Causal inference with large‐scale assessments in education from a Bayesian perspective: a review and synthesis
نویسنده
چکیده
Background With the reauthorization of the United States Elementary and Secondary Education Act (referred to in 2001 as No Child Left Behind–NCLB), attention focused on the need for evidenced-based education research, particularly education policies and interventions that rest on what NCLB referred to as “scientifically based research.” In practice, this focus on scientifically based education research translated into a preference for research studies based on the principles of randomized experimental designs. Specifically, Part A., Sec. 9101 of the No Child Left Behind Act, under the definition ‘Scientifically Based Research” stated
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