Randomized experiments in education: Assessing the objections to doing them

Thomas D Cook*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


This article analyzes a variety of reasons that are offered within the community of educational researchers to explain why so few randomized controlled trials (RCTs) have been undertaken. The article suggests strategies for dealing with most of these objections. However, some of these objections are serious enough, and the remedies sufficiently incomplete, that it is difficult to call RCTs the ‘gold standard’ of causal inference in the educational sector.

Original languageEnglish (US)
Pages (from-to)331-355
Number of pages25
JournalEconomics of Innovation and New Technology
Issue number5
StatePublished - Jan 1 2007


  • Causal inference
  • Educational research
  • Random assignment

ASJC Scopus subject areas

  • Economics, Econometrics and Finance(all)
  • Management of Technology and Innovation


Dive into the research topics of 'Randomized experiments in education: Assessing the objections to doing them'. Together they form a unique fingerprint.

Cite this