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Good Education Policy Making: Data-Informed but Values-Driven

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Bibliographic Details
Title: Good Education Policy Making: Data-Informed but Values-Driven
Language: English
Authors: Brighouse, Harry, Ladd, Helen, Loeb, Susanna, Swift, Adam
Source: Phi Delta Kappan. Dec 2018-Jan 2019 100(4):36-39.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: N
Page Count: 4
Publication Date: 2019
Intended Audience: Policymakers
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Educational Policy, Policy Formation, Evidence Based Practice, Decision Making, Data Collection, Values, Personal Autonomy, Democratic Values, Social Justice, Equal Education, Interpersonal Competence, Human Dignity
DOI: 10.1177/0031721718815671
ISSN: 0031-7217
Abstract: In this article, based on their book Educational Goods: Values, Evidence and Decision Making, Harry Brighouse, Helen Ladd, Susanna Loeb, and Adam Swift encourage education decision makers to give careful thought to the values that underlie the data they collect and use to inform policy. Rather than basing decisions entirely on what improves academic achievement, the authors call for attention to a wider array of values, which they call educational goods. These include the capacities to function in the labor market, to participate effectively in the democratic process, to make autonomous judgments about key life decisions such as occupation or religion, to develop healthy interpersonal relationships, to seek personal fulfilment, and to treat others with respect and dignity. Thinking in terms of these values can broaden the conversation about education priorities and bring clarity to decisions involving trade-offs and conflicting aims.
Abstractor: As Provided
Number of References: 1
Entry Date: 2018
Accession Number: EJ1197927
Database: ERIC
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Abstract:In this article, based on their book Educational Goods: Values, Evidence and Decision Making, Harry Brighouse, Helen Ladd, Susanna Loeb, and Adam Swift encourage education decision makers to give careful thought to the values that underlie the data they collect and use to inform policy. Rather than basing decisions entirely on what improves academic achievement, the authors call for attention to a wider array of values, which they call educational goods. These include the capacities to function in the labor market, to participate effectively in the democratic process, to make autonomous judgments about key life decisions such as occupation or religion, to develop healthy interpersonal relationships, to seek personal fulfilment, and to treat others with respect and dignity. Thinking in terms of these values can broaden the conversation about education priorities and bring clarity to decisions involving trade-offs and conflicting aims.
ISSN:0031-7217
DOI:10.1177/0031721718815671