Journal Article

American Education Research Changes Tack

Joshua D. Angrist

in Oxford Review of Economic Policy

Published on behalf of The Oxford Review of Economic Policy Ltd

Volume 20, issue 2, pages 198-212
Published in print June 2004 | ISSN: 0266-903X
Published online June 2004 | e-ISSN: 1460-2121 | DOI: http://dx.doi.org/10.1093/oxrep/grh011
American Education Research Changes Tack

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  • Economic Development and Growth
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For a quarter century, American education researchers have tended to favour qualitative and descriptive analyses over quantitative studies using random assignment or featuring credible quasi-experimental research designs. This has now changed. In 2002 and 2003, the US Department of Education funded a dozen randomized trials to evaluate the efficacy of pre-school programmes, up from one in 2000. In this essay, I explore the intellectual and legislative roots of this change, beginning with the story of how contemporary education research fell out of step with other social sciences. I then use a study in which low-achieving high-school students were randomly offered incentives to learn to show how recent developments in research methods answer ethical and practical objections to the use of random assignment for research on schools. Finally, I offer a few cautionary notes based on results from the recent effort to cut class size in California.

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Subjects: Economic Development and Growth ; Public Economics ; Political Economy ; Public Policy

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