Mapping the Pipeline of Intervention Evidence in Education

Bibliographic Data

ID9734994
AuthorsJoseph A Taylor (0000-0002-3753-4888, American Institutes for Research, Arlington, VA, corresponding author), David I Miller (0000-0003-3457-7994, American Institutes for Research, Arlington, VA), Laura E Michaelson (0000-0003-0321-025X, American Institutes for Research, Arlington, VA), Kathryn Watson (0000-0002-2062-2849, University of Iowa, Iowa City, IA)
Year2026
Volume55
Issue1
Pages29-35
Publication date2026-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x251364273
OpenAlexW4413957351
LanguageEN
References cited5

This study examines the pipeline of evidence for educational interventions, focusing on Institute of Education Sciences-funded research and What Works Clearinghouse (WWC) reviews. Using data from 376 efficacy-focused awards, it tracks evidence progression from grant funding to WWC-reviewed publications. The WWC has played a vital role in synthesizing and disseminating evidence, although challenges remain in expediting the review process. Key recommendations for maintaining the evidence pipeline include research funding that adds to the supply of rigorous evidence entering the pipeline and retaining and adequately funding the work of evidence clearinghouses that vet and disseminate findings for practitioners. Additional recommendations for expediting the movement of evidence to practitioners include rapid cycle evaluations, registered report submissions, and greater collaboration among researchers, funders, and journals

Intervention (counseling · Mathematics education · Pipeline (software · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Health Policy Implementation Science · Psychology

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