Separating arguments from conclusions: The mistaken role of effect size in educational policy research

Simpson, A.

doi:10.1080/13803611.2019.1617170

Separating arguments from conclusions: The mistaken role of effect size in educational policy research

Simpson, A.

Authors

Professor Adrian Simpson adrian.simpson@durham.ac.uk
Principal

Abstract

Effect size is the basis of much evidence-based education policymaking. In particular, it is assumed to measure the educational effectiveness of interventions. Policy is being driven by the influential work of John Hattie, the Education Endowment Foundation, and others, which is grounded in this assumption. This article demonstrates the assumption is false and notes that, when criticized, proponents either attempt to inoculate themselves by listing (without checking) assumptions or use the specious reasoning that, however flawed their argument, no-one has disproved their conclusions.

Citation

Simpson, A. (2019). Separating arguments from conclusions: The mistaken role of effect size in educational policy research. Educational Research and Evaluation, 25(1-2), 99-109. https://doi.org/10.1080/13803611.2019.1617170

Journal Article Type	Article
Acceptance Date	Apr 25, 2019
Online Publication Date	Jun 2, 2019
Publication Date	2019
Deposit Date	May 7, 2019
Publicly Available Date	Dec 2, 2020
Journal	Educational Research and Evaluation
Print ISSN	1380-3611
Electronic ISSN	1744-4187
Publisher	Taylor and Francis Group
Peer Reviewed	Peer Reviewed
Volume	25
Issue	1-2
Pages	99-109
DOI	https://doi.org/10.1080/13803611.2019.1617170

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Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Education research and evaluation on 4 June 2019 available online: http://www.tandfonline.com/10.1080/13803611.2019.1617170