Research productivity and scholarly influence are a central foundation for the Neag School of Education. Its research portfolio currently averages more than $10 million in annual expenditures, with a mix of federally funded grant projects and state and local contracts. Neag School faculty actively compete for a diverse range of federal awards through the Institute for Education Sciences (U.S. Department of Education), National Science Foundation, and National Institutes for Health, and are regularly rewarded for their high-quality and innovative ideas. The expertise of Neag School researchers is highly sought at state and local levels to advance initiatives and evaluate outcomes. Together, the School’s faculty and departments are highly ranked across national metrics for their research productivity and scholarly influence.
The Neag School academic plan clearly acknowledges contributions to research and scholarship, and defines clear directions for moving into the future. The School’s strategic areas of focus are organized around the following four themes:
- Equity and Social Justice
- STEM Education
- Creativity and Innovation
- Educator Quality and Effectiveness
Engaging in innovative education reform with substantial impact on students and the systems surrounding them requires coordinated work over time to simultaneously implement change, study its effectiveness, and share it widely in ways that have lasting impact. We will accomplish these goals through deepening our transdisciplinary collaborations among educators, policymakers, researchers, and stakeholders across multiple fields to establish the policies, funding streams, and evidence-based practices that will promote achievement of state and national education goals.
We welcome your interest in our scholarly work, and invite you to contact us for more information about our current projects as well as potential for collaboration.
Recent Research in the News
Faculty researchers from across the Neag School are regularly featured in stories and announcements regarding their research. View recent examples below. Learn more about the nine Research Centers affiliated with the Neag School.
Incorporating Cultural Responsiveness into PBIS Framework
Segregation in schools was abolished in 1954 in the Supreme Court’s historical decision in Brown v. Board of Education. But this decree from the court did not magically wipe segregation or racial prejudices and tensions away. Read More on the NIH Grant
Black Students Who Have One Black Teacher Are More Likely to Go to College
The influence of having a black teacher can make a monumental difference in a black student’s life, and the effect begins early in an education. Read More on These Research Findings
Neag School Faculty Part of $32.6M U.S. Department of Education Grant
The University of Connecticut is serving as one of the lead institutions on a $32.6 million U.S. Department of Education grant supporting schools and districts throughout the nation to implement empirically based practices to increase student success. Learn more About This $32.6M USDE Grant
The Experience of Black Female Principals
Through a $50,000 grant from the Spencer Foundation, University of Connecticut assistant professor of educational leadership Jennie Weiner will investigate how microaggressions and discrimination affect the experiences of 25 black female principals. Neag professor Laura Burton is the co-investigator on this project. Read More on the Spencer Foundation Grant
NSF Awards More Than $2.5M for Neag School Faculty Research
Two research projects co-led by professors in the Neag School of Education have recently been awarded a total of more than $2.5 million in federal funding, made available through the National Science Foundation (NSF). Read More on Thse NSF-Funded Projects
A More Accessible ACT and SAT
According to a study by Joshua Hyman, an assistant professor at the University of Connecticut, the administration of SAT or ACT tests in schools has uncovered low-income students who might have otherwise not applied to college: About 480 for every 1,000 who had taken the test before 2007 and had scored well. Read More on This Study