How Rural Oklahoma Superintendents Address the Scientifically Based Research Mandate of No Child Left Behind

Abstract

This study explores the Scientifically Based Research (SBR) mandate of No Child Left Behind (NCLB) from the perspective of rural Oklahoma school superintendents with the goal of understanding how SBR impacts their practices and their districts. Results indicated that SBR as a mandate has been effectively marginalized due to the political and commercial agendas associated with it and NCLB. The direct impact of SBR on schools has also been minimized by the Oklahoma State Department of Education, which has emerged as an effective intermediary for schools when purchasing SBR products. Although SBR has been marginalized, it is clear that rural Oklahoma Superintendents utilize data and evidence when purchasing educational products for their schools. Termed Educators' Product Research (EPR), this practice relies on professional networks, local data/evidence, and E-Research. EPR has become the practical solution to SBR. SBR compliance relies almost solely on vendor-provided research, but EPR relies on a practioner style of research which has developed as a practical methodology to research educational products. SBR has impacted education in as much as educators are more data and evidence driven. SBR, however, does not appear to be driving the purchasing of educational products for rural Oklahoma schools. The evidence suggests that purchasing is driven by school administrators themselves who are utilizing the newly emerging method of Educators' Product Research.