Does ESSA Assure the Use of Evidence-based Educational Practices?

被引：1

作者：

Ginsberg, Yuan Chang ^{[1
]}

Hollands, Fiona M. ^{[1
]}

Holmes, Venita R. ^{[2
]}

Shand, Robert ^{[5
]}

Evans, Pamela ^{[3
]}

Blodgett, Ryan ^{[4
]}

Wang, Yixin ^{[6
]}

Head, Laura ^{[1
]}

机构：

[1] Columbia Univ, Teachers Coll, Dept Educ Policy & Social Anal, New York, NY 10027 USA

[2] Houston Independent Sch Dist, Dept Res & Accountabil, Houston, TX USA

[3] Houston Independent Sch Dist, External Funding Dept, Houston, TX USA

[4] Houston Independent Sch Dist, Houston, TX USA

[5] American Univ, Sch Educ, Washington, DC 20016 USA

[6] UNICEF, New York, NY USA

来源：

EDUCATIONAL POLICY | 2024年 / 38卷 / 01期

关键词：

educational policy; evaluation and assessment; evidence; federal policy; public education; school districts; STUDENT-ACHIEVEMENT; DECISION-MAKING; TITLE I; SCHOOL; POVERTY; SCIENCE; IMPACT; POLICY;

D O I：

10.1177/08959048221127989

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The Every Student Succeeds Act (ESSA) of 2015 requires that K-12 educational agencies invest federal education funds in evidence-based practices. We estimated what percentage of Title I funds at a large school district are invested in practices supported by a single study meeting one of the top three tiers of evidence as defined by ESSA. Over 95% met this bar. When studies about each practice from four research repositories were considered, the percentage of funds invested in practices with overall positive or mostly positive ratings fell below 60%. These proportions did not change substantially after the introduction of ESSA.

引用

页码：161 / 185

页数：25

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