What Works: real research or a cherry picker's paradise?

Abstract

The purpose of this article is to consider the evidence base for some of the proposals in the Education White Paper, Higher Standards: better schools for all. In particular, the article challenges the assertion by the Secretary of State for Education and Skills that the White Paper is based on knowledge of "what works." Using the issue of "parent power" as an example, the main argument of the article is that many of the proposals in the White Paper are based on assertion and either ignore or contradict existing evidence. Drawing on evidence submitted to the House of Commons Education and Skills Committee's inquiry into the White Paper, the article offers a critique of aspects of the White Paper and argues that in considering how best to raise standards in schools, policy making could be better informed by utilising the knowledge and experience of professional practitioners.