Implementing Randomized Field Trials in Education: Report of a Workshop

63 Pages·2004·2.26 MB·English

by  National Research Council, Committee on Research in Education

IMPLEMENTING
RANDOMIZED FIELD
TRIALS IN EDUCATION:
Report of a Workshop
Lisa Towne
Margaret Hilton,
Editors
The National Academies Press
I M P L E M E N T I N G
RANDOMIZED FIELDTRIALS
I N E D U C AT I O N
Report of a Workshop
Committee on Research in Education
Lisa Towne and Margaret Hilton, Editors
Center for Education
Division of Behavioral and Social Sciences and Education
THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the Governing
Board of the National Research Council, whose members are drawn from the councils
of the National Academy of Sciences, the National Academy of Engineering, and the
Institute of Medicine. The members of the committee responsible for the report were
chosen for their special competences and with regard for appropriate balance.
This study was supported by Contract No. ED-00-CO-0088 between the National
Academy of Sciences and the U.S. Department of Education, Grant No. 2002-7860
from the William and Flora Hewlett Foundation, and Grant No. 200200225 from the
Spencer Foundation. Any opinions, findings, conclusions, or recommendations ex-
pressed in this publication are those of the authors and do not necessarily reflect the
views of the U.S. Department of Education, the William and Flora Hewlett Founda-
tion or the Spencer Foundation.
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Suggested citation: National Research Council. (2004). Implementing Randomized Field
Trials in Education: Report of a Workshop. Committee on Research in Education. L.
Towne and M. Hilton, Eds. Center for Education, Division of Behavioral and Social
Sciences and Education. Washington, DC: The National Academies Press.
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COMMITTEE ON RESEARCH IN EDUCATION
2004
Lauress L. Wise (Chair), Human Resources Research Organization
(HumRRO), Arlington, VA
Linda Chinnia, Baltimore City Public School System
Kay Dickersin, Department of Community Health, Brown University
Margaret Eisenhart, School of Education, University of Colorado
Karen Falkenberg, Division of Educational Studies, Emory University
Jack McFarlin Fletcher, University of Texas-Houston Health Science
Center and Center for Academic and Reading Skills
Robert E. Floden, College of Education, Michigan State University
Ernest M. Henley (emeritus), Department of Physics, University of
Washington
Vinetta C. Jones, School of Education, Howard University
Brian W. Junker, Department of Statistics, Carnegie Mellon University
David Klahr, Department of Psychology, Carnegie Mellon University
Ellen Condliffe Lagemann, Harvard Graduate School of Education
Barbara Schneider, Department of Sociology, University of Chicago
Joseph Tobin, College of Education, Arizona State University
Lisa Towne, Study Director
Margaret Hilton, Senior Program Officer
Tina Winters, Research Associate
v
Preface
he central idea of evidence-based education—that education policy
and practice ought to be fashioned based on what is known from
Trigorous research—offers a compelling way to approach reform
efforts. Recent federal trends reflect a growing enthusiasm for such change.
Most visibly, the 2002 No Child Left Behind Act requires that “scientifi-
cally based [education] research” drive the use of federal education funds at
the state and local levels. This emphasis is also reflected in a number of
government and nongovernment initiatives across the country. As consen-
sus builds around the goals of evidence-based education, consideration of
what it will take to make it a reality becomes the crucial next step.
In this context, the Center for Education of the National Research
Council (NRC) has undertaken a series of activities to address issues related
to the quality of scientific education research.1 In 2002, the NRC released
Scientific Research in Education (National Research Council, 2002), a re-
port designed to articulate the nature of scientific education research and to
guide efforts aimed at improving its quality. Building on this work, the
Committee on Research in Education was convened to advance an im-
proved understanding of a scientific approach to addressing education prob-
1Other NRC efforts—especially the line of work that culminated in the recent report
Strategic Education Research Partnership (National Research Council, 2003)—offer insights
and advice about ways to advance research utilization more broadly.
vii
viii PREFACE
lems; to engage the field of education research in action-oriented dialogue
about how to further the accumulation of scientific knowledge; and to
coordinate, support, and promote cross-fertilization among NRC efforts in
education research.
The main locus of activity undertaken to meet these objectives was a
year-long series of workshops designed to engage a range of education stake-
holders in discussions about five key topics:
• Peer Review in Federal Education Research Programs. This workshop
focused on the purposes and practices of peer review in federal agencies
that fund education research. Federal officials and researchers considered a
range of models used across the federal government to involve peers in the
review of proposals for funding and discussed ways to foster high-quality
scientific research through peer review.
• Understanding and Promoting Knowledge Accumulation in Education:
Tools and Strategies for Education Research. With a focus on how to build a
coherent knowledge base in education research, researchers and federal of-
ficials analyzed several elements of the research infrastructure, including
tools, practices, models, and standards. Fundamental questions about what
such a knowledge base might look like were also considered in this context.
• Random Assignment Experimentation in Education: Implementation
and Implications. The evidence-based education trend has brought to the
fore decades of debate about the appropriateness of randomized field trials
in education. Far less consideration has been devoted to the practical as-
pects of conducting such studies in educational settings; this workshop
featured detailed descriptions of studies using randomized field trials in
education and reflections on how the current trend to fund more of these
studies is influencing states, districts, and students.
• Journal Practices in Publishing Education Research. Following the
more general discussion of how to build a coherent knowledge base in
education in a previous workshop, this event took up the specific case of
journals that publish education research. Editors, publication committee
members, and others involved in the production and use of journal articles
considered ways to promote high-quality education research and to con-
tribute to the larger body of knowledge about important areas of policy and
practice.
• Education Doctoral Programs for Future Leaders in Education Re-
search. A final workshop focused on the professional development of edu-
PREFACE ix
cation researchers, with a specific emphasis on doctoral programs in schools
of education. Deans, graduate study coordinators, foundation officials, and
policy makers came together to share observations and chart potential paths
for progress.
Additional information on each of these events, including transcripts
of presentations and discussions, can be found at http://www7.
nationalacademies.org/core/.
This report is a summary of the third workshop in the series, on the
implementation and implications of randomized field trials in education.
Educators and researchers have debated the usefulness of these methods for
conducting research in education for decades. As many more of them are
being funded in education than ever before, our objective in convening this
workshop was to provide a venue for researchers and practitioners who
have been involved in this kind of study in educational settings to share
their experiences. The event took place on September 24, 2003, at the
National Academies’ Keck Center in Washington, DC.
This report summarizes common issues and ideas that emerged from
the presentations and discussion during the workshop (see Appendix A for
the workshop agenda and Appendix B for biographical sketches of the com-
mittee members and speakers). These issues included why researchers use
randomized field trials, when such a design is appropriate for answering
questions about education, and how to implement this kind of research in
an educational setting. In discussing these issues, workshop speakers identi-
fied challenges to successfully carrying out randomized field trials in schools
and described strategies for addressing those challenges. Although investi-
gators conducting any type of research in schools would encounter many of
these challenges, some are unique to this research design.
While this report represents our synopsis of the key issues aired at the
workshop, it does not contain conclusions or recommendations. We will
issue a final report with recommendations for improving scientific research
in education based on the series of five workshops. In addition, because the
one-day workshop that is the subject of this report necessarily included
only a small number of practitioners and researchers, this summary cannot
be construed as representative of all experiences and views of those who
have been involved in randomized field trials in educational settings. We
did take care to invite individuals who were experienced and knowledge-
able about implementing this kind of research in social settings and believe