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The Council of the Great City Schools鈥� could be seen as upending the usual order of education research鈥攐r as merely reconnecting two ends of the academic spectrum that have grown too far apart.

Either way, the 2-year-old program, which last month sent out its third wave of requests for proposals, appears to be making progress with an unorthodox idea: Let schools, for a change, set the education research agenda.

鈥淪ometimes it seems as if research is something done to or on urban school districts,鈥� said Jason C. Snipes, the director of research for the council.

With funding of more than $2.5 million from the U.S. Department of Education, the fellows work on research projects they have pitched to a panel of district officials from the Council of the Great City Schools, a Washington-based advocacy group representing 66 of the nation鈥檚 largest urban districts. If a project is approved, the researcher works directly with district officials to conduct the study.

In all, six research projects are under way鈥攁ll awarded to prominent education researchers with a history of commitment to urban issues. Three more will be announced next spring or summer.

Each project is expected to last a year and a half to two years, with the researchers each receiving a $100,000 stipend. No fellowship research results have yet been released; the first three projects are set to be presented at a Great City Schools conference next October.

All of the research is designed to be directly applicable to schools. For example, John H. Tyler, an associate professor of education, public policy, and economics at Brown University, is working with the 34,000-student Cincinnati school district to evaluate how much of students鈥� academic gains can be attributed to their teachers鈥� access to student performance data.

鈥業n the Driver鈥檚 Seat鈥�

Deborah L. Lindsey, the director of assessment and accountability for the 85,000-student Milwaukee school district, said that typically researchers 鈥渨ould come to us and say, 鈥榃e want to research a subject on this or that,鈥� and we either decided to let them or not. ... They were in the driver鈥檚 seat with the direction of the research.鈥�

鈥淲hat鈥檚 fundamentally different about this model is that we鈥檙e in the driver鈥檚 seat,鈥� she said of the fellowship program. Although her district respects and prizes its assigned researcher鈥檚 independence, Ms. Lindsey said, 鈥渢he ideas and the stimulus for the research come from the district directly.鈥�

Accordingly, University of Wisconsin-Madison education researcher Robert Meyer, whose proposal to study accountability and performance in Milwaukee secondary schools was one of the first fellowship projects to be approved last year, has been working closely with district officials, Ms. Lindsey said. Mr. Meyer is working on a system to identify and intervene on behalf of students who are academically underperforming.

The idea that front-line educators would call the shots on research didn鈥檛 start with the fellowship program. Harvard University education professor Richard J. Murnane worked in 2002 with Boston school officials, for example, to explore and address their most pressing research needs.

The fellowship鈥檚 concept also echoes the efforts of the Strategic Education Research Partnership, or , a national research-and-development program started in 2003 with the aim of helping to solve practical problems. (鈥淩eal-World Problems Inspire R&D Solutions Geared to Classroom,鈥� Oct. 10, 2007.).

But SERP, which is based in Washington, has struggled in recent years to raise the money to meet its original 鈥済rand vision,鈥� which called for a $700 million, 15-year effort to enlist states in support of a large-scale network of sustained collaborations between practitioners and researchers.

Career Considerations

Catherine E. Snow, a senior education researcher at Harvard University who is working as a Great City Schools fellow with the 57,000-student Boston school district and helps lead SERP鈥檚 education research partnership committee, said part of the reason the researcher-district dynamic has remained so undynamic for so long has to do with the internal practices and perceptions of universities鈥� education departments.

Studying problems of direct relevance to K-12 educators 鈥渋s not what the academy rewards, so it鈥檚 hard for junior faculty members to do,鈥� she said. 鈥淭hey have to do what the arts and sciences faculty do, and arts and sciences rules are rules that say, 鈥榊ou publish in the best journals, and to do that, you mine the research in those journals to find gaps in the research.鈥欌��

鈥淚 don鈥檛 mean to demean that work,鈥� she added, 鈥渂ut it doesn鈥檛 tend to find knowledge that鈥檚 likely to directly help schools.鈥�

Nor, Ms. Snow said, does traditionally structured research tend to meet districts鈥� need for relatively fast turnaround times.

It can take up to a year and a half before research gets approved, she said, and 鈥渂y then, the superintendent who asked you do that research has probably been fired.鈥�

Kenji Hakuta, an education researcher at Stanford University who is an Urban Education Research fellow working with the 53,000-student San Francisco district, agreed with Ms. Snow鈥檚 characterization.

鈥淚f you do things that are mere practice鈥斺�業 did this and it worked鈥欌�攖hat鈥檚 not going to make it into a social science journal,鈥� he said. Publication in those journals, Mr. Hakuta added, tends to be valued by universities鈥� tenure committees.

Start of a Wave?

It remains to be seen how long the fellowships will endure. The Education Department grant covers only three waves of research, and the new presidential administration may well have different spending priorities.

Still, Mr. Snipes of Great City Schools believes additional funding will become available once the studies begin to see publication next fall. No other sources of funding have yet been found.

Katherine A. Blasik, the associate superintendent for research development and assessment for Florida鈥檚 258,000-student Broward County schools, who has helped evaluate proposals for the council, thinks the fellowships will lead to more district-centric research. 鈥淚 think this is the start of that wave鈥攖hat鈥檚 why I get so excited about this project,鈥� she said. 鈥淲hat it鈥檚 done for schools across the nation is, it makes urban school districts the customer, changing the weight from the researcher being the customer.鈥�

Ms. Blasik said the fellowships have also helped make other districts savvier users of research, and whetted their appetite for good studies. 鈥淚 don鈥檛 know that we would have done this individually,鈥� she said, 鈥淸but] once you see the value, you want more of it.鈥