The Future of Education Research at IES Advancing an Equity-Oriented Science (2022) / Chapter Skim
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2 Background
2 Background
Pages 31-50
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In 2001, Congress reauthorized the Elementary and Secondary Education Act as the No Child Left Behind Act (NCLB) 1 We discuss how NCER and NCSER are organized, including approaches to funding and other structural considerations, in Chapter 3.
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Speaking to the American Educational Research Association (AERA) in 2003, he noted that he was unconvinced that education research prior to 2002 would be able to change practice toward improving student outcomes.
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Over the longer run, I believe that a mix of randomized and rigorous matched experiments evaluating educational interventions would be healthier than a steady diet of randomized experiments, but right now we need to establish the highest possible standard of evidence, on a par with standards in other fields, to demonstrate what educational research can accomplish. In praising the move toward randomization, Slavin called for using this opening to build capacity and proof of concept.
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argued that the definitions of scientifically based research were not coherent across different forms of policy guidance and would benefit from more public input. Others argued that ESRA, NCLB, and Scientific Research in Education fundamentally misunderstood the epistemology and practice of qualitative research (Howe, 2003a; Erickson & Gutiérrez, 2002)
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prioritizes rigor by emphasizing research designs and methods appropriate to the research question posed. The aim of documenting programs and practices that work to improve student outcomes ultimately calls for impact studies, which bring a particular emphasis on randomized designs with sufficient statistical power to detect anticipated effects.
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The inconsistency between assumptions prevalent in 2002 about how educators would come to use research evidence, and what subsequent studies show about how evidence is used in practice, has constrained IES's ability to achieve its legislated function to "promote the use, development, and application of knowledge gained from scientifically valid research activities (Education Sciences Reform Act of 2002, Section 112(3)
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; central office staff prefer publications from professional organizations, conferences, the Internet, and leadership books over peer-reviewed journal articles (Farley-Ripple, 2012) ; and school board members rely on a variety of evidence (e.g., experience or testimony)
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Understanding how research evidence is used by stakeholders making decisions in education is a central component of ensuring that IES's investments in research ultimately matter for improving education in the United States. For this reason, and in light of how much the field has grown in the past two decades, the committee brings these perspectives to bear in its recommendations for IES throughout this report.
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that reflect field-level flattening of human diversity and cultural variation. To concretize this problem, 96 percent of studies in psychology are conducted with WEIRD samples, which reflects just 12 percent of the world's population, and even in societies that are multiracial like the United States, more than 83 percent of those studies are conducted with predominantly White samples (Henrich et al., 2010)
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. Work that does not carefully engage cultural variation easily participates in the perpetuation of a science based in White middle-class norms projected as universalist claims.
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described the everyday implications of the cultural deficit stance for youth, who must learn to manage multiple developmental tasks, both the ordinary tasks of life-course development and the tasks that involve managing sources of stress rooted in particular forms of institutional stigmatization due to assumptions regarding race, poverty, language variation, gender, and disability (Spencer, 1999, 1987; Burton, Allison & Obeidallah, 1995)
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Further, the rise of mixed methods research has been a development over the past two decades that can inform the next two decades of IES initiatives. Mixed methods designs offer powerful tools for examining complex social phenomena and systems in education.
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characterized mixed methods research pragmatically as combining approaches and research methods to solve problems. The power behind mixed methods research lies with integration.
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It is easy to see the parallel to the situation facing IES. Its initial design choices (i.e., focusing on experimental designs, prioritizing academic student outcomes)
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. Research evidence and school board deliberations: Lessons from three Wisconsin school districts.
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. Achieving integration in mixed methods designs-principles and practices. Health Services Research, 48(6, Pt.
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A cultural modeling activity system for under achieving students. American Educational Research Journal, 38(1)
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Educational Researcher, 21(2)
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. Editorial: Exploring the nature of research questions in mixed methods research.
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. Annual Meeting of the American Educational Research Association, Chicago, IL.
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