Does It Work? Separating the Signal From the Noise in Efficacy Claims
Districts are directed to use at least 20% of ARP ESSER funding on evidence-based interventions, activities, and programs, and ESSA has long upheld evidence-based practices and programs as those most likely to improve student outcomes. "Evidence-based" means research, but how do you identify “good” research when it comes to making an impact on student learning?
Many educational programs make claims of efficacy, but with accelerating learning a universal priority, educators need to easily identify solutions that will truly deliver improved outcomes for students. Effect size is one tool that districts have turned to, as it offers what appears to be a clear, comparable number. However, using effect size as the only metric for evaluating interventions comes with pros and cons that are examined in this paper.
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