Evidence-Based Practice and Equal Educational Opportunity

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-12 - Equal Educational Opportunity: Challenges and Possibilities

Abstract

The U.S seeks to secure equal educational opportunity by offsetting the impact of social disadvantage on students’ academic achievement. In 2001, the No Child Left Behind Act introduced an evidence-based policy and practice (EBPP) model as a strategy for pursuing this goal. I argue that viewing the EBPP model as a strategy for pursuing equal educational opportunity relies on a misrepresentation of the educational research driving it. I attempt to show that the way in which these problems compromise the model can undercut its potential for securing equal educational opportunity.

Author

• Kathryn Joyce, University of California - San Diego