Meeting our standards for educational justice: Doing our best with the evidence

Abstract

The United States considers educating all students to a threshold of adequate outcomes to be a central goal of educational justice. The No Child Left Behind Act introduced evidence-based policy and accountability protocols to ensure that all students receive an education that enables them to meet adequacy standards. Unfortunately, evidence-based policy has been less effective than expected. This article pinpoints under-examined methodological problems and suggests a more effective way to incorporate educational research findings into local evidence-based policy decisions. It identifies some things educators need to know and do to determine whether available interventions can play the right casual role in their setting to produce desired effects. It examines the value and limits of educational research, especially randomized controlled trials, for this task.

La formación inicial docente en Chile: Una revisión bibliográfica sobre su implementación y logros

“…Es decir, contar con información científica del nivel de desempeño alcanzado por el personal docente al terminar su trayectoria formativa por medio de una evaluación estandarizada, sería un mecanismo eficaz y concreto a la hora de tomar decisiones http://doi.org/10.15359/ree.26-1.13 http://www.una.ac.cr/educare educare@una.ac.cr Revista Electrónica Educare (Educare Electronic Journal) EISSN: 1409-4258 Vol. 26(1) ENERO-ABRIL, 2022: 1-22 y realizar ajustes (Joyce y Cartwright, 2018). Ahora bien, hay investigaciones que consideran que estos mecanismos son el reflejo del impacto de las políticas neoliberales heredadas del periodo de gobierno autoritario en Chile (Ávalos, 2014;Montecinos, 2014) las que, luego de cada reforma, intentan que la educación superior ingrese al proceso de rendición de cuentas, de la que el sistema escolar chileno es parte.…”

Bridging the Gap Between Research and Practice: Predicting What Will Work Locally

“…Evidence is always evidence for (or against) something . The question is not “What makes a result good evidence?” but rather “What makes a result good evidence for a particular claim ?” Using the concept of evidence imprecisely within EBE generates confusion, which can undercut its success (Joyce & Cartwright, 2018; Kvernbekk, 2016; Spillane & Miele, 2007). A fact counts as evidence for a specified claim when it speaks to the truth of that claim.…”