Purpose: Given the scientific and practical difficulties inherent in measuring and comparing socioeconomic deprivation (SED), and the further complexity added in cross national measurements, the main aim of this paper was to check the validity of SED measures used in PISA 2018 dataset. The SED measure used in PISA 2018 was the PISA index of…

Education researchers often encounter scenarios where an abrupt policy change occurs within or across jurisdictions or populations that affect key student outcomes. Difference-in-differences is a research design analysts can use to estimate causal effects of these "natural experiments." This article introduces education researchers to…

Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in…

Since 2007, two taxonomies have been proposed to identify the components of evaluation practice that may be specified in an evaluation policy. Little is known, however, about how these taxonomies align with evaluation policies developed by philanthropic foundations. Through thematic analysis, this article first compares 12 foundation evaluation…

A recent report from the Progressive Policy Institute examines the impact of charter schools on the achievement of students who remain enrolled in traditional district schools. It is centered around a graph that depicts a strong positive relationship between the percentage of students enrolled in charter schools and decreases in the achievement…

Local education agencies (LEAs) continue to use value-added models (VAMs) for teacher evaluation policies and purposes, often with consequences attached. Although the Every Student Succeeds Act (ESSA) provides more flexibility to LEAs, few have discontinued VAM use, suggesting they interpret VAMs as a valid measure of teacher effectiveness. In…

This paper seeks to raise awareness among educational researchers and practitioners of some significant weaknesses and internal contradictions of randomised control trials (RCTs). Although critiques throughout the years from education scholars have pointed to the detrimental effects of this experimental approach on education practice and values,…

Artificial Intelligence (AI) is rapidly reshaping educational systems worldwide, raising critical debates about the reliability of AI-generated content, the validity of AI-driven assessments, and the ethical implications of its integration into diverse learning environments. This study examines the integrity of AI-enhanced education within the…

Competency-based testing and credentialing (CBTC) initiatives aim to address inequity in adult education by fundamentally changing how states use GED®, HiSET®, and TASC™ test scores to award and withhold high school equivalency credentials. However, CBTC is inconsistent with how developers intend states to use those scores. Accordingly, it falls…

A key policy challenge in establishing new universities is the potential risk of lower academic standards and mission drift, which can affect policy effectiveness and outcomes. While regulation and funding tend to be preferred policy instruments for securing control of higher education expansion and achieving policy objectives, this article…

Higher education institutions face heightened accountability for student success. As such, higher education relies heavily on big data to predict student outcomes. This process is problematic because predictive models are developed on historical data, are deficit based, and are focused on student factors, neglecting institutional factors. The…

Contemporary teacher evaluation policies are built upon multiple-measure systems including, primarily, teacher-level value-added and observational estimates. However, researchers have not yet investigated how using these indicators to evaluate teachers might distort validity, especially when one indicator seemingly trumps, or is trusted over the…

In Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school…

The turn toward public accountability for educator preparation programs (EPPs) has been met with both optimism that public scrutiny will improve the quality of teacher education and concern over a perceived disconnect between public accountability tools and effective teacher preparation. This study examines the impact of the accountability metrics…

The turn toward public accountability for educator preparation programs (EPPs) has been met with both optimism that public scrutiny will improve the quality of teacher education and concern over a perceived disconnect between public accountability tools and effective teacher preparation. This study examines the impact of the accountability metrics…