This paper explores the role of funding programs in shaping research agendas through deliberate and targeted funding for priority areas. This role is examined through a case study investigating whether  the National Science Foundation’s (NSF) Discovery Research in K–12 (DR K–12) program made a unique contribution to research in the fields of science and mathematics education for English language learners (ELLs) and if so, in what ways. The push for all students, particularly ELLs, to develop fundamental understanding of science, technology, engineering, and mathematics (STEM) and to fully participate in STEM has become more urgent and complex due to multiple factors. While ELLs are the fastest growing population in the nation’s schools achievement gaps in mathematics and science have persisted between ELLs and their non-ELL peers. In addition, today’s technological and global economy requires that all students learn challenging mathematics and science in order to meet the growing demand for educated workers. With the number of ELLs in U.S. schools on the rise and there being a growing demand for expansion and development of STEM education, intersecting research in these two areas represents an important effort to understand and address two pressing issues in U.S. schools.

This study compares research from ELL science and mathematics projects that were funded by the DR K-12 program with other (non DR K-12-funded) research in these fields in terms of research topics, design, methods, outcomes, and researcher expertise. The following research questions guided the investigation:

1.      What are the characteristics of non DR K-12-funded ELL science education research studies and those of the DR K–12 portfolio of ELL science education projects? How do these two bodies of research compare?

2.      What are the characteristics of non DR K-12-funded ELL mathematics education research studies and those of the DR K–12 portfolio of ELL mathematics education projects? How do these two bodies of research compare?

3.      What is the disciplinary expertise of the investigators (PIs and co-PIs) working on the DR K–12 ELL science and mathematics projects?

The analysis of research funded by the DR K–12 program consisted of an update to the existing literature review of ELL science education (Lee, 2005), a full literature review of ELL mathematics education, and content analysis of the DR K–12 projects’ proposal materials. Findings indicated that the funding and the emphases of the DR K–12 program did influence and shape the research in these fields. In particular, DR K-12 projects were distinct from other non DR K-12-funded research in three areas: (a) their use of mixed methods, especially quantitative methods, and their larger scale; (b) their emphasis on instruction and teacher preparation; and (c) their focus on middle and high school students. These findings suggest that funding programs can shape research agendas by providing deliberate and targeted funding for priority areas.