Promises and pitfalls of evidence-based policymaking: Observations from a nonpartisan legislative policy research institute.

2017 ◽  
Vol 23 (4) ◽  
pp. 490-502 ◽  
Author(s):  
Rebecca Goodvin ◽  
Stephanie C. Lee
Keyword(s):  
Policy Research ◽  
Evidence Based ◽  
Legislative Policy ◽  
Research Institute

scholarly journals Book Review: 9/11 and the War on Terror: A Documentary and Reference Guide

2017 ◽  
Vol 56 (4) ◽  
pp. 300
Author(s):  
Carla Wilson Buss
Keyword(s):  
Foreign Policy ◽  
War On Terror ◽  
Policy Research ◽  
Military History ◽  
September 11 ◽  
First Person ◽  
Reference Guide ◽  
Non Fiction ◽  
Research Institute

In the nearly sixteen years since the terrible events of September 11, 2001, nearly 13,000 non-fiction books have been written about that day. Topics range from first-person accounts to memorials to collections of documents. A new addition to the crowded field is 9/11 and the War on Terror: A Documentary and Reference Guide. The author, Paul J. Springer, is a Senior Fellow at the Foreign Policy Research Institute and Professor of Comparative Military History at the Air Command and Staff College in Alabama. His work presents excerpts of declassified documents, chosen to illustrate the effects on and between terrorism and counterterrorism. The selected material is freely available elsewhere, but in this collection the author provides a useful chronology and a short analysis of both the impetus to create the document and its effects.

When evidence-based literacy programs fail

2018 ◽  
Vol 100 (4) ◽  
pp. 54-58
Author(s):  
Naihobe Gonzalez
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Struggling Readers ◽  
Student Outcomes ◽  
Intervention Program ◽  
Policy Research ◽  
Literacy Programs ◽  
Evidence Based ◽  
Early Grades ◽  
Intensive Program

More than ever, educators are expected to implement evidence-based interventions to improve student outcomes. This is often easier said than done, as illustrated by a recent study by Mathematica Policy Research in Oakland, California. To help secondary students who were several years behind in reading, the district piloted an intensive program for struggling readers that had been proven to work in early grades. The study showed that the intervention was difficult to implement in secondary schools and actually did more harm than good. The findings highlighted the importance of considering context and implementation, in addition to evidence of effectiveness, when choosing an intervention program.

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