ABSTRACT
Studies that use Randomized Control Trials (RCTs) to assess impact have been framed and sold to governments as the only reliable tool that allows for evidence-based decision-making. This chapter provides a critique of the claim that RCTs provide “gold standard” evidence for policymakers. The central argument is that RCTs frame out too much of what is important about, and for, education system-wide reforms and thus are of limited value for policy-making. Instead, there is a need to turn to political economy approaches that focus on institutions and political structures.
