June 2004 — Exclusive Series: SBR
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What Does SBR Mean for Education Technology?
Impact of SBR
Both educators and publishers/developers are responding to the new research paradigm. Publishers and developers (both for-profit and nonprofit) have long reviewed the research literature to inform product development, as well as conducted product effectiveness evaluations. They are now working to: (1) better document the scientific basis of their products through white papers; and (2) build a more rigorous body of evidence that validates their products' effectiveness. These efforts correspond to NCLB's two applications of the SBR definition. In the first application, most NCLB references simply require that educational decisions be made "based on a review of SBR," meaning that that research demonstrates the efficacy of an intervention's underlying principles. In the second use, some SBR provisions have a more stringent standard, requiring that funds be used only for interventions that demonstrate - via SBR-sanctioned methods such as randomized assignment - to effectively produce the desired result (e.g., improving student achievement, improving teacher quality, and so forth).
While NCLB's SBR definition is somewhat broad and open to interpretation, much of the onus falls on educators to determine whether a study would meet the criteria. Guidance from the U.S. Department of Education is directing educators to adopt the principles of "evidence-based education," which combines professional wisdom with the best available empirical evidence for making decisions. The federal What Works Clearinghouse (WWC) seeks to provide some assistance for determining the quality of research findings, but it will be limited to the scope of topics and interventions it chooses to study. Most important, stakeholders should recognize that the WWC is only a resource, and NCLB d'es not require WWC inclusion to meet SBR requirements. In fact, the WWC focus is only on effectiveness research as it relates to student outcomes. Thus, it will not generally provide other types of SBR information educators need such as whether a program, practice or product is research-based; what factors are necessary to its effective implementation; or how best to combine professional wisdom and empirical evidence to make decisions.
Educators are responding to this new SBR environment by seeking research findings as well as struggling to expand their professional roles to include research on their own practice. In both cases, SBR provisions apply not only to procured products such as technology, but to all school policies, programs and practices. What has especially changed is that educators are now asking for this research. They are also asking questions to ensure the information is sound such as: D'es the evaluation study include control groups? And, are the study's student sample and test instrument authentic to my school?
Of course, this new emphasis on research-guided decision-making comes at a challenging time as educators are struggling with budget cuts, NCLB implementation, and increased testing and accountability demands. Like all educational policies, NCLB's SBR "vision" will be tempered by these practical realities as educators, and those who serve them, balance a myriad of goals, needs and requirements. Therefore, it is too simplistic to expect that SBR can directly guide practice; it is much more realistic for SBR to be one of the considerations that informs practice.
