https://doi.org/10.3102/0091732X20907347 Review of Research in Education March 2020, Vol. 44, pp. 332–369 DOI: 10.3102/0091732X20907347 Chapter reuse guidelines: sagepub.com/journals-permissions © 2020 AERA. http://rre.aera.net 332 Chapter 12 Qualitative Comparative Analysis in Education Research: Its Current Status and Future Potential SEBNEM CILESIZ University of Louisiana at Lafayette THOMAS GRECKHAMER Louisiana State University Qualitative comparative analysis (QCA) is a set-theoretic configurational approach that uses the logic of Boolean algebra to conceptualize and empirically examine potentially complex causal relations. The potential of this methodological innovation to draw innovative insights toward answering enduring questions and to foster novel research has increasingly been realized in several social science disciplines. However, to date, limited education research has taken advantage of this potential. The purpose of this review is to facilitate an education research agenda that capitalizes on the strengths of QCA and its set-theoretic approach. We introduce the foundations of QCA, outline the promise it holds for education research, systematically review and appraise empirical education research that has applied QCA, and complement this review with a review of research from outside the field that may serve as inspiration for education researchers. In doing so, we highlight areas of improved research designs in education research practice and point education researchers to promising research directions. We conclude with suggestions for researchers to weigh QCA’s strengths and limitations in comparison with other methods. Q ualitative comparative analysis (QCA), a set-theoretic configurational approach based on Boolean algebra, was initially introduced more than 30 years ago and has since been developed largely through the work of Charles Ragin (1987, 2000, 2008). QCA constitutes one of the few genuine methodological innovations in the social sciences over the past decades (Gerring, 2001), and its potential has increasingly been recognized and harnessed through empirical research in fields such as political science, sociology, and management (Rihoux et al., 2013). QCA conceptualizes causal 907347RRE XX X 10.3102/0091732X20907347Review of Research in EducationCilesiz and Greckhamer: Qualitative Comparative Analysis in Education Research research-article 2020