Evidence-Based Decision-Making

Abstract

Research has explored the use of evidence-based practices within schools but less is known about evidence-based decision-making among school district central office administrators. This study explored how individual and school-level characteristics of administrators were related to the implementation of evidence-based practices. Findings suggested that administrators were more knowledgeable about evidence-based practices if they were working in districts with existing policies in place to address the use of research in decision-making. Administrators were less knowledgeable about evidence-based practices in small, rural districts.