Literaturnachweis - Detailanzeige
| Institution | Coalition for Evidence-Based Policy |
|---|---|
| Titel | Can Using Rigorous Evidence to Guide Federal Education Funds Improve Student Achievement? Randomized Trials Show Encouraging Initial Results for DoED's Investing in Innovation Fund |
| Quelle | (2014), (3 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Policy; Federal Aid; Educational Finance; Academic Achievement; Educational Research; Resource Allocation; Grants; Program Effectiveness; Research Methodology; Evidence; Reading Programs; Poverty; At Risk Students; College Students; Elementary School Students; Training; Secondary School Students; Teacher Competencies |
| Abstract | An important recent development in evidence-based policy is the federal government's use of a "tiered evidence" approach to allocating funding in grant programs such as the U.S. Department of Education's Investing in Innovation Fund (i3). A central feature of this approach is that the largest grants are awarded to fund large-scale implementation ("scale up") of program models backed by strong scientific evidence of effectiveness. Among the federal tiered-evidence programs, i3's evidence standard for such scale-up grants is particularly rigorous, requiring a demonstration of policy-important effects in scientifically-credible evaluations, with a preference for well-conducted randomized controlled trials. The key question is whether the government's use of such evidence to select program models for scale up will actually lead to the hoped-for gains in educational achievement. In other words, can the original findings of effectiveness for these models be reproduced as their implementation is expanded to new educational settings and conditions? Encouraging initial answers to that question are emerging from new randomized trials evaluating three of the four program models awarded scale-up grants in i3's initial year: Reading Recovery, Success for All, and Teach for America. The trials of Reading Recovery and Success for All evaluate these program models as they are being scaled up with i3 funding. The trial of Teach for America, which was commissioned by the Institute of Education Sciences, evaluates this program model as implemented with other (non-i3) funding. In all three cases, the randomized trials evaluate the program models as delivered on a relatively large scale, across multiple school districts and states. The findings of these trials are briefly described herein. (ERIC). |
| Anmerkungen | Coalition for Evidence-Based Policy. 900 19th Street NW Suite 400, Washington, DC 20006. Tel: 202-380-3571; Fax: 202-380-3624; Web site: http://coalition4evidence.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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