Skip to Content

Education Innovation and Research (EIR) Call for Peer Reviewers


Education Innovation and Research (EIR)
Early-phase, Mid-phase, and Expansion Grants
U.S. Department of Education

In the inaugural FY 2017 Education Innovation and Research (EIR) grant competition, we seek to support: 1) innovative K-12 education projects that have the potential to serve as models of best practice for increasing student achievement, particularly among high need students; and 2) the expansion (or scaling) of education practices that have evidence of effectiveness.

EIR now seeks principals and other school leaders, teachers, foundation officers, university faculty, researchers, professional development providers, and other individuals who have significant K-12 education experience to serve as reviewers in the following priority areas:

Promoting Diversity Improving School Climate Social-Behavioral Competencies Increasing Postsecondary Preparedness Improving Low-Performing Schools
  • Familiarity with socioeconomic integration strategies within and across districts
  • Expertise in racial, cultural, and socioeconomic issues that affect student achievement
  • Expertise in district recruitment, enrollment, and application policies and practices
  • Familiarity with issues such as school attendance boundaries, district choice policies, magnet school or charter school admissions, and transfer policies
  • Expertise in programs to improve school climate and culture as a means of improving student outcomes
  • Familiarity with school discipline policies and practices and how they affect disparities in student achievement
  • Understanding of the root causes of disciplinary problems
  • Familiarity with strategies to create safe, positive, and inclusive school cultures
  • Familiarity with strategies to improve social skills and behaviors and/or non-cognitive factors (such as academic mindset, perseverance, self-regulation, etc.)
  • Familiarity with the connections between social-behavioral competencies and student learning
  • Familiarity with college readiness programs
  • Familiarity with high school to college transition programs, or high school to career and technical programs
  • Familiarity with strategies to promote rigorous coursework that will prepare students for postsecondary programs
  • Experience working to improve the lowest-performing schools with the highest concentration of high need students
  • Familiarity with strategies to address performance gaps between student groups
  • Familiarity with strategies to improve school culture, use data effectively, and to implement research-based practices


Improving the Effectiveness of Principals Re-Engagement of Disconnected Youth Improving Early Learning and Development Outcomes Evaluation Research Methods and Design
  • Familiarity with strategies to prepare school leaders to become effective principals
  • Familiarity with leadership practices that lead to improved school culture, academic outcomes, and engagement of parents and stakeholders
  • Familiarity with strategies to provide support and development for principals
  • Familiarity with strategies to target youth, ages 16-24 who are not enrolled in school or working, to obtain a high school education
  • Familiarity with data systems to better match at risk or disconnected youth to educational interventions and support
  • Expertise on the transition between Pre-K and early elementary
  • Familiarity with ways to measure school readiness
  • Familiarity with programs to improve academic and social outcomes from birth to grade three
  • Familiarity with What Works Clearinghouse (WWC) Evidence Standards
  • Experiencing conducting evaluation/research studies in education


Rural Reviewers: We are particularly interested in reviewers who have experience in one of these priority areas and have experience addressing the unique needs of Rural Students.  Please highlight your rural experience in your submitted resume.

Expertise in other areas: If you are interested in reviewing and you do not have expertise in one of these priority areas, please apply anyway as long as you have strong experience in important areas of K-12 education. In our Mid-phase and Expansion grant competitions, applicants can submit applications addressing other topics, so long as they meet EIR’s requirements for evidence of effectiveness.  Consequently, we will need some reviewers in areas yet to be determined.

Instructions to Apply to Become a Reviewer

  • To serve as a reviewer, you must register as a reviewer and submit your resume in G5 ( For support with this process, it is recommended that you consult the PowerPoint instructions. If you need additional help, you may contact the G5 helpdesk at or call 1-888-336-8930. The G5 will require you to submit your resume in a PDF format only; please ensure your resume (maximum of 5 pages) includes a brief list of career highlights and/or outlines your specific expertise either in evaluation or in the i3 priority areas for which you would like to be considered as a reviewer. Please do not exceed the five-page limit for resumes.
  • When the G5 system prompts you for your areas of specialization, select all that are applicable to you, but please ensure you select at least one of the aforementioned EIR priority areas such as: “School Climate,” “Diversity,” ”High-Need Students” etc. Please note that registering in G5 does not guarantee that you will be selected as a reviewer.
  • To expedite consideration of your resume, you should also send a copy (maximum of 5 pages) to However, you cannot be selected unless you register in G5.
  • On your resume, include bullet points highlighting your expertise in each priority area in which you wish to be considered.
  • Please also indicate on your resume whether you have previously been a Department of Education reviewer, including serving as a reviewer for the EIR predecessor, the Investing In Innovation (i3) program; whether you have worked on a funded i3 grant project; or whether you have served as a project director or staff person on another recent Department of Education grant.
  • Please note: you are not eligible to be a reviewer if you will be applying to the competition, if you will be involved in the preparation of a grant application, or if you would stand to benefit from an application that were to receive funding in this new competition. You are eligible, however, if you are a current or past i3 grantee and are not submitting a new application under the EIR competition.


  • The reviews will take place over three full consecutive weeks in May or June. If you are selected, you will be contacted to confirm availability for the specific dates.
  • You will be expected: a) to participate in a one-hour orientation webinar; b) to read and review approximately 10-12 full length applications; c) to participate in approximately three-four panel discussion conference calls (each several hours in length); and d) to complete revisions of your reviews based on the panel discussion.  All reviews will be submitted in the Department’s online G5 system.
  • Payment will be $200 per application after successful completion of all required tasks.

Reviewer Selection

Reviewers who are selected to participate will be contacted by EIR or its contractor and asked for additional contact information, availability, and potential conflicts of interest. Those not selected will remain in the EIR reviewer pool for future competitions.

Application Notices

The Notices Inviting Applications (NIAs) include complete descriptions of each priority and explain in more detail what EIR is looking to fund. Below are the links to access the NIAs:

Expansion (84.411A)



Mid-phase (84.411B)



Early-phase (84.411C)



Program Information

For more information about the EIR Program, go to Please direct all questions to the EIR Peer Review inbox at