Research-based AERA positions on broad education and research issues of concern to practitioners, policymakers, and the public. 

Faculty Evaluation
In light of the dramatic changes in what faculty do and how colleges and universities are transforming in the 21st century, the AERA report (released in November 2013), Rethinking Faculty Evaluation, offers research-based guidelines for rethinking how institutions of higher education evaluate research, scholarship, and teaching for tenure-line faculty. The report makes three general recommendations in the areas of teaching, scholarship, and outreach. 
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High-Stakes Testing in Pre-K – 12 Education 
The AERA Position Statement on High-Stakes Testing is based on the 1999 Standards for Educational and Psychological Testing. The statement is intended as a guide and a caution to policy makers, testing professionals, and test users involved in high-stakes testing programs.  
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Non-Tenure-Track Faculty in U.S. Universities
With a focus on the dramatic increase in non-tenure-track faculty in schools, colleges, and departments of education – and on the working conditions they encounter – AERA issued a statement and background report in November 2013 on advancing the professional circumstances for these faculty members. The report provides four recommendations for ensuring the future health of the non-tenure-track professoriate.
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Scientifically Based Research
The SBR definition was supported by the AERA Council as a framework that offers sound guidance to members of Congress seeking to include such language in legislation. AERA provided this definition in response to congressional staff requests for an SBR definition that was grounded in scientific standards and principles. The request derived from an interest in averting the inconsistencies and at times narrowness of other SBR definitions used in legislation in recent years.
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