Implementing Evidence-Based Education Policies

🌍 UNESCO’s Pillars Framework for Digital Transformation in Education offers a roadmap for leaders, educators, and tech partners to work together and bridge the digital divide. This framework is about more than just tech—it’s about supporting communities and keeping education a public good. 💡 When implementing EdTech, policymakers should pay special attention to these critical aspects to ensure that technology meaningfully enhances education without introducing unintended issues:  🚸1. Equity and Access Policymakers need to prioritize closing the digital divide by providing affordable internet, reliable devices, and offline options where connectivity is limited. Without equitable access, EdTech can worsen existing educational inequalities.  💻2. Data Privacy and Security Implementing strong data privacy laws and secure platforms is essential to build trust. Policymakers must ensure compliance with data protection standards and implement safeguards against data breaches, especially in systems that involve sensitive information.  🚌3. Pedagogical Alignment and Quality of Content Digital tools and content should be high-quality, curriculum-aligned, and support real learning needs. Policymakers should involve educators in selecting and shaping EdTech tools that align with proven pedagogical practices.  🌍4. Sustainable Funding and Cost Management To avoid financial strain, policymakers should develop sustainable, long-term funding models and evaluate the total cost of ownership, including infrastructure, updates, and training. Balancing costs with impact is key to sustaining EdTech programs.  🦺5. Capacity Building and Professional Development Training is essential for teachers to integrate EdTech into their teaching practices confidently. Policymakers need to provide robust, ongoing professional development and peer-support systems, so educators feel empowered rather than overwhelmed by new tools. 👓 6. Monitoring, Evaluation, and Continuous Improvement Policymakers should establish monitoring and evaluation processes to track progress and understand what works. This includes using data to refine strategies, ensure goals are met, and avoid wasted resources on ineffective solutions. 🧑🚒 7. Cultural and Social Adaptation Cultural sensitivity is crucial, especially in communities less familiar with digital learning. Policymakers should promote a growth mindset and address resistance through community engagement and awareness campaigns that highlight the educational value of EdTech. 🥸 8. Environmental Sustainability Policymakers should integrate green practices, like using energy-efficient devices and recycling programs, to reduce EdTech’s carbon footprint. Sustainable practices can also help keep costs manageable over time. 🔥Download: UNESCO. (2024). Six pillars for the digital transformation of education. UNESCO. https://lnkd.in/eYgr922n  #DigitalTransformation #EducationInnovation #GlobalEducation

Impact evaluation is a vital component in assessing the effectiveness of development programs and policies, bridging the gap between intentions and outcomes. This “Impact Evaluation in Practice” handbook, authored by Paul J. Gertler and his team, offers a robust framework for implementing evidence-based assessments to measure the true impact of interventions. By focusing on causal relationships, it ensures that changes observed can be attributed directly to specific programs or policies, moving beyond anecdotes to provide credible, data-driven insights. The guide explores essential methodologies such as randomized controlled trials, regression discontinuity, and difference-in-differences, making complex concepts accessible to development practitioners and policymakers. It provides practical tools for integrating evaluation into program design and operations, ensuring results are actionable and policy-relevant. Real-world case studies from various global contexts illustrate how rigorous evaluations can improve resource allocation, refine program design, and scale effective interventions. This resource serves as an indispensable toolkit for those committed to accountability and learning in development. By applying its principles, practitioners and decision-makers can foster transparency, enhance program efficiency, and contribute to global knowledge on what works to reduce poverty and improve well-being.

In 2010, England's schools were failing. By 2021, the country had jumped from 25th to 4th place globally in reading. How? Nick Gibb and Robert Peal's Reforming Lessons reveals the inside story: they replaced ideology with evidence-based teaching methods. And over time, the reforms delivered: the right methods matter, and children who are properly taught do learn. The reforms challenged popular but ineffective practices—like teaching reading through guessing words instead of systematic instruction in core areas: phonics, fluency, vocabulary, comprehension. They overhauled curriculum, raised standards, introduced school accountability, and cut bureaucratic paperwork. Crucially, they proved that better teaching methods often matter more than increased funding. The lesson? When education systems prioritize evidence over ideology, learning improves. Success requires technical skill, political courage, attention to implementation detail, and relentless communication. England's improvement offers a blueprint for reform anywhere—especially for countries where learning poverty remains the norm. Sharing here my notes on the book.

