Abstract:Education research occupies a distinctive position in public science because it is expected to advance scholarly knowledge while also informing learning, teaching, participation, and workforce development. This study examines how the intellectual characteristics of NSF-funded education proposals are associated with the subsequent academic performance of funded scholars. Linking 8,715 NSF education awards from 1990 to 2020 with 84,519 publications by principal investigators, the analysis focuses on four major NSF education divisions that collectively span undergraduate and graduate levels, formal and informal learning environments, and inclusive educational initiatives. Proposal novelty is measured as semantic distance from prior funded projects within the same division, topical diversity as breadth across latent research themes, and intellectual orientation as theoretical, practical, or balanced. The results show that NSF education funding is consistently associated with higher publication output across divisions. However, this increase is not accompanied by stronger citation performance or higher journal-level visibility; citation and CiteScore estimates are often negative, particularly in later decades. Proposal novelty shows limited and uneven associations with post-award outcomes, whereas topical diversity is more clearly related to publication growth in some divisions but weaker citation-based performance in others. Balanced proposals that integrate theoretical and practical aims display the most favourable overall profile, combining positive publication associations with fewer negative citation-based patterns. These findings highlight the importance of evaluating education research funding through multiple academic outcomes and division-specific research contexts.
From: Yang Ding [view email]
[v1]
Sun, 31 May 2026 10:01:21 UTC (969 KB)
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