Policy Evaluation versus Explanation of Outcomes in Education: That Is, Is It the Teachers? Is It the Parents?
Education reform advocates who base policy decisions on empirical research often face the argument that because background variables explain so much of student outcomes, it follows that policy interventions cannot be effective. This policy brief explains the logical fallacy in the argument, illustrating with two examples, one taken from the teacher quality literature and one taken from the class size literature. © 2012 Association for Education Finance and Policy
Volume (Year): 7 (2012)
Issue (Month): 3 (July)
|Contact details of provider:|| Web page: http://mitpress.mit.edu/journals/|
|Order Information:||Web: http://www.mitpressjournals.org/loi/edfp|
When requesting a correction, please mention this item's handle: RePEc:tpr:edfpol:v:7:y:2012:i:3:p:360-374. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Kristin Waites)
If references are entirely missing, you can add them using this form.