Open science has become an important part of contemporary science, and some open science practices (such as data sharing) have been prominent aspects of Educational Data Mining (EDM) since the start of the field. There have been recent pushes for EDM to more fully embrace the range of open science practices that are seen in other fields. In this paper, we review some of the practices that have become common in fields such as psychology, and critically examine the benefits and costs of adopting these practices within EDM. We conclude with a summary set of recommendations for the field. [For the complete proceedings, see ED675485.]