ABSTRACT
The last two decades have seen a rapid growth in the use of randomized controlled trials (RCTs) in educational research. Because of their potential to measure unbiased effects and their inherent simplicity, RCTs are frequently described as “gold standard” of quantitative research methods. Critics, however, argue that the advantages of RCTs are exaggerated and that there are shortcomings to the randomized experimental approach. This chapter discusses the strengths and shortcomings of using RCTs to evaluate education programs. To illustrate the strengths and contextualize the shortcomings more concretely, the chapter reflects on the experience of the Rural Education Action Program (REAP) in using RCTs to evaluate and improve education outcomes in China.
