Evidence-based reform in education
DOI:
https://doi.org/10.35362/rie540540Keywords:
reforms, research, decision-makingAbstract
This article proposes an approach to education reform in which government encourages schools to use programs and practices proven to be effective in rigorous evaluations. In this system, teachers and school leaders would be able to select among a variety of proven methods, and could receive funds to help them adopt and implement these programs. Government would help build up a set of proven programs for all grade levels and many subjects, and would provide support to help schools choose and implement proven programs, but schools would have freedom to choose whatever works for their students. This policy, it is argued, would promote innovation and reform without top-down mandates, building knowledge as it increases effective teaching and improved outcomes for students.
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References
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Borman, G.; Slavin, R.E.; Cheung, A.; Chamberlain, A.; Madden, N. A. y Chambers, B. (2007). «Final reading outcomes of the national randomized field trial of Success for All», in American Educational Research Journal, 44(3) 701-739.
Chambers, B.; Cheung, A.; Slavin, R. E.; Smith, D.y Laurenzano, M. (2010). Effective early childhood education programs: A systematic review. Manuscript submitted for publication.
Cheung, A. y Slavin, R. E. (2050). «Effective reading programs for English language learners and other language-minority students», in Bilingual Research Journal, 29 (2), 24-267.
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Slavin, R. E. (2008a). «Evidence-based reform in education: What will it take?», in European Educational Research Journal, 7 (1), 124-128.
Slavin, R. E. (2008b). «Comprehensive school reform», in T. Good et al. (eds.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage.
Slavin, R. E. (2008c). «What works? Issues in synthesizing educational programme evaluations», in Educational Researcher, 37 (1), 5-14.
Slavin, R. E. (2010). Can financial incentives enhance educational outcomes? Evidence from international experiments. Research Review, 5(1), 68-80.
Slavin, R. E. ; Cheung, A.; Groff, C. y Lake, C. (2008). «Effective reading programs for middle and high schools: A best-evidence synthesis», in Reading Research Quarterly, 43 (3), 290-322.
Slavin, R. E. y Lake, C. (2008). «Effective programs in elementary mathematics; A best-evidence synthesis», in Review of Educational Research, 78, 427-515.
Slavin, R. E.; Lake, C.; Cheung, A. y Davis, S. (2009). «Effective reading programs for the elementary grades», in Review of Educational Research, 79(4), 1391-1465.
Slavin, R. E.; Lake, C.; Davis, S. y Madden, N. A. (in press). «Effective programs for struggling readers: A best-evidence synthesis», in Educational Research Review.
Slavin, R. E.; Lake, C. y Groff, C. (2009). «Effective programs in middle and high school mathematics: A best evidence synthesis», in Review of Educational Research, 79, 839-911.
Slavin, R. E.; Madden, N. A.; Chambers, B. y Haxby, B. (2009). Two million children: Success for All. Thousand Oaks, CA: Corwin.
Stringfield, S.; Ross, S. y Smith, L. (eds.) (1996). Bold plans for school restructuring: The New American Schools designs. Mahwah, NJ: Erlbaum.
Supovitz, J. A.; Poglinco, S. M. y Snyder, B. A. (2001). Moving mountains: Successes and challenges of the America’s Choice comprehensive school reform design. Philadelphia: University of Pennsylvania, Consortium for Policy Research in Education.
Aladjem, D. K. y Borman, K. M. (eds.) (2006). Examining comprehensive school reform. Washington, D.C: Urban Institute Press.
Attanasio, O.; Meghir, C. y Santiago, A. (2005). Education choices in Mexico: Using a structural model and randomized experiment to evaluate progresa. ifs working paper ewpo 5/01.
Borman, G.; Slavin, R.E.; Cheung, A.; Chamberlain, A.; Madden, N. A. y Chambers, B. (2007). «Final reading outcomes of the national randomized field trial of Success for All», in American Educational Research Journal, 44(3) 701-739.
