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Education PolicyEvidence of Equity and Effectiveness$
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Stephen Gorard

Print publication date: 2018

Print ISBN-13: 9781447342144

Published to Policy Press Scholarship Online: May 2019

DOI: 10.1332/policypress/9781447342144.001.0001

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PRINTED FROM POLICY PRESS SCHOLARSHIP ONLINE (www.policypress.universitypressscholarship.com). (c) Copyright Policy Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in PPSO for personal use.date: 21 February 2020

Introduction: themes of the book

Introduction: themes of the book

Chapter:
(p.3) One Introduction: themes of the book
Source:
Education Policy
Author(s):

Stephen Gorard

Publisher:
Policy Press
DOI:10.1332/policypress/9781447342144.003.0001

This chapter illustrates the difficulties of public policy-making in education. Within this sector, policy-making is evidence-informed, meaning that policy-makers and their advisers come up with ideas for changes in policy, which may or may not be based on solid research evidence. Some of these ideas are implemented and can be evaluated in terms of their policy objectives. Policy-makers and their advisers then react to this newer evidence, and the improving cycle of policy continues. The chapter argues that, in reality, the cycle is nothing like this. In education, new policies and interventions are rarely based on good prior evidence of effectiveness and of their side effects. Many policy areas are evidence-resistant, in fact. Evidence-resistant here means that the policies are proposed and implemented, even though the clear weight of evidence is against them.

Keywords:   education, policy-making, policy-makers, policy changes, research evidence, policy objectives, cycle of policy

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