𝗜𝗺𝗽𝗹𝗲𝗺𝗲𝗻𝘁𝗮𝘁𝗶𝗼𝗻 𝗶𝘀 𝗣𝗼𝗹𝗶𝘁𝗶𝗰𝗮𝗹: 𝗪𝗵𝘆 𝗘𝘃𝗶𝗱𝗲𝗻𝗰𝗲 𝗔𝗹𝗼𝗻𝗲 𝗱𝗼𝗲𝘀 𝗻𝗼𝘁 𝗱𝗿𝗶𝘃𝗲 𝗰𝗵𝗮𝗻𝗴𝗲 In their critical interpretive synthesis, Bullock and colleagues (https://lnkd.in/ees3Pfwr) challenge the common assumption that implementation is the final, technical step of evidence-informed policymaking. One of the paper’s most compelling contributions is its detailed examination of 𝘁𝗵𝗲 𝗽𝗼𝗹𝗶𝘁𝗶𝗰𝗮𝗹 𝗰𝗵𝗮𝗿𝗮𝗰𝘁𝗲𝗿 𝗼𝗳 𝗶𝗺𝗽𝗹𝗲𝗺𝗲𝗻𝘁𝗮𝘁𝗶𝗼𝗻, a perspective that reshapes how we think about getting evidence into use. The authors argue that implementation is not merely about fidelity to a model or managing logistics, but rather about how actors define problems, build coalitions, and assert legitimacy in contested spaces. Evidence becomes influential only when it aligns with institutional norms, political timing, and organizational interests. Even high-quality evidence can be ignored or resisted if it threatens established power dynamics or lacks champions with political capital. For those engaged in policy communication and knowledge mobilization, this insight is crucial. Strategies focused solely on dissemination or training risk overlooking the deeper challenge: implementation unfolds through negotiation, interpretation, and adaptation. It requires political skill, not just technical tools. For policymakers, recognizing implementation as political means creating space for deliberation, investing in mid-level leadership, and building systems that reward responsiveness, not only compliance. It also means understanding that success depends on trust, legitimacy, and the ability to navigate institutional constraints. By elevating the political nature of implementation, the authors offer a more honest and actionable view, one that equips us to move evidence from reports to results. #PolSci4Health #OA

Proud to share the latest study (link in comments) from our collaboration with the Early Learning Coalition of Palm Beach County, where evidence-driven innovation is transforming early literacy outcomes. What excites me most about these findings is that our students' progress is happening because of the powerful collaboration across an entire ecosystem—from goal setting to execution and the evidence-based results we’re seeing today. This is a clear example of how we can work together to achieve societal goals and optimize human potential through effective investment in early learning. Here’s how it all came together: •   🏆 Florida Chamber of Commerce’s 2030 Blueprint recognizes the importance of early learning and sets the ambitious goal of ensuring 100% kindergarten readiness as part of its vision for prosperity and workforce development. •   🏛️ Legislative action and rulemaking by the Florida Department of Education, has created accountability frameworks to align early learning with these long-term goals. •   💡 The ELC of Palm Beach assesses the needs of its community (providers, educators, parents, and students) and executes toward this goal by choosing to use My Reading Academy, which has a proven track record of improving literacy outcomes for young learners.   Key Outcomes: 📈 45% higher scores on the Star Early Literacy assessment, equivalent to four extra months of learning. 🎯 25% more students meeting Florida’s new kindergarten readiness benchmarks. 🔄 Students are 48% more likely to meet or exceed new monthly learning gain benchmarks. 👨🎓 9 out of 10 educators reported increased student confidence as readers and greater enjoyment in reading. 👩🏫 An overwhelming 97% of educators want to continue using My Reading Academy in their classrooms. This is how meaningful change happens—a demonstration of how setting ambitious goals, aligning legislation and policy, and executing evidence-based programs can transform students' lives, help a state invest in its future, and ultimately optimize human potential. What other examples of an ecosystem approach driving innovation in education are there? How do we replicate successful models like this that align diverse interests to create a broad societal impact? Please share your thoughts on collaborating to drive transformative educational outcomes that help achieve broader societal goals. Let’s invest in approaches that redefine what’s possible for early learning! 🚀 #EdTech #EarlyLearning #Innovation #EducationPolicy #KindergartenReadiness #ECE #WorkforceDevelopment

Good education research matters. It builds shared infrastructure, generates credible evidence, and translates what we’re learning into tools educators and policymakers can actually use.  And the Federal government is better positioned to lead that work than any school, district, or state alone. That’s why Amber Northern’s new report on reimagining IES – commissioned by the Department for Education – struck me as an important document. It defends the value of a strong federal research role while pushing hard on a real weakness: too much of the work has been slow, siloed, and insufficiently useful to people in schools. If the Department does move to build IES back around that vision, there are a few lessons Julia Freeland Fisher of the Clayton Christensen Institute and I argued for nearly a decade ago in A Blueprint for Breakthroughs (linked below) that would build on and complement those in Northern’s report: 1️⃣ Focus on the individual, not just the average - Federal research should help us understand what works for which students, in which circumstances, not just what works “on average.” That means pushing beyond broad population-level findings toward more circumstance-specific recommendations that practitioners can actually use. 2️⃣ Treat RCTs as important, but not as the end of the research process - Randomized controlled trials matter, but they are not the final step. A stronger IES would support research that progresses beyond initial RCTs and uses additional methods to understand what actually drives outcomes in different settings. 3️⃣Learn from anomalies, not just patterns - Some of the most useful breakthroughs come from investigating results the prevailing theory cannot explain. Rather than treating outliers as noise, federal research should use them to refine theories of causality and generate more useful guidance for the field. This is one of the best ways to move from general findings to actionable knowledge. 4️⃣Make data collection more seamless and timely - If the goal is to help educators solve real problems, then the research enterprise has to get better at capturing what is actually happening in schools in real time and with less burden on districts. That priority shows up clearly in both Northern’s recommendations and our earlier blueprint. So my reaction is a positive one: this feels like it could be a step-function improvement if implemented thoughtfully. The opportunity now is not simply to restore IES, but also to rebuild it in a way that preserves rigor while producing more actionable, context-sensitive knowledge for the people doing the work on the ground.

