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Building the Capacity to Experiment in Schools: A Case Study of the Institute of Educational Sciences in the US Department of Education

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  • Thomas D. Cook
  • Dominique Foray

Abstract

This article is about building new research capacities to foster a fundamental shift in research methods. It examines in detail the new R&D policy of the US Department of Education, which is designed to dramatically increase the number of experiments conducted in schools despite limitations in the supply of seasoned experimenters. The article reviews the various policy mechanisms that are being used both to implement this new pro-experimental policy and to increase the supply of experimenters. It also very briefly discusses some of the potential positive and negative effects of pursuing such an R&D policy.

Suggested Citation

  • Thomas D. Cook & Dominique Foray, 2007. "Building the Capacity to Experiment in Schools: A Case Study of the Institute of Educational Sciences in the US Department of Education," Economics of Innovation and New Technology, Taylor & Francis Journals, vol. 16(5), pages 385-402.
    • Handle: RePEc:taf:ecinnt:v:16:y:2007:i:5:p:385-402
    DOI: 10.1080/10438590600982475
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    References listed on IDEAS

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    1. Joshua D. Angrist, 2004. "American Education Research Changes Tack," Oxford Review of Economic Policy, Oxford University Press and Oxford Review of Economic Policy Limited, vol. 20(2), pages 198-212, Summer.
    2. Roberto Agodini & Mark Dynarski, "undated". "Are Experiments the Only Option? A Look at Dropout Prevention Programs," Mathematica Policy Research Reports 51241adbf9fa4a26add6d54c5, Mathematica Policy Research.
    3. Roberto Agodini & Mark Dynarski, 2004. "Are Experiments the Only Option? A Look at Dropout Prevention Programs," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 180-194, February.
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    Cited by:

    1. Foray, D. & Raffo, J., 2014. "The emergence of an educational tool industry: Opportunities and challenges for innovation in education," Research Policy, Elsevier, vol. 43(10), pages 1707-1715.
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    3. Gargani, John, 2013. "What can practitioners learn from theorists’ logic models?," Evaluation and Program Planning, Elsevier, vol. 38(C), pages 81-88.

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