From Policy to Practice
The reauthorization of the special education act (IDEIA) placed great emphasis of scientifically based instruction and interventions. This chapter reviews the implications for how special education services are delivered.
Detrich, R. (2008). From Policy to Practice. Grigorenko, E. L. (Ed.). Educating individuals with disabilities: IDEIA 2004 and beyond. Springer Publishing Company.
Have reading scores improved over 40-plus years of school reform?
This review examines student reading performance since 1971 to look for evidence of school reform's impact.
Keyworth, R. (2015). Have reading scores improved over 40-plus years of school reform? Retrieved from have-reading-scores-improved865.
What is the relationship between hours of instruction and math and reading achievement?
This analysis examines an international comparison of the length of the school year and it's impact on student's math and reading achievement.
States, J. (2011). What is the relationship between hours of instruction and math and reading achievement? Retrieved from what-is-relationship-between919.
How long do reform initiatives last in public schools?
This analysis examined sustainability of education reforms in education.
Detrich, R. (2015). How long do reform initiatives last in public schools? Retrieved from how-long-do-reform.
Has student mathematics proficiency improved over the past 20+ years?
This review looks at student math performance since 1992 for trends and to determine the level of progress for student in the United States.
Keyworth, R. (2015). Has student mathematics proficiency improved over the past 20+ years? Retrieved from has-student-mathematics-proficiency.
Has student reading proficiency improved over the past 20+ years?
This review looks at student reading performance since 1992 for trends and to determine the level of progress for student in the United States.
Keyworth, R. (2015). Has student reading proficiency improved over the past 20+ years? Retrieved from has-student-reading-proficiency.
Have mathematics scores improved over 40-plus years of school reform?
This review examines student math performance since 1971 to look for evidence of school reform's impact.
Keyworth, R. (2015). Have mathematics scores improved over 40-plus years of school reform? Retrieved from have-mathematics-scores-improved.
Does a longer school year or longer school day improve student achievement scores?
This reviews looks at the issue, do longer school days and longer school years improve student achievement?
States, J. (2011). Does a longer school year or longer school day improve student achievement scores? Retrieved from does-longer-school-year.
Which School Reform Programs Produce the Best Results?
This review looks at comprehensive school reform efforts to determine which have had the greatest positive impact on students and schools.
States, J. (2011). Which School Reform Programs Produce the Best Results? Retrieved from which-school-reform-programs.
What is the impact of reform efforts over time?
This analysis examined a meta-analysis of the impact of comprehensive school reform for 29 widely implemented reform models.
States, J. (2015). What is the impact of reform efforts over time? Retrieved from what-is-impact-of853.
Evidence, Ethics, and the Law
This paper reviews the legal and ethical basis for relying on scientifically supported interventions to improve outcomes for students.
Detrich, R. (2007). Evidence, Ethics, and the Law [Powerpoint Slides]. Retrieved from 2007-apbs-presentation-ronnie-detrich.
Evidence-based Education: It Isn't as Simple as You Might Think
On the face of it, the mandate to utilize scientifically supported interventions to improve outcomes seems obvious and straighforward. The paper reviews the challenges involved in doing so.
Detrich, R. (2007). Evidence-based Education: It Isn't as Simple as You Might Think [Powerpoint Slides]. Retrieved from 2007-calaba-ebe-presentation-ronnie-detrich.
IDEIA and Evidence-based Interventions: Implications for Practitioners
The reauthorization of special education law (IDEIA) emphasizes using scientifically supported programs. This talk reviews the implications for special education practitioners.
Detrich, R. (2008). IDEIA and Evidence-based Interventions: Implications for Practitioners [Powerpoint Slides]. Retrieved from 2008-apbs-txint-presentation-ronnie-detrich.
The Ethical and Legal Basis for Evidence-based Education: Implications for the Profession
No Child Left Behind emphasized the importantance of utilizing practices that are scientifically supported. This paper reviews the implications of evidence-based education for the profession.
Detrich, R. (2008). The Ethical and Legal Basis for Evidence-based Education: Implications for the Profession [Powerpoint Slides]. Retrieved from 2008-teacher-presentation-ronnie-detrich.
Ten Years of Evidence-based Education: A Status Report
This paper describes the progress that has been made in evidence-based education since No Child Left Behind became law.
Detrich, R. (2011). Ten Years of Evidence-based Education: A Status Report [Powerpoint Slides]. Retrieved from 2011-northwestern-presentation-10yrsstatusreport-ronnie-detrich.
Pay for Percentile
This paper proposes an incentive scheme for educators that links compensation to the ranks of their students within comparison sets. Under certain conditions, this scheme induces teachers to allocate socially optimal levels of effort. Moreover, because this scheme employs only ordinal information, it allows education authorities to employ completely new assessments at each testing date without ever having to equate various assessments. This removes incentives for teachers to teach to a particular assessment form and eliminates opportunities to influence reward pay by corrupting assessment scales.
Barlevy, G., & Neal, D. (2012). Pay for percentile. The American Economic Review, 102(5), 1805-1831.
Assessment and classroom learning. Assessment in Education: principles, policy & practice
This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
From Policy to Practice: Evidence-based Practice and IDEIA
No Child Left Behind (NCLB) as federal policy required the use of scientifically based instruction to improve educational outcomes. It is a long way from policy to impacting what actually happens in a classroom. In this chapter, the author reviews what is known from implementation science to assure that policy becomes practice.
