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Towards More Robust Evaluation of Policies and Programmes in Education: Identifying Challenges in Evaluating DEIS and Reading Recovery

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Title: Towards More Robust Evaluation of Policies and Programmes in Education: Identifying Challenges in Evaluating DEIS and Reading Recovery
Language: English
Authors: Lorraine Gilleece (ORCID 0000-0002-2804-0405), Aidan Clerkin (ORCID 0000-0002-9512-6727)
Source: Irish Educational Studies. 2025 44(3):445-473.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Descriptors: Foreign Countries, Program Evaluation, Randomized Controlled Trials, Educational Policy, Reading Programs, Quasiexperimental Design, Evaluation Problems, Intervention, Elementary Schools
Geographic Terms: Ireland
DOI: 10.1080/03323315.2024.2334704
ISSN: 0332-3315
1747-4965
Abstract: In recent years, countries including the UK and USA have seen advancements in the use of Randomised Controlled Trials in education, progress that has not been mirrored in Ireland. Ireland does not have a strong tradition of using experimental or quasi-experimental evaluation designs for monitoring and evaluation of education policy despite well-articulated commitments to the latter activities. An example is the evaluation of the "Delivering Equality of Opportunity in Schools" (DEIS) programme where little is known about the causal impact of DEIS on student outcomes, despite considerable State investment over almost 20 years. There appears to have been comparatively little critical review of the literacy and numeracy programmes offered to DEIS schools, with those included at the outset largely still on offer. Here, we draw on the wider literature on the evaluation of complex interventions and consider what lessons may be learned for Ireland, illustrating challenges and opportunities by focusing on DEIS and Reading Recovery (a literacy support programme widely used in DEIS schools). We advocate for greater use of experimental designs where feasible and appropriate; further gathering of comparable measures of achievement at pupil level to facilitate monitoring; and detailed consideration of quasi-experimental methods that can support causal conclusions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481334
Database: ERIC
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  Data: Towards More Robust Evaluation of Policies and Programmes in Education: Identifying Challenges in Evaluating DEIS and Reading Recovery
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  Data: <searchLink fieldCode="AR" term="%22Lorraine+Gilleece%22">Lorraine Gilleece</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2804-0405">0000-0002-2804-0405</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aidan+Clerkin%22">Aidan Clerkin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9512-6727">0000-0002-9512-6727</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Irish+Educational+Studies%22"><i>Irish Educational Studies</i></searchLink>. 2025 44(3):445-473.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/03323315.2024.2334704
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  Data: 0332-3315<br />1747-4965
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  Data: In recent years, countries including the UK and USA have seen advancements in the use of Randomised Controlled Trials in education, progress that has not been mirrored in Ireland. Ireland does not have a strong tradition of using experimental or quasi-experimental evaluation designs for monitoring and evaluation of education policy despite well-articulated commitments to the latter activities. An example is the evaluation of the "Delivering Equality of Opportunity in Schools" (DEIS) programme where little is known about the causal impact of DEIS on student outcomes, despite considerable State investment over almost 20 years. There appears to have been comparatively little critical review of the literacy and numeracy programmes offered to DEIS schools, with those included at the outset largely still on offer. Here, we draw on the wider literature on the evaluation of complex interventions and consider what lessons may be learned for Ireland, illustrating challenges and opportunities by focusing on DEIS and Reading Recovery (a literacy support programme widely used in DEIS schools). We advocate for greater use of experimental designs where feasible and appropriate; further gathering of comparable measures of achievement at pupil level to facilitate monitoring; and detailed consideration of quasi-experimental methods that can support causal conclusions.
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      – Text: English
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        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Randomized Controlled Trials
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      – SubjectFull: Educational Policy
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      – SubjectFull: Reading Programs
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      – SubjectFull: Quasiexperimental Design
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      – SubjectFull: Evaluation Problems
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      – SubjectFull: Intervention
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Ireland
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      – TitleFull: Towards More Robust Evaluation of Policies and Programmes in Education: Identifying Challenges in Evaluating DEIS and Reading Recovery
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