An Investment In Education Research And Development Is An Investment In Our Children

Across 140 schools in six states, hundreds of teachers were learning how to implement an early intervention technique called the "Multi-Tiered System of Support for Reading," or MTSS-R. The program helps identify and support students with reading difficulties, particularly those with dyslexia. Through a contract with the U.S. Department of Education, researchers were collecting valuable data on this intervention to help educators in other states and communities apply this method in their schools, giving vulnerable students a better chance to get back on track with reading.

Unfortunately, just a few weeks ago, this contract was abruptly canceled along with 89 others that had experts studying what works best in educating America's students. The MTSS-R project was canceled after all the data had been collected but not yet analyzed, according to the Knowledge Alliance. As a result, parents, school leaders and policymakers will learn nothing from this study about how to guide investments and interventions in early literacy.

Canceling this contract was part of a larger move to cancel several existing contracts related to the Department of Education’s ability to collect education data—and the research and development (R&D) it enables—that tells us where students are excelling or struggling.

These are contracts that validated the science of reading as a key driver of literacy and spurred investments in emerging technologies, like AI, to power the next wave of educational innovation.

The Historical Role Of Federal Data Collection

For centuries, our nation has recognized the important federal role in helping citizens better understand our society through the collection and publication of data and statistics. This commitment dates back to the forging of the Constitution, which mandates the decennial census—our country’s foundational statistic.

Thomas Jefferson understood the power of information, writing, “No one more sincerely wishes the spread of information among mankind than I do, and none has greater confidence in its effect towards supporting free and good government.”

Today, data and evidence are the building blocks of informed decision-making. When it comes to our schools, the Department of Education has played a crucial role in collecting, disseminating and making education data and statistics useful to Americans. This includes making data on school performance available so that parents can make informed choices on where to send their kids to school. In this way, collecting and publishing education data is the living embodiment of Jefferson’s vision for a “free and good government.”

There has long been bipartisan support for data collection and R&D, as the knowledge generated through these efforts helps parents understand how well their children are learning and whether their community’s schools are performing. At the same time, the data enables educators and policymakers to identify both successes and failures in schools, offering a clear path toward improvement and the ability to make smarter local decisions.

Data Transparency Has Always Been Bipartisan

For years, both Republicans and Democrats have agreed on the need for transparency when it comes to student outcomes. As Christine Pitts shared, the No Child Left Behind era exposed long-hidden educational inequities, revealing how data in the aggregate can hide the struggles of entire student groups. A data-driven approach to school improvement forced states and districts to focus on driving success for all students. This is possible because every year for nearly the last 40 years, the Institute for Education Sciences (IES) at the Department of Education collected detailed data on all public K-12 schools, school districts, and state education agencies across the nation.

As news of the contract cancellations reverberated throughout the research community, the coalition I lead surveyed our members and the broader education R&D community on the immediate effects. The results showed that organizations were shaken and uncertain of what lay ahead, with 81% of the survey respondents saying they were “extremely concerned” about the potential impact on student achievement from the recent federal policy changes or funding decisions. Eighty-six percent said they were “extremely concerned” that the cuts would negatively impact the implementation of evidence-based programs in schools.

As one ALI member put it: “At a time when our students need to strengthen their knowledge and skills in data literacy, our government is cutting the funding for training teachers in data literacy in mathematics.”

Our Global Competitiveness Is At Stake

Robust investment in education R&D is key to our nation’s standing as a global innovation leader. Other industries, like medicine, defense, and agriculture, support their R&D with multi-billion-dollar investments needed to maintain our global leadership in those sectors. Yet, education lags, with only 1.8% of the Department of Education’s budget allocated to R&D, according to an analysis conducted last year by the Alliance for Learning Innovation.

In these challenging times of rapid change, I am heartened to know that dedicated individuals are stepping up to chart a course for the future of education R&D. For instance, a group of respected education researchers and thought leaders recently put forward in The 74 their ideas to “mend, not end” IES. As another example, the Foundation for American Innovation proposed concrete ways to increase the transparency and applicability of IES’s R&D, for the benefit of students and families. The Alliance for Learning Innovation, along with partners and advisors, will help lead this future-facing work. It is essential to articulate a new vision for education R&D, ensuring that progress in education continues.

I strongly believe that education R&D is not just a vital function of the federal government—it is an investment in schools and communities across the country. By supporting researchers who explore what works for students and in what contexts, the federal government empowers local and state leaders with the data they need to make informed, student-centered decisions. This approach honors local control while ensuring education policies and approaches are grounded in evidence-based practices.

When Thomas Jefferson called for the “spread of information among mankind,” he recognized that knowledge is not merely a collection of facts—it is a tool for building a stronger, more resilient nation. Now is the time to unite—across party lines and sectors—not only to preserve but to modernize the way we study and improve education in America.

This column first appeared in Forbes.