And it may turn out, years from now, that we shall look back on this as the moment when "the rise of the oceans began to slow and our planet began to heal."* But, I doubt it.
What can it mean for an organization to require scientific rigor, in research, of people who have never demonstrated this quality? Why have education researchers not been scientific, heretofore? Do they know what it means to be scientific?
If education researchers do not know science, I humbly suggest the IES requirement will make no difference---unless there is a wholesale replacement of the unscientific researchers (mainly the faculties of education schools) with scientific researchers.
If education researchers really do understand science, then why have they not practiced it? In this case, we can suppose they are ideologically driven. Ie, they understand science perfectly well, but they will not allow science to interfere with their social agenda. In this case, the IES requirement will have no impact---unless we replace the current education ideologues with researchers who will practice science.
Thus, whether education researchers understand science or not, the only way we are going to get the scientific investigation of education is by the wholesale replacement of the current education school faculties.
Is the IES going to do that? No? Then don't hold your breath for substantial improvement in education research any time soon.