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Stephan Fraser - Evidence informed policy making - 27 June 2017
The Education Endowment Foundation (EEF) is a UK charity aimed at improving educational outcomes for disadvantaged students through evidence-informed policymaking. Founded in 2011, it supports educators and policymakers in utilizing evidence for decision-making, emphasizing the importance of professional judgment alongside empirical data. The EEF also produces guidance reports that offer practical recommendations based on research and trial findings.
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Stephan Fraser - Evidence informed policy making - 27 June 2017
- 1. @EducEndowFoundn OECD Governing better throughevidence- informed policy making Guidelines and standards for evidence Stephen Fraser, EEF, 27 June 2017
- 2. @EducEndowFoundn Who we are… • The Education Endowment Foundation is an independent grant-making charity dedicated to breaking the link between family income and educational achievement. • The EEF was founded in 2011 by lead charity the Sutton Trust, in partnership with Impetus, with a £125m founding grant from the UK Department for Education. • In 2013, the EEF and the Sutton Trust joined the What Works Network, as the government-designated What Works Centre for Improving Education Outcomes for School-aged Children.
- 3. @EducEndowFoundn What we do… Evidence Generation Evidence Mobilisation Evidence synthesis • We support teachers, school leaders and policy makers to use evidence to inform their decision-making. • We believe evidence can make the biggest difference in the hands of practitioners. • We believe that the evidence is best applied in concert with professional judgement.
- 4. @EducEndowFoundn Synthesis Balancing: • Accuracy • Accessibility •Applicability • Acceptability • Appropriateness • Actionability
- 5. @EducEndowFoundn The Teaching andLearning Toolkit – 2nd layer • For each strand • What is it? • How effective is it? • How secure is the evidence? • What are the costs? • What should I consider? • Technical appendix
- 6. @EducEndowFoundn Communicating confidence -toolkit Rating Description 5 Very Extensive: Consistent high quality evidence from at least five robust and recent meta-analyses where the majority of the included studies have good ecological validity and where the outcome measures include curriculum measures or standardised tests in school subject areas. 4 Extensive: Three or more meta-analyses from well-controlled experiments mainly undertaken in schools using pupil attainment data with some exploration of causes of any identified heterogeneity. 3 Moderate: Two or more rigorous meta-analyses of experimental studies of school age students with cognitive or curriculum outcome measures. 2 Limited: At least one meta-analysis or systematic review with quantitative evidence of impact on attainment or cognitive or curriculum outcome measures. 1 Very limited: Quantitative evidence of impact from single studies, but with effect size data reported or calculable. No systematic reviews with quantitative data or meta- analyses located.
- 7. @EducEndowFoundn What we do… Evidence Generation Evidence Mobilisation Evidence synthesis • We support teachers, school leaders and policy makers to use evidence to inform their decision-making. • We believe evidence can make the biggest difference in the hands of practitioners. • We believe that the evidence is best applied in concert with professional judgement.
- 8. @EducEndowFoundn Communicating confidence -trials Rating 1. Design 2. Power (MDES) 3. Attrition 4. Balance 5. Threats to validity 5 Fair and clear experimental design (RCT) < 0.2 < 10% Well-balanced on observables No threats to validity 4 Fair and clear experimental design (RCT, RDD) < 0.3 < 20% 3 Well-matched comparison (quasi- experiment) < 0.4 < 30% 2 Matched comparison (quasi- experiment) < 0.5 < 40% 1 Comparison group with poor or no matching < 0.6 < 50% 0 No comparator > 0.6 > 50% Imbalanced on observables Significant threats
- 9. @EducEndowFoundn What we do… Evidence Generation Evidence Mobilisation Evidence synthesis • We support teachers, school leaders and policy makers to use evidence to inform their decision-making. • We believe evidence can make the biggest difference in the hands of practitioners. • We believe that the evidence is best applied in concert with professional judgement.
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- 11. @EducEndowFoundn Guidance Reports Combining theresearch evidence and our own learnings from trials, Guidance Reports make clear, practical and evidence-based recommendations to help teachers translate the evidence into practice.
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