A policy forum on 2/20/08 presented by:

Association of American Publishers 

 Knowledge Alliance/Center for Knowledge Use

 Software & Information Industry Association

with support from The William T. Grant Foundation

Honorary Host:

Representative Rush Holt (NJ)

About 150 people attended this timely forum addressed one evolving debate about the federal role in education --- how should federal policies drive the use of evidence and the balance between regulation and innovation. A panel of researchers, developers, practitioners, and policy makers addressed whether federal policies stifle or stimulate the use of innovative practices and products, and to what degree evidence should be translated into regulations of local practices and interventions.

Archive & Materials:

• Audio of Panel Discussion
• Audio of Q&A
• Event Handout (includes speaker biographies, sponsor descriptions, agenda, etc.)

Panelists Include:       

• Todd Brekhus, PLATO Learning, Inc.
• Wesley Boykin, Executive Director of Research, Accountability, and Assessment, Baltimore County, MD Public Schools
• Bill Evers, Office of  Planning, Evaluation and Policy Development, U.S. Department of Education
• Jay Diskey, Association of American Publishers
• Todd Brekhus, Vice President, Product and Market Management, PLATO Learning, Inc.
• Glenn Kleiman, Friday Institute for Educational Innovation, North Carolina State University
• Jim Kohlmoos, Knowledge Alliance
• Doris Redfield, Edvantia
• Nina Rees, Knowledge Universe
• Mark Schneiderman, Software & Information Industry Association

Congressional Reactors:

• Brad Thomas, Professional Staff, House Education and Labor Committee, Chairman McKeon (R-CA)
• Roberto Rodriquez, Professional Staff, Senate HELP Committee, Chairman Kennedy (D-MA)

Over the past five years, the No Child Left Behind Act’s accountability and scientifically based research (SBR) provisions have stimulated increased attention on research and demand for evidence-based interventions for school improvement.  While much debate still exists about SBR, the intent was clear: that education decisions be based on sound research.  Yet, implementation of NCLB as a catalyst for research-based decision making has created tensions in an education system both long reliant on the assumption that what works will vary as well as looking for new and innovative practices and interventions.  

Amid continued confusion, questions are arising about the appropriate federal role in education research and development (R&D), both in terms of regulating interventions based on scientifically based research criteria and in stimulating innovation for addressing enduring education problems.  Are these roles compatible or in conflict?  Should the U.S. Department of Education focus on "what works" or allow "whatever works"?  These issues will be examined through the impending reauthorizations of the Elementary and Secondary Education Act (ESEA) and its companion Education Sciences Reform Act. 

Through an interactive panel of researchers, developers, practitioners, and policy makers, this forum addressed the following questions:

• How are educators making decisions based on scientifically-based research when there is a methodological dearth of effectiveness research for most policies, practices and interventions? 
• How can developers and providers evaluate existing products and services, when federal laws create regulatory barriers and other disincentives for educators to participate in this process?
• To what extent does the federal government stifle or stimulate development of new and innovative products and services in light of various policies, regulations and initiatives? 
• What are the incentives and disincentives for educators to participate in this process?  
• What is the appropriate federal R&D balance between regulating education and facilitating education innovation?  What can and should be changed or sustained?
• What federal policies, regulations, programs and funding are needed to further stimulate innovative, research-based product development? What should be the federal share? What is the appropriate public-private balance of responsibility?

About the Hosts:

Association of American Publishers

The AAP School Division represents the nation's leading developers of instructional materials, technology-based curricula, and assessments. As leaders in education, AAP School Division members create instructional solutions that help students, teachers, and school succeed. The Division focuses its work on behalf of members, students, and educators in several key areas: ensuring access to instructional materials, increasing funding for all types of instructional materials, and fostering a fair, competitive, and robust market for all education publishers.  www.aapschool.org

Knowledge Alliance/Center for Knowledge Use

The Center for Knowledge Use is a newly activated non-profit organization (501c 3) dedicated to disseminating the principles of effective knowledge use in education reform. The Center is closely affiliated with the Knowledge Alliance (formerly known as NEKIA) a non-partisan national trade association for knowledge sector institutions in education.  Through public policy and industry leadership, Knowledge Alliance advocates for evidence-based education and the use of knowledge in guiding improvement and innovation throughout the country.  Knowledge Alliance’s 30 institutional members are committed to high quality research, development, dissemination, technical assistance and evaluation at the federal, regional, state, tribal, and local levels.  Knowledge Alliance believes that effective knowledge use should be a central organizing theme of school improvement policies and practice across the country.  www.KnowledgeAll.net

Software & Information Industry Association

SIIA is the principal trade association for the software and digital content industry. SIIA provides global services in government relations, business development, corporate education and intellectual property protection to more than 800 leading software and information companies. Many SIIA members develop and deliver educational software, digital curricula and related technologies and services for use in education, while all SIIA members depend on the nation’s schools to provide a skilled, high-tech workforce. SIIA and our member companies have long collaborated with educators, policymakers and other stakeholders to improve education through the use of innovative learning technologies. For more information, see www.siia.net.

A policy forum presented by:

Knowledge Alliance/Center for Content