district and school level survey data, and prepared reports to document findings.

National Evaluation of Title III Implementation

In 2008, the U.S. Department of Education initiated a contract to evaluate the implementation of Title III of the No Child Left Behind Act (NCLB), which specifically addresses policy and programs to serve English learners (ELs).

edCount contributed substantive expertise to the National Evaluation of Title III by collecting and analyzing English language proficiency standards and supporting documents for all 50 states and the District of Columbia, and producing a report detailing our findings. edCount also conducted a comprehensive literature review on standards, assessments, and accountability practices under Title III, and engaged in the collection, synthesis, and analysis of data captured via telephone and on-site interviews with state-level administrators of Title III and related programs.