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Implementing Randomized Field Trials in Education Report of a Workshop (2004) / Chapter Skim
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2 Why are Randomized Field Trials Used?
Pages 7-11

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From page 7...
... ANSWERING IMPORTANT QUESTIONS In his opening remarks, Stanford University professor of education Richard J Shavelson, who chaired the committee that produced Scientific Research in Education (National Research Council, 2002)
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From page 8...
... YIELDING USEFUL RESULTS Workshop speakers observed that researchers choose a randomized field trial design not only because it can answer one class of important questions, but also because of its capacity for generating valid and reliable results that are trusted and used by policy makers. Judith Gueron, president of MDRC, a large nonprofit research corporation specializing in randomized field trials, made this case convincingly.
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From page 9...
... She said that strong statements about the validity of findings from randomized field trials by prestigious groups, including National Research Council committees (e.g., National Research Council, 1985, 1994) , have helped to convince policy makers of the credibility of their findings.
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From page 10...
... For education, Gueron argued that since the use of randomized field trials is in its early stages, the first challenge is to show that such studies can be successfully conducted. In that context, she urged researchers to give priority to generating internally valid results, ar 1Kelly sketched some supplementary methods that could inform the design of randomized field trials as well as implementation and diffusion studies.
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From page 11...
... Department of Labor saturated the selected communities with funds to create jobs and MDRC tracked the young peoples' participation in school and work. When a National Research Council committee (1985)
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