Abstract
Education policy researchers rely on a wide range of outcomes to gauge the influence of policies. Sometimes they use standardized achievement tests, and at other times they use classroom observations, teacher reports, or standardized or open-ended teacher interviews. Often, these different data collection devices are used to draw inferences about the intellectual quality of classroom events and, in turn, the quality of student learning. The purpose of this article is to examine and compare these various outcomes in terms of their potential to inform policymakers about policy influences on student outcomes.
Get full access to this article
View all access options for this article.
References
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.