Abstract
Making evidence-based decisions in schools seems like an impossible task when hundreds of activities are available, the evidence base fails to address most of them, and budget deadlines are immovable. In addition, different stakeholders hold different views on what it means for a program, strategy, or intervention to “work.” Fiona Hollands and Anna Kushner describe a 10-step decision-making framework developed in collaboration with practicing education decision makers to tackle these kinds of complex decisions. It is based on cost-utility analysis, which addresses two main questions: What resources are required to implement a program, and how useful or satisfying is each program to stakeholders?
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