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New article: Experimental education research: rethinking why, how, and when to use random assignment Out today (even though it’s Saturday): doi.org/10.1080/1380... With @drsamsims.bsky.social @mjinglis.bsky.social @benweidmann.bsky.social @benstyles.bsky.social & Hugues Lortie-Forgues

doi.orgExperimental education research: rethinking why, how, and when to use random assignmentOver the last twenty years, education researchers have increasingly conducted randomized experiments. Such experiments are usually designed in the hope of supporting comparisons of cost effectivene...

Jake Anders

@jakeanders.uk

4 July

Those of you who know my research know I think randomised trials are a really important part of impact evaluation in education research. But, of course, they have limitations and so they’re not always the right tool for the job.

Jake Anders

@jakeanders.uk

In this article we set out to think systematically about their strengths and weaknesses in the context of education research. We hope the framework we propose helps to guide thinking about when they are that right tool, and when alternatives better balance those strengths and weaknesses.

4/7/26, 11:26 am0 reposts1 like

Jake Anders

@jakeanders.uk

4 July

We particularly posit that RCTs are most useful for building and testing theory, while robust quasi-experimental designs (where greater statistical generalisability is often feasible) are likely to be better placed to inform policy and practice decision making directly.

Jake Anders

@jakeanders.uk

4 July

Studies using these methods should be complementary, hopefully helping to guide planning of a research programme in which studies focus on what they can best deliver towards that overall programme. It should not be taken as an overall critique of either set of methods.