Detrich, R. (2008). From Policy to Practice: Evidence-based Practice and IDEIA. In Grigorenko, E. L. (Ed.) Educating Individuals with Disabilities: IDEIA 2004 and Beyond, 85. Springer Publishing Company
A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go?
No Child Left Behind (NCLB) emphasizing scientifically based instruction became law in 2001. In this paper, the authors review the progress that has been made in implementing NCLB and conclude that the greatest threat to its effectiveness is the quality of the implementation of the scientifically based instructional practices.
Detrich, R., & Lewis, T. (2012). A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go?. Journal of Positive Behavior Interventions, 1098300712460278.
Overview and Inventory of State Education Reforms: 1990 to 2000
This report describes the education reform efforts in the United Stats in the 1990â€™s.
Hurst, D., Tan, A., Meek, A., and Sellers, J. (2003). Overview and inventory of state education reforms: 1990 to 2000. Washington, DC: National Center for Education Statistics.
Making Sense in Education: Pretense (Including No Child Left Behind) and Realities in Rhetoric and Policy About Schools and Schooling
This paper discusses possible serious flaws in current education reform efforts that need to be addressed if there is hope for success. These issues include: measurement, statistical distributions, measurement error, labels, special services, teacher responsibilities, and teacher training.
Kauffman, J. M., & Konold, T. R. (2007). Making sense in education: Pretense (including No Child Left Behind) and realities in rhetoric and policy about schools and schooling. Exceptionality, 15(2), 75-96.
Are Bad Schools Immortal? The Scarcity of Turnarounds and Shutdowns in Both Charter and District Sectors
This study investigates the successes of the charter and district sectors in eliminating bad schools via dramatic turnarounds in performance and/or shutdowns.
Stuit, D. A. (2010). Are Bad Schools Immortal? The Scarcity of Turnarounds and Shutdowns in Both Charter and District Sectors. Thomas B. Fordham Institute.
The Cost-Effectiveness of Five Policies for Improving Student Achievement
This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.
Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4), 416-436.
The cost-effectiveness of raising teacher quality.
This study examines the econometric impact of educational practices on student achievement.
Yeh, S. S. (2009). The cost-effectiveness of raising teacher quality. Educational Research Review, 4(3), 220-232.
Alliance for Excellent Education
This organization is a national policy and advocacy organization dedicated to ensuring that all students graduate from high school ready for success in college, work, and citizenship.
America Achieves | Home
America Achieves draws upon experts with proven track records to identify and support exemplar initiatives and programs in education.
American Education Research Association (AERA)
This national organization works to advance the public good through advocacy and the promotion of rigorous research in education.
American Enterprise Institute
AEI is a private, nonpartisan, not-for-profit institution dedicated to research and education on issues of government, politics, economics and social welfare.
American Institutes for Research (AIR)
AIR is one of the world's largest behavioral and social science research and evaluation organizations. Its research focus includes most aspects of K-12 education.
Bellwether Education Partners
Bellwether Education Partners is a nonprofit dedicated to helping education organizations in the public, private, and nonprofit sectors.
Brown Center on Educational Policy
This is national nonprofit public policy organization that conducts research and makes recommendations on a awide range of issues affecting American K-12 education.
Campbell Collaboration (C2)
The organization promotes well-informed decision making by preparing, maintaining and disseminating systematic reviews in education, crime and justice, social welfare and international development.
Center for American Progress
The Center for American Progress is an independent nonpartisan policy institute provides research, analyses and advocacy on a wide range of education issues.
Center for Education Policy Analysis (CEPA)
CEPA is a research center focusing education policy issues including Poverty and Inequality; Federal and State Education Policy; Technological Innovations in Education; and Teaching and Leadership Effectiveness.
Center for Public Education (CPE)
The Center for Public Education provides up-to-date research, data, and analysis on current education issues and explores ways to improve student achievement and engage public support for public schools.
Center for Research and Reform in Education (CRRE)
CRRE is a research center who’s major goal is to improve the quality of education through high-quality research and evaluation studies and the dissemination of evidence-based research.
Center on Education Policy (CEP)
CEP is a national, independent advocate for public education and for more effective public schools.
Center on Great Teachers and Leaders
The Center on Great Teachers and Leaders (GTL Center) is dedicated to supporting state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students.
Center on Innovations in Learning
The Center on Innovations in Learning is funded by the United States Department of Education. It focuses on increasing the capacity of state education agencies and regional comprehensive centers.
Center on Reinventing Public Education
CRPE’s research and policy analysis is focused on addressing the complex systemic challenges affecting public education.
Common Core of Data (CCD)
CCD is a program of the U.S. Department of Education's National Center for Education Statistics that annually collects fiscal and non-fiscal data about all public schools, public school districts and state education agencies in the United States
Condition of Education
The Condition of Education is an annual report on key indicators of the U.S. education system. It is published by the Institute of Education Sciences, National Center for Education Statistics, U.S. Department of Education.
Consortium for Policy Research in Education (CPRE)
CPRE looks at issues of teacher compensation, school finance, and principal evaluation for PK20.
Data Quality Campaign
This nonprofit organization promotes the systematic and outcome driven use of data at all levels of education
National Council on Teacher Quality (NCTQ)
The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.