Cost-Effectiveness in Education--Mysteries and Revelations

• In Event: AERA Distinguished Contributions to Research in Education Award (2017) Address

Abstract

Much of educational research seems to be divided into two separate domains: improving educational effectiveness and practice by providing evidence of gains in standardized test scores or enhancing social justice by reducing inequality in educational participation, opportunities, and attainments for the least advantaged members of society. The educational research literature implies or asserts that these goals are competing and disparate, and even the research methods are divided with educational effectiveness adherents using largely quantitative methods and social justice adherents using largely qualitative methods. There are also gender and racial and disability distinctions among researchers.
The purpose of this presentation is to suggest that we can broaden our research interests and methods, to embrace both purposes of education. Examples will be given of how this can be done in whole school reform, school finance, school organization, and educational resource allocation. These examples will also suggest shifts in training with respect to methods of research preparation and application.

Author

• Henry M. Levin, Teachers College, Columbia University