When considering a shift to the science of reading, I often get asked: Does it actually work? The answer is in the results. Districts and schools across the country that have implemented evidence-based literacy practices are seeing measurable improvements in: --> Fluency—In Mississippi, a statewide focus on phonics and explicit instruction has propelled the state’s reading scores above the national average, transforming outcomes for thousands of students. --> Comprehension—In Stark County, Ohio, teachers trained in science-based methods reported dramatic improvements in their students’ ability to decode and understand texts. --> Equity—In Comox Valley Schools in British Columbia, integrating research-backed strategies helped close literacy gaps for underserved populations, raising grade-level proficiency rates for all students. These aren’t isolated success stories—they’re part of a growing movement proving that systematic, explicit instruction changes lives. If you’re wondering whether the science of reading can work for your school, let’s talk. I’d love to share data and stories from schools just like yours that have made the leap and are seeing transformational results. The question isn’t if it works—it’s how we can make it work for you. #ElementaryLeadership #ScienceOfReading #LiteracySuccess #DataInEducation

Over the last 18 months, CIS has done something really unusual in education policy these days: Built even stronger bipartisan support for integrated student supports (ISS) as essential infrastructure in our nation's schools. Not by watering down the mission. Not by playing both sides. Not by avoiding hard truths. By proving that when you design education around relationships rather than compliance, chronic absenteeism drops, graduation rates rise, and it works in Texas AND California, rural districts AND urban centers. 58% of our Hill Days meetings were with Republican offices. Every single one saw the value. Because integrated student supports aren't progressive or conservative. It's what happens when you decide that every student deserves at least one adult who refuses to let them disappear. Here's what actually worked: → Leading with outcomes and community wisdom, not ideology → Bringing policymakers INTO schools to see the work, not just read or hear about it → Positioning ISS as "the operating system that makes every other investment work" (efficiency + values) → Elevating community voices who can speak to impact better than any policy brief → Finding the values that transcend political labels: presence, relationships, opportunity The most powerful moment during Hill Days? A Republican senator from a rural state saying: "CIS is the best thing I've ever seen in public education." This work matters more now than ever. As infrastructure that once coordinated student supports faces systematic dismantling, the question isn't whether students still need help. It's who steps up to provide it. Community-based organizations like CIS aren't waiting for someone else to solve this. We're building what comes next: coordination that doesn't require federal mandate, evidence-based approaches that survive political winds, local capacity that can't be defunded from Washington, thriving relationships that outlast any administration. The walls may be crumbling. But the foundation we're building? That's permanent. Because we learned something critical: Bipartisan support isn't about compromise. It's about proving what works so undeniably that partisanship becomes irrelevant. If you're working on any issue that feels impossibly polarized: Stop trying to win the old arguments. Start proving what works to create new futures. Bring people to see it AND feel it. Build human infrastructure that survives regardless of who's in power. The work wins when we let it. And when we refuse to let it depend on any single source of support. #BipartisanSolutions #EducationPolicy #IntegratedStudentSupports #CommunitySchools #BuildingWhatLasts

How can we improve education outcomes most efficiently? Many low- and middle-income countries face persistent challenges in educational access and student learning. With limited resources, policymakers must prioritize interventions that deliver the greatest impact. A key challenge is comparing the effectiveness of different education policies—measured in years of schooling, test scores, or other fragmented metrics. How can we determine which investments are truly worth the cost? A new study, “How to Improve Education Outcomes Most Efficiently? A review of the evidence using a unified metric” by Noam Angrist, David Evans, Deon Filmer, Rachel Glennerster, Halsey Rogers, Shwetlena Sabarwal analyzes over 200 educational policies across 52 countries using Learning-Adjusted Years of Schooling (LAYS)—a metric that captures both access and quality. The study also integrates cost-effectiveness analysis. 🔹 Key insights: • Targeted instruction and structured pedagogy are among the most cost-effective strategies. Some interventions can provide the equivalent of three years of high-quality education for just $100 per child. • Reallocating government spending from low- to high-efficiency investments could drive major improvements in education outcomes. • Cash transfers alone are not a cost-effective tool for improving LAYS. Investing wisely in education can unlock greater learning for millions. What policies do you think deserve more attention? Let’s discuss. Read full paper here 👉 https://lnkd.in/eQbzqSgZ #Education #Policy #Impact #LearningOutcomes #EducationForAll