How evidence-based reform will transform research and practice in education
Abstract
Evidence-based reform in education refers to policies that enable or encourage the use of programs and practices proven to be effective in rigorous research. This article discusses the increasing role of evidence in educational policy, rapid growth in availability of proven approaches, and development of reviews of research to summarize the evidence. A highlight of evidence-based reform was the 2015 passage of the Every Student Succeeds Act, which defines strong, moderate, and promising levels of evidence for educational programs and ties certain federal funding to use of proven approaches. To illustrate how coordinated use of proven approaches could substantially improve educational outcomes, the article proposes use of proven programs to populate each of Tiers 1, 2, and 3 in response to intervention policies.
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Lack of evidence could lead to erroneous conclusions due to inadequate comparisons.
“Finally, this lack of evidence could lead to erroneous conclusions due to inadequate comparisons (Slavin, 2020;Odeleye & Santiago, 2019;Baron, 2004).”
From Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review (2026) · cites this paper as Slavin, 2020
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Average Values of Mean Squares in Factorials
Cornfield, J., & Tukey, J. W. (1956) · The Annals of Mathematical Statistics · doi:10.1214/aoms/1177728067 · Cited by 292 · see citing works
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de la Fuente, J., & Martínez-Vicente, J. M. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1299224 · Cited by 32 · see citing works
“Along the lines of evidence-based psycho-educational intervention (Slavin, 2017, 2019; de la Fuente et al., 2023a), proposed interventions and improvement measures have been put forward as strategies for external assistance to improve the specific behavioral variables analyzed.”
BackgroundEvaluating software tools to conduct systematic reviews: a feature analysis and user survey
Pellegrini, M., & Marsili, F. (2021) · Form@re - Open Journal per la formazione in rete · doi:10.36253/form-11343 · Cited by 17 · see citing works
Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review
Caballero Díaz, D., Amin, A., Musa, P., & Leung, V. (2026) · Education Sciences · doi:10.3390/educsci16020220
- Authors
- Slavin, R. E.
- Affiliations
- Johns Hopkins University (US)
- Corresponding author
- Slavin, Robert E.
- ORCID
- Slavin, Robert E.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2019-06-04
- Volume
- 55
- Issue
- 1
- Pages
- 21-31
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2948306946
- Cited by
- 220
- References
- 1
- Citations by year
- 2026: 49 · 2025: 47 · 2024: 35 · 2023: 25 · 2022: 33 · 2021: 21 · 2020: 9 · 2019: 1
- FWCI
- 10.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- Topics
- Social Sciences › Decision Sciences › Management Science and Operations Research › Evaluation and Performance Assessment
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › Educational Research and Methods
- Keywords
- evidence-based reform, education policy, Every Student Succeeds Act, level of evidence, federal education funding, tiered intervention, educational outcomes, evidence-based practice
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