From noise to knowledge: Improving evidentiary standards for program efficacy to better inform public policy and management decisions.
Current approaches employed by U.S.‐based clearinghouses to rate the efficacy of interventions to address social problems typically do not result in sufficient information to help practitioners. Current standards of evidence employed across the United States apply a positivist notion of validity wit...
| Publicado en: | Public Administration Review Vol. 83; no. 5; pp. 1051 - 1072 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Sep2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=171105091&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 171105091 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00333352 PBA jtl: Public Administration Review issn: 00333352 maglogo: Y pubinfo: dt: Sep2023 vid: 83 iid: 5 pid: 480 pub: Wiley-Blackwell artinfo: ui: 171105091 10.1111/puar.13688 ppf: 1051 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 735KB tig: atl: From noise to knowledge: Improving evidentiary standards for program efficacy to better inform public policy and management decisions. aug: au: Newcomer, Kathryn E. Hall, Jeremy L. Pandey, Sanjay K. Reginal, Travis White, Ben affil: Trachtenberg School of Public Policy and Public Administration, The George Washington University, Washington DC,, USA DPAC 448R, School of Public Administration, University of Central Florida, Orlando Florida,, USA su: United States. Dept. of Education Policy sciences Ethnicity Race Social problems sug: subj: Policy sciences Ethnicity Race Social problems United States. Dept. of Education ab: Current approaches employed by U.S.‐based clearinghouses to rate the efficacy of interventions to address social problems typically do not result in sufficient information to help practitioners. Current standards of evidence employed across the United States apply a positivist notion of validity with quantitative research criteria that discourage answering important how and why questions, explicitly privilege quantitative/RCT evidence, offer few contextual insights, and rarely discuss disparities in outcomes across participants differing by race, gender, and ethnicity. We offer a set of standards of evidence to assess qualitative and mixed methods studies, as well as RCTs and quasi‐experimental designs, and probe the extent to which the studies address context and equity. We applied our proposed new standards of evidence to all intervention studies rated as the highest quality by the What Works Clearinghouse (WWC) sponsored by the U.S. Department of Education from 2017 to 2021 to demonstrate the usefulness of our standards. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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