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Reviews research literature on evidence characteristics aligned with practitioner interests, then uses a case illustration from a large school district to analyze study feasibility and interpretation challenges in complex education systems. Finds that despite rigorous evidence attention, consumers often prefer peer recommendations and local pilots, yet formative evaluation evidence supported program implementation quality and long-term sustainability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Challenges  \nSteven M. Ross  \nJohns Hopkins University  \nJennifer R. Morrison   \nJohns Hopkins University  \nECNU Review of Education 2021, Vol. 4(1) 108–127 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120916742](DOI: 10.1177/2096531120916742)[ ](DOI: 10.1177/2096531120916742)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: We examine considerations regarding the positive contributions of evidence accountability and challenges that frustrate educators in gaining access to the needed product information.  \nDesign/Approach/Methods: We review the research literature on the multiple characteristics of evidence relative to consumer (practitioner) interests. We then examine, through a “case illustration” of an initiative in a large school district, a second challenge for evidence usage—conducting viable studies and interpreting outcomes from comprehensive interventions in complex educational systems.  \nFindings: Despite attention being given to rigorous evidence, consumers report preferring peer recommendations and local pilot studies as sources. In our case illustration, we found that the availability of evidence from comprehensive formative evaluation studies was viewed by stakeholders as positively contributing to program implementation quality and sustainability over time.  \nCorresponding author:  \nJennifer R. Morrison, Center for Research and Reform in Education, School of Education, Johns Hopkins University, Baltimore, MD 21286, USA.  \nEmail: [JRMorrison@jhu.edu](JRMorrison@jhu.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/Value: We use a real-world “case illustration” of a complex initiative in a large, diverse school district to illustrate how current policies and expectations regarding evidence support for educational programs is filtered through multiple agendas and personal needs of key stakeholders. Consequently, evaluators acquire nontraditional roles that go beyond routine execution of rigorous studies. Given these factors, we offer recommendations for fostering more meaningful and objective interpretations and usage of evidence by local stakeholders.  \nKeywords  \nEvidence of effectiveness, program evaluation, technology integration Date received: 21 November 2019; accepted: 12 March 2020  \nIntroduction  \nIn recent years, federal policies in the U.S. have emphasized the importance of schools adopting programs and practices supported by evidence from rigorous research studies. Almost two decades ago, the No Child Left Behind Act (NCLB) of 2001 (U.S. Congress, 2001) explicitly identified a preference for randomized experiments in its definition of“scientificallybased”research. Inreviewing policies directed to bridging the gap between educational research and school practice, Farley-Ripple et al. (2018) note the subsequent influences of the Educational Sciences Reform Act of 2002 and the Institute of Educational Sciences (IES) whose mission is to disseminate to educators, researchers, and the public scientific evidence on educational practices. To advance this goal, the IES, in turn, created the What Works Clearinghouse (WWC) in 2002, which identifies and reviews rigorous studies that yield evidence evaluated as meetin","cbCaieGbatxTAr6v","https://ap.wps.com/l/cbCaieGbatxTAr6v","pdf",274436,"English","# Abstract\n# Introduction","[{\"question\":\"What positive contributions of evidence accountability does the article focus on?\",\"answer\":\"It examines how evidence accountability can support improved educational decisions and influence how programs are implemented and sustained over time.\"},{\"question\":\"What challenge is explored through the case illustration?\",\"answer\":\"The article uses a case illustration to address complexities in gathering evidence, conducting viable studies, and interpreting outcomes from comprehensive interventions in complex school systems.\"},{\"question\":\"Why do educators and stakeholders not always rely on rigorous evidence?\",\"answer\":\"Consumers reported preferring peer recommendations and local pilot studies as sources, even when attention is given to rigorous evidence.\"}]","Achieving Better Educational Practices Through Research Evidence - A Critical Analysis and Case Illustration of Benefits and Challenges | PDF",1792092065]