Assessing Performance Consequences of Changes in Educational Policy: Toward Systematic Experimentation

Abstract

This paper argues that schools of social work should determine the empirical consequences of risk-taking changes in educational policy. A commitment to systematic experimentation rather than random innovation is urged in order to promote effective curriculum designs, establish an empirical basis for educational policy decisions, and provide quasi-theories about educational policy change. CSWE is seen as a potential coordinator and repository of data about the effects of changes in educational policy. Furthermore, most schools have the resources to carry out significant studies. With these commitments, we can make policy changes that are predictive of desired outcomes.