Randomized Controlled Trials: How Can We Know 'What Works'?

Abstract

We attempt to map the limits of evidence-based policy through an interactive theoretical critique and empirical case-study. We outline the emergence of an experimental turn in EBP among British policymakers and the limited, broadly inductive, epistemic approach that underlies it. We see whether and how field professionals identify and react to these limitations through a case study of teaching professionals subject to a push to integrate research evidence into their practice. Results suggest that many of the challenges of establishing evidential warrant that EBP is supposed to streamline re-appear at the level of choice of locally effective policies and implementation.

Keywords: Behavioral Economics; Evidence-Based Policy; Meta-Analysis; Nudge; Nudging; Systematic Review; Education Policy

JEL Classification: D91; D80; C90