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ESSA Statute in Section 8101 defines the term "evidence-based"  as an activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on:

  • strong evidence from at least one well-designed and well-implemented experimental study
  • or moderate evidence from at least one well-designed and well-implemented quasi-experimental study
  • or promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias
  • or demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes
  • and includes ongoing efforts to examine the effects of such activity, strategy, or interventions

New interim final regulations published July 2017 includes the following details:

  • studies must be relevant
  • studies must have a link between the proposed activities, strategies, and interventions and specific statistically significant effects
  • plans would have to ensure a faithful adaptation of the evidence
  • districts or states may build and test their own interventions, but must submit the evaluator's qualifications and resources to be used for evaluation



Evidence for ESSA Database

Ohio Department of Education Evidence-Based Clearinghouse

ESSA Guidance: Using Evidence to Strengthen Education Investments

What Works Clearinghouse

Find What Works Video Tour

Hattie Effect Size 2016 Update

Evidence for ESSA on Reading and Math Programs - March 2017

What Works in Drop Out Prevention?

What's the Evidence Base to Support Reading Interventions in Grades 1-3?

Navigating Social and Emotional Learning from the Inside Out - What Works?

The Research Is In: The Real Impact of Class Size and School Diversity

A Form of Professional Development that Research Shows Might Actually Help Teachers: Coaching

5 Steps Towards Embracing Evidence-Based Teaching

The Lasting Payoff of Early Ed - Harvard

Study Finds Academic Coaching Boosts Graduation Rates - Stanford

Social and Emotional Learning Interventions Under ESSA - Evidence Review

School Leadership Counts Report - New Teacher Center

Logic Models for Selecting, Designing and Implementing Evidence-Based School Leadership Interventions



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