February 20, 2008
Rayburn House Office Building, Room B339 - Washington, DC

A Policy Forum Presented by:
Knowledge Alliance/Center for Knowledge Use, Software & Information Industry Association, and Association of American Publishers
with support from The William T. Grant Foundation
Honorary Host: Representative Rush Holt (NJ)

Overview
In the midst of NCLB reauthorization, this timely forum will address one evolving debate about the federal role in education --- how should federal policies drive the use of evidence and the balance between restrictive regulator and enabler of innovation. A panel of researchers, developers, practitioners, and policy makers will address 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.

Panelists:

• Wesley Boykin, Executive Director of Research, Accountability, and Assessment, Baltimore County Public Schools
• Todd Brekhus, Vice President, Product and Market Management, PLATO Learning, Inc.
• Bill Evers, Assistant Secretary, Office of Planning, Evaluation and Policy Development, U.S. Department of Education
• Glenn Kleiman, Executive Director, Friday Institute for Educational Innovation, North Carolina State University
• Nina Rees, Senior Vice President for Strategic Initiatives, Knowledge Universe
• Doris Redfield, CEO, Edvantia (Moderator)

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)

Archive & Materials:

• Audio of Panel Discussion
• Audio of Q&A
• Summary & Analysis: TBA
• Event Handout (includes speaker biographies, sponsor descriptions, agenda, etc.)
• SIIA Vision K-20: A vision for using modern technologies to create an innovative teaching and learning environment capable of competing in the global knowledge economy.
• SIIA Report - Software & Information: Driving the Global Knowledge Economy

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?