ERIC Number: EJ883975
Record Type: Journal
Publication Date: 2010
Reference Count: 119
The Uses of Evidence for Educational Policymaking: Global Contexts and International Trends
Wiseman, Alexander W.
Review of Research in Education, v34 n1 p1-24 2010
In the past 150 years, educational systems have expanded and become integrally linked with economic, political, and social status in modern nation-states. As the stakes for education have risen, so has the call for more and improved use of scientific evidence as a basis for educational policymaking. Evidence from averaged scores on international assessments of math and science achievement in particular have become important indicators of national political and economic strength, but there are many different kinds of evidence to consider. For example, high-stakes consequences resulting from averaged academic achievement scores exist for students and schools in the United States but even more so in other countries, such as Japan. However, how and why evidence is used for educational policymaking both in the United States and around the world are the larger questions this chapter addresses. To investigate the uses of evidence for educational policymaking, this chapter asks two fundamental orienting questions: Why use evidence in educational policymaking? And why is evidence-based educational policymaking a global phenomenon? The answer to the first orienting question serves as a foundation for introducing relevant macrotheoretical perspectives and exploring the motivations and agendas that drive educational policy and decision making. The answer to the second orienting question provides a snapshot of the scope of the evidence-based decision-making phenomenon and some reasons why it has gained significance among educational policymakers around the world.
Descriptors: Mathematics Achievement, Science Achievement, Foreign Countries, Educational Policy, Global Approach, Quality Control, Educational Quality, Public Policy, Politics of Education, Federal Legislation, Educational History, Federal Programs, Measurement, Criticism, Comparative Education, Evidence, Educational Testing, Policy Analysis, Equal Education, Accountability, Sex Fairness, Economics, International Education, Policy Formation, Educational Trends, Educational Indicators, Educational Environment, Comparative Analysis
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Japan; Saudi Arabia; United Kingdom; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001