Equity

SEER Standard

Researchers who are designing and testing interventions must clearly demonstrate how those interventions address education inequities, such as by improving learners' outcomes and/or their access to resources and opportunities.

Researchers should discuss how their study conceptualizes education equity, and how the study's design, sample, measurement, analysis, and reporting align to that conceptualization.
When feasible, researchers should design studies that allow valid estimates to be calculated for different groups within the sample to improve our understanding of the extent to which policies, practices, and interventions yield varying outcomes for different groups, especially those groups that have been historically underserved.
Researchers should design interventions that take into account the contexts and systems in which they will be implemented.
Researchers should describe how they will consider input from learners, educators, and/or other key stakeholders when conceptualizing, designing, and reporting the results of their research, and when considering issues critical for implementation and scaling of interventions

Cerna, O., Conliffe, B., & Wilson, A. (2021). Guiding questions for supporting culturally responsive evaluation practices and an equity-based perspective. New York, NY: MDRC. Retrieved from https://www.mdrc.org/sites/default/files/Equity-Guiding_Questions.pdf

Woodson, T. T. (2021). Using a culturally responsive and equitable evaluation approach to guide research and evaluation. Princeton, NJ: Mathematica. Retrieved from https://www.mathematica.org/publications/using-a-culturally-responsive-and-equitable-evaluation-approach-to-guide-research-and-evaluation

Visit the NCER/NCSER blog "The 2022 IES PI Meeting: Advancing Equity & Inclusion in the Education Sciences," which includes meeting highlights and links to several presentations of interest.

Last Modified: June 16, 2022