In this brief rejoinder to Professor St.Pierre, the author focuses on two points: the purposes, origins, and role of the National Academy of Sciences (and its constituent units); and the importance of rigorous evidence in the pursuit of education policy and reform.
Cartwright, N. (in press). Hunting causes and using them. New York: Cambridge University Press.
2.
Feuer, M. J. (2003, April). Scientific research and education report. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
3.
Feuer, M. J. (2006). Moderating the debate: Rationality and the promise of American education. Cambridge, MA: Harvard Education Publishing Group.
4.
Heubert, J. P., & Hauser, R. M. (Eds.). (1999). High stakes: Testing for tracking. Washington, DC: National Academies Press.
5.
National Academy of Sciences. (1863). For Congress: An act to incorporate the National Academy of Sciences. Retrieved February 19, 2006, from http://www7.nationalacademies.org/ocga/other/Act_to_incorporate.asp%23topofpage
6.
Shepard, L. A., & Smith, M. L. (1990). Synthesis of research on grade retention. Educational Leadership, 47(8), 84-88.
7.
Stokes, D. E. (1997). Pasteur’s quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution Press.
8.
St. Pierre, E. A. (2006). Scientifically based research in education: Epistemology and ethics. Adult Education Quarterly, 56(4), 239-266.
