Tag Archives: do-over

ederally-supported education research doesn’t need a do-over

These are interesting times for education research. On one hand, the field has matured to the point where highly credible education research seems to come out on a weekly—sometimes daily—basis. Federal investment and infrastructure has contributed to a notable increase in the supply of rigorous studies that are widely available to educators and policymakers. But now, some have suggested that ... Read More »