This article is a formal response to those that authored critiques of the author1's research. Each author has provided a thoughtful and critical perspective highlighting the perceived merits and demerits of the research questions posed, theoretical assumptions underlying the inquiry, study design and methodology, and interpretations garnered from summarized findings. In the end, no sound evidence was presented that refutes suggestions that the educational background of child welfare workers is a poor predictive variable of their performance. Regardless, taken together, the insights and criticisms of my colleagues provide other researchers with a foundation for better answering the questions the authors pose. These include questions about the efficacy of Title IV-E educational programs, what factors are predicative of competent child welfare practice, the means and mechanisms by which practice and worker competency is evaluated, and who has a right or privilege to receive specialized child welfare education and training.
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