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Education: High Potential Not Yet Realized

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  • Carol Taylor Fitz-Gibbon

Abstract

Knowledge is not easily plucked from the stream of existence and social scientists have to offer the sobering suggestion that while ‘What matters is what works’, what matters first is how we find out what works. If a blind lurching from one good idea to yet another fashion is to be avoided, the task of finding out what works must be central. The widespread use of systematic monitoring (performance indicators) in education in England provides the kind of data stream needed to make it likely that the occasional dramatic outcome will be noticed, particularly by teachers. This article explains the problems and possibilities of using evidence-based information to improve education.

Suggested Citation

  • Carol Taylor Fitz-Gibbon, 1999. "Education: High Potential Not Yet Realized," Public Money & Management, Taylor & Francis Journals, vol. 19(1), pages 33-40, January.
    • Handle: RePEc:taf:pubmmg:v:19:y:1999:i:1:p:33-40
    DOI: 10.1111/1467-9302.00150
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    Cited by:

    1. Anthony Petrosino, 2003. "Estimates of Randomized Controlled Trials Across Six Areas of Childhood Intervention: A Bibliometric Analysis," The ANNALS of the American Academy of Political and Social Science, , vol. 589(1), pages 190-202, September.
    2. Anthony Petrosino & Robert F. Boruch & Haluk Soydan & Lorna Duggan & Julio Sanchez-Meca, 2001. "Meeting the Challenges of Evidence-Based Policy: The Campbell Collaboration," The ANNALS of the American Academy of Political and Social Science, , vol. 578(1), pages 14-34, November.

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