Characteristics of School Districts That Participate in Rigorous National Educational Evaluations
Characteristics of School Districts That Participate in Rigorous National Educational Evaluations
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DOI：
10.1080/19345747.2016.1205160
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发表时间：
2017-01-01
影响因子：
1.8
通讯作者：
Orr, Larry L.
中科院分区：
文献类型：
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作者：
Stuart, Elizabeth A.;Bell, Stephen H.;Orr, Larry L.
随着人们对循证政策越来越感兴趣，人们越来越关注严格的项目评估结果如何为政策决策提供信息。然而，很少有人注意记录参加严格教育评估的学校或地区的特点，以及它们如何与被评估的干预措施的潜在目标人群进行比较。利用参加了11个大规模的严格的教育评估的实际地区的列表，我们比较这些地区的几个不同的目标人群的地区，可能会受到政策决定的影响，有关正在研究的干预措施。我们发现，参与11个严格的教育评估的学区在几个方面与干预措施的目标人群不同，包括规模，学生在州评估中的表现和位置（城市/农村）。这些研究结果提出了一些问题，如目前实施的严格的教育影响研究的结果是否可能推广到更大的学区，从而对政策制定者潜在感兴趣的学校和学生，以及我们如何改进我们的研究设计，以保持强大的内部效度，同时也提高外部效度。
Given increasing interest in evidence-based policy, there is growing attention to how well the results from rigorous program evaluations may inform policy decisions. However, little attention has been paid to documenting the characteristics of schools or districts that participate in rigorous educational evaluations, and how they compare to potential target populations for the interventions that were evaluated. Utilizing a list of the actual districts that participated in 11 large-scale rigorous educational evaluations, we compare those districts to several different target populations of districts that could potentially be affected by policy decisions regarding the interventions under study. We find that school districts that participated in the 11 rigorous educational evaluations differ from the interventions' target populations in several ways, including size, student performance on state assessments, and location (urban/rural). These findings raise questions about whether, as currently implemented, the results from rigorous impact studies in education are likely to generalize to the larger set of school districtsand thus schools and studentsof potential interest to policymakers, and how we can improve our study designs to retain strong internal validity while also enhancing external validity.