Why it Matters
Clearly defining “evidence” is a key step in including evidence standards in procurement processes. By determining what counts as evidence, local education agencies (LEAs) can evaluate programs against those standards and set clear expectations for external providers.
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Options for Defining Evidence
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Define evidence by describing the key characteristics of an evidence-based program. See RFA's Evidence-Based High-Impact Tutoring resource below for an example. |
Use a statewide definition of evidence established by state statute (e.g., for budgeting purposes) or by a state education program (e.g., through a grant program). |
Adopt the federal Every Student Succeeds Act (ESSA) evidence definition, which includes four levels of evidence, determined by a combination of study design and study results. |
Develop a new definition of evidence. Learn more about RFA's definition of evidence below. |
Your Turn: Describing Key Characteristics of an Evidence-Based High-Impact Tutoring Program
RFA's Evidence-Based High-Impact Tutoring Request for Proposals Template Language and Guidance provides model language and guidance for LEAs to adopt or adapt into their own RFPs for evidence-based high-impact tutoring programs. Download the template and learn about the key features that define and prioritize evidence.
RFA’s definition of evidence emphasizes the value of both evidence-based programs and evidence-building programs:
RFA's Evidence Definitions
Building on the strong foundation of evidence definitions already in use, Results for America is sharing definitions of “evidence-based” and “evidence-building” that we believe will help pave the way for governments to more clearly and effectively shift dollars to what works and deliver better results for all.