Weighing the Research:
What Works, What Doesn't
An Opinion Series
Although the cries for "evidence" are frequent in the education space, evidence can prove elusive to practitioners: Where is it? How sound is it? What does it tell us about real-life situations? This series aims to put the pieces of research together so they can be used by those charged with choosing which policies and practices to implement.
The conveners of this project—Susanna Loeb, the director of Brown University's Annenberg Institute for School Reform, and Harvard education professor Heather Hill—have received grant support from the Annenberg Institute for this series.
They’ll be looking for you to suggest other topics using #EdResearchToPractice on Twitter or submitting a comment to the essays in this series.
In a new series, Heather C. Hill and Susanna Loeb will synthesize the research to see what works and what doesn't in education.
Many teachers believe that analyzing student assessment data can improve performance, but the research suggests otherwise, writes Heather C. Hill.
Many researchers have given up on teacher professional development as a way to raise student test scores, but two approaches have been yielding good results, writes Heather C. Hill.