Improving the Performance of the Education Sector: The Valuable, Challenging, and Limited Role of Random Assignment Evaluations
In an attempt to improve the quality of educational research, the U.S. Department of Education%u2019s Institute of Education Sciences has provided funding for 65 randomized controlled trials of educational interventions. We argue that this research methodology is more effective in providing guidance to extremely troubled schools about how to make some progress than guidance to schools trying to move from making some progress to becoming high performance organizations. We also argue that the conventional view of medical research -- discoveries made in specialized laboratories that are then tested using randomized control trials -- is an inaccurate description of the sources of advances in medical practice. Moreover, this conventional view of the sources of advances in medical practice leads to incorrect inferences about how to improve educational research. We illustrate this argument using evidence from the history of medical research on the treatment of cystic fibrosis.
|Date of creation:||Dec 2005|
|Date of revision:|
|Publication status:||published as Richard J. Murnane & Richard R. Nelson, 2007. "Improving the Performance of the Education Sector: The Valuable, Challenging, and Limited Role of Random Assignment Evaluations," Economics of Innovation and New Technology, Taylor and Francis Journals, vol. 16(5), pages 307-322.|
|Contact details of provider:|| Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.|
Web page: http://www.nber.org
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- Ladd, Helen F. & Walsh, Randall P., 2002. "Implementing value-added measures of school effectiveness: getting the incentives right," Economics of Education Review, Elsevier, vol. 21(1), pages 1-17, February.
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- Jerik Hanushek & Dennis Kimko, 2006. "Schooling, Labor-force Quality, and the Growth of Nations," Educational Studies, Higher School of Economics, issue 1, pages 154-193.
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