2010 Leadership Summit and Education Forum
November 7 - 10, 2010
Gaylord National Hotel & Convention Center
National Harbor, Maryland
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2010 Emerging Technologies Forum at ISTE
June 25-27, 2010
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Year	Legislation/Publication	Impact
1999	Reading Excellence Act (REA)	First federal education law to define “education research.” Began to draw stricter parameters on what research could be used to justify federally funded program expenditures thereby impacting service providers.
2000	“original Castle Bill” (H.R. 4875)	Reauthorized the Office Of Research and Improvement (OERI) and established that education research supported by federal funding would have to be “scientifically valid research” (p. 3). This legislation described standards for quantitative and qualitative research most likely to receive federal funding thereby impacting researchers.
2001	No Child Left Behind Act NCLB	Established a more narrow definition of SBR that included testing hypotheses with experimental and quasi-experimental with a “preference for random-assigned experiments” (p. 540-541). As with REA, NCLB further defined what research could be used to justify federally funded program expenditures thereby impacting service providers.
2002	Scientific Research in Education (SRE)	The National Research Council broadly defined SBR along six scientific principles, which can apply to quantitative and qualitative research methods. This publication seemed to expand the NCLB’s definition of SBR.
2002	Department of Education’s 2002-2007 Strategic Plan (This takes a few minutes to download due to color & graphics.)	Objective 4.1 states that by 2004 75% of “new research and evaluation projects funded by the Department that address causal questions” should use “randomized experimental designs” (p. 61).
2002	Education Sciences Reform Act (ESRA)	Replaced the OERI with the Institute of Educational Sciences (IES) and, like the publication of Scientific Research in Education, broadened the definition of SBR that was eligible for federal funding to include quantitative and qualitative research methods.
2002	What Works Clearinghouse (WWC)	Established in “2002 by the U.S. Department of Education's Institute of Education Sciences (IES) to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education.” Provided guidelines and tools for assessing the quality of primarily quantitative studies. i.e. Study Design and Implementation Assessment Device (Study DIAD 1.1) and Cumulative Research Evidence Assessment Device (CREAD).

(Eisenhart & Towne, 2003)