Template preview · Education
Education research analysis
Analyze an education question with clear evidence, limits, and implications.
An analysis frame for a fictional school research question.
Sample purpose
Analyze an education question with clear evidence, limits, and implications.
Audience: Research lead, School leader- Structure
- 4 sections
- Criteria
- 12
- Sources
- 7
- Watches
- 3
- Default approach
- Review first
Set the purpose first. Then change every section, criterion, and agent setting before anything runs.
Fictional sample
Structure and criteria
Sample content shows the shape of a useful document. Copying it is optional.
01 Review firstResearch question and cohort
For this education research analysis, defines population, period, and analysis question.
Criteria
- Names grade, program, outcome and the 12-week period in one answerable question.
- States enrollment rules, exclusions and the n analysed, and whether sessions were self-selected.
- Names at least one limit, such as families choosing their session.
Sources
- What Works Clearinghouse ies.ed.govHow to scope questions and cohorts.
- Greenfield cohort summary (fictional) api.greenfield-district.exampleFictional roster counts by session.
Sample content
Greenfield District is examining fictional attendance patterns in a Grade 3 reading support program. Mina Lopez reviews a fictional 12-week Grade 3 support program. Question: did attendance differ between students offered morning and afternoon sessions? This descriptive review does not estimate causal impact.
02 Review firstData preparation
For this education research analysis, documents exclusions, missing data, and measure definitions.
Criteria
- Exclusions are listed with counts, for example 46 enrolled and 42 analysed.
- Attendance is defined as sessions attended over sessions offered, with the partial-attendance rule.
- Missing weeks such as school closures are marked per variable, with extract date and data owner.
Sources
- Greenfield data registry (fictional) api.greenfield-district.exampleFictional definitions of attended and offered.
- NCES Statistical Standards nces.ed.govGuidance on missing data and documentation.
Watches
- Follows Research question and cohort
Sample content
- ☐ Remove student names before analysis
- ☐ Define enrolled cohort and 12-week attendance denominator
- ☐ Mark weeks with school closures as missing exposure
03 ManualFindings and uncertainty
For this education research analysis, reports results with limitations and alternative explanations.
Criteria
- Every mean or rate has an interval or exact counts, with group n such as morning 24 and afternoon 21.
- Lists alternative explanations, including self-selection and timing.
- Labels subgroup results exploratory with their sample sizes.
Sources
- Greenfield evaluation toolkit (fictional) api.greenfield-district.exampleFictional interval and clustering helper.
- Crossref attendance research api.crossref.orgComparable attendance studies.
Watches
- Follows Data preparation
Sample content
Session Students Mean sessions attended Interpretation limit Morning 24 8.1 Families selected their session Afternoon 21 7.4 Small sample; no causal comparison 04 Review firstInstructional implications
For this education research analysis, separates evidence-supported implications from hypotheses.
Criteria
- Each implication cites a specific finding row.
- Untested causal claims are labelled hypotheses, for example whether a schedule change would help.
- States scope: Grade 3, fall cohort, this district, plus the data needed next.
Sources
- Learning Policy Institute learningpolicyinstitute.orgContext on scheduling and access.
Watches
- Follows Findings and uncertainty
Sample content
Fictional descriptive finding: morning-session students attended 0.7 more sessions on average. Mina recommends asking families about transport timing before changing the schedule; selection differences remain a plausible explanation.