Chambers, B.; Cheung, A.; Slavin, R. E.; Smith, D.y Laurenzano, M. (2010). Effective early childhood education programs: A systematic review. Manuscript submitted for publication.
Cheung, A. y Slavin, R. E. (2050). «Effective reading programs for English language learners and other language-minority students», in Bilingual Research Journal, 29 (2), 24-267.
Comer, J. P.; Haynes, N. M.; Joyner, E. T. y Ben-Avie, M. (1996). Rallying the whole village: The Comer process for reforming education. New York: Teachers College Press.
Comprehensive School Reform Quality Center (Csrq) (2006a). Csrq Center report on elementary school comprehensive school reform models (revised). Washington, Dc: American Institutes for Research.
Comprehensive School Reform Quality Center (Csrq) (2006b). csrq Center report on middle and high school comprehensive school reform models. Washington, dc: American Institutes for Research.
Kearns, D. T. y Anderson, J. L. (1996). «Sharing the vision: Creating New American Schools», in S. Stringfield, S. Ross y L. Smith (eds.). Bold plans for school restructuring: The New American Schools. Mahwah, NJ: Erlbaum.
Kilgore, S.; Doyle, D. y Linkowsky, L. (1996). «The Modern Red Schoolhouse», in S. Stringfield, S. Ross y L. Smith (Eds.), Bold plans for school restructuring: The New American Schools Development Corporation designs. Mahwah, NJ: Erlbaum.
Slavin, R. E. (1997). «Design competitions: A proposal for a new federal role in educational research and development», in Educational Researcher, 26 (1), 22-28.
Slavin, R. E. (2008a). «Evidence-based reform in education: What will it take?», in European Educational Research Journal, 7 (1), 124-128.
Slavin, R. E. (2008b). «Comprehensive school reform», in T. Good et al. (eds.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage.
Slavin, R. E. (2008c). «What works? Issues in synthesizing educational programme evaluations», in Educational Researcher, 37 (1), 5-14.
Slavin, R. E. (2010). Can financial incentives enhance educational outcomes? Evidence from international experiments. Research Review, 5(1), 68-80.
Slavin, R. E. ; Cheung, A.; Groff, C. y Lake, C. (2008). «Effective reading programs for middle and high schools: A best-evidence synthesis», in Reading Research Quarterly, 43 (3), 290-322.
Slavin, R. E. y Lake, C. (2008). «Effective programs in elementary mathematics; A best-evidence synthesis», in Review of Educational Research, 78, 427-515.
Slavin, R. E.; Lake, C.; Cheung, A. y Davis, S. (2009). «Effective reading programs for the elementary grades», in Review of Educational Research, 79(4), 1391-1465.
Slavin, R. E.; Lake, C.; Davis, S. y Madden, N. A. (in press). «Effective programs for struggling readers: A best-evidence synthesis», in Educational Research Review.
Slavin, R. E.; Lake, C. y Groff, C. (2009). «Effective programs in middle and high school mathematics: A best evidence synthesis», in Review of Educational Research, 79, 839-911.
Slavin, R. E.; Madden, N. A.; Chambers, B. y Haxby, B. (2009). Two million children: Success for All. Thousand Oaks, CA: Corwin.
Stringfield, S.; Ross, S. y Smith, L. (eds.) (1996). Bold plans for school restructuring: The New American Schools designs. Mahwah, NJ: Erlbaum.
Supovitz, J. A.; Poglinco, S. M. y Snyder, B. A. (2001). Moving mountains: Successes and challenges of the America’s Choice comprehensive school reform design. Philadelphia: University of Pennsylvania, Consortium for Policy Research in Education.
How to Cite
Slavin, R. E. (2010). Evidence-based reform in education. Iberoamerican Journal of Education, 54, 31–40. https://doi.org/10.35362/rie540540
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Published
2010-09-01
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Monograph articles
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