The Case of a System Committed to Being Research-Informed: Ontario’s Research and Evaluation Strategy

• In Event: Leading the System-Wide Use of Research to Inform Policy, Program, and Practice

Abstract

Purpose and Perspective
This paper presents a case study of a system-wide, government-led commitment to research-informed and evidence-based policies, programs and practices, aligned with goals to improve student achievement, reduce gaps in achievement, and increase public confidence in publicly funded education.

Increasing efforts to build systemic capacity for using evidence to guide public policy and practice are being encouraged (Cooper, Levin & Campbell, 2009; Levin, 2004). However, relatively little is known about research utilization and impact within organizations and systems (Davies and Nutley, 2008), particularly at the state level, to effectively use research, evaluation and data. Yet such capacity is essential to being evidence-based for policy and practice, as Fullan (2010, p.73) commented: “It may seem obvious, but it takes capacity to lead capacity.” Our paper investigates the leadership and development of a strategy to build capacity to access, understand and apply research systemically across an education ministry, districts, schools and classrooms. This contributes to the urgent need to examine how large-scale research-informed educational improvement can be effectively supported with a focus on both resolute leadership from the government and through distributed leadership and ownership across the education system, to increase collective capacity (Campbell et al., 2011; Fullan, 2010; Levin, 2009).

Methods and Data
The case study examines the conceptualization, implementation and impact of a system-wide research, evaluation and data strategy through multiple data sources, including: evidence over six years of research/evaluation activities, strategy documents, reports and publications; an evaluation and research learning program; a knowledge network for applied education research; research conferences; insider accounts; and participant interviews.

Results and Significance
In the context of AERA’s mission to promote research use and current U.S. federal and state developments requiring capacity and evidence for significant reform of standards, assessments and school effectiveness, this paper is significant in providing evidence from a comprehensive strategy to build the capacity of a state education department in partnership with district and school capacity to use research for improved educational outcomes. We analyze the importance of six key components:

1. Leading a Research and Evaluation Strategy
2. Applying Research, Evaluation and Data
3. Building Research Capacity
4. Fostering Networking and Partnerships
5. Communicating Research Effectively
6. Contributing to Research Knowledge

Consistent with AERA’s theme ‘to know is not enough’, we conclude that a basic but vital starting point is ensuring that research is designed to contribute (#6) to knowledge and is communicated effectively (#5). Yet this is not sufficient to change practice, which requires support for applying research (#2). Further attention to building individual and collective capacity (#3) and fostering networking and partnerships (#4) is vital, recognizing that such social and interactive processes are fundamental to effective knowledge mobilization (Cooper et al. 2009; Davies & Nutley, 2008). Finally and importantly, to sustain a multi-year, complex, strategic and systemic approach to developing capacity for research use requires resolute and distributed leadership (#1) involving government, districts, schools and other partners working together.

Authors

• Doris McWhorter, Ministry of Education

• Carol Campbell, University of Toronto - OISE

• Raymond Théberge, Ontario Ministry of Education

• David Fulford, ADMO, ETD