Responding to research evidence in Parliament: A case study on selective education policy

Bainbridge, Alan; Troppe, Tom; Bartley, Joanne

doi:10.1002/rev3.3335

Cited by 2 publications

(1 citation statement)

References 52 publications

(92 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The UK Parliament and Select Committees on education have frequent discussions and debates on education policies. Bainbridge et al (2022) analysed the transcribed debates by these parliamentarians about increasing the number of students in selective grammar schools in England. The findings suggest that weak and isolated evidence is cherry‐picked by policy makers to support their already determined side of the argument.…”

Section: Do Users Actually Use Evidence?mentioning

confidence: 99%

Special issue: Evidence into policy and practice

Siddiqui

Gorard

Wiliam

2022

Review of Education

View full text Add to dashboard Cite

This special issue of Review of Education on 'Evidence into Policy and Practice' consists of a selection of 12 research papers, selected from 45 abstracts sent in response to the call published in January 2021, and 21 subsequent papers sent for peer review. The call was for papers that improved society's knowledge and understanding of how research evidence is best used in policy and practice.Governments, funders and researchers worldwide report that the use of evidence in education is increasingly important but we have seen no consolidated discussion of good examples, successes and failures, and the challenges and barriers in translating evidence into practice and policy. Above all, we have seen no robust evaluations of the benefits for students and teachers of using research evidence in education, or of how best to get evidence into use (Gorard et al. 2020).There have been improvements in the generation and synthesis of high-quality substantive evidence in education, worldwide, over the past 30 years, with 'What Works' centres and similar organisations. There are now reasonable bodies of evidence available on a range of education topics, although more so for practice than for policy. The money that tax-payers and charities spend on this primary work is largely wasted if it is not used. Most importantly, perhaps, high-quality evidence needs to be distinguished from all of the rest-which obviously provide unsound bases for policy and practice. What we need now is a giant step in the amount and quality of the research on innovative and impactful modes of translating and mobilising primary research evidence into usable formats. This is particularly timely because of policies such as the Pupil Premium in England, which requires schools and teachers to invest their additional funds in educational resources and programmes to improve the schooling of disadvantaged children, and for which there is high quality evidence of their benefits.We were therefore delighted to receive an encouraging response to the call for this special issue from education researchers based in England,

show abstract

Section: Do Users Actually Use Evidence?mentioning

confidence: 99%

Special issue: Evidence into policy and practice

Siddiqui

Gorard

Wiliam

2022

Review of Education

View full text Add to dashboard Cite

show abstract

Does Selective Secondary Schools Make a Difference? A Quasi-Experimental Study in Chilean Public Schools

Allende González,

Valenzuela

2024

International Journal of Educational Reform

View full text Add to dashboard Cite

This study utilizes longitudinal data from two 10th-grade student cohorts in Chile to investigate the effects of selective secondary schools. Employing propensity scores and difference-in-difference methods, we find significant and positive short-term effects, ranging from 0.2 to 0.3 SD, with minor variations across subjects and cohorts studied. Likewise, these schools are not a viable alternative for vulnerable students, even though the greatest measured effect is on students with lower socioeconomic status. Our findings suggest that the additional value of selective schools may not be directly linked to standardized test performance but rather related to the interactions among equally talented students.

show abstract

Responding to research evidence in Parliament: A case study on selective education policy

Cited by 2 publications

References 52 publications

Special issue: Evidence into policy and practice

Special issue: Evidence into policy and practice

Does Selective Secondary Schools Make a Difference? A Quasi-Experimental Study in Chilean Public Schools

Contact Info

Product

Resources

About