Evidence-Based Policymaking

Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations About School Resource Officers

“…Although academics have yet to produce a study of research-use in policymaking related to SROs, research evidence, in varying forms, is being utilized as consultative evidence in how policymakers, advocates, and organizations engage the issue, even if we do not yet have widespread evidence of it. If this is the case, the contents of research recommendations may be shaping how policymakers define problems and solutions on this issue (Bogenschneider & Corbett, 2021).…”

Shifting the paradigm of research-to-policy impact: Infrastructure for improving researcher engagement and collective action

“…Fundamental research from the 1970's provides us with core theory that guides the field studying policymakers' use of research evidence (URE) today. The gap between research and policy is driven in large part by a lack of interpersonal ties between professional communities (Boaz et al, 2019;Bogenschneider et al, 2019;Bogenschneider & Corbett, 2021). There is typically infrequent contact between actors comprised in "two communities" of research and policy, which operate in "parallel universes" because they are characterized by different values, norms, routines, and languages that hinder our connectivity (Bogenschneider & Corbett, 2011;Brownson et al, 2006;Caplan, 1979).…”

Some Knowns and Unknowns About Developing Cognitive Excellence: History, Research Methods, Policy, and Politics

“…Scientific empiricism operates within a historical context, but it also operates in the context of politics and policy throughout that history (Gallagher, 2002;Greene & McShane, 2018;Loveless, 2021;Ravitch, 2000;Tyack & Cuban, 1995). Much of U.S. education policy is largely driven by values and politics (Greene & McShane, 2018;Ravitch, 2000) rather than by the use of evidence (Bogenschneider & Corbett, 2021;Tseng, 2012). At the same time, there is a large influence of economists in the academic field of education policy focused on the largely economics-focused approach to reasoning using efficiency, counterfactuals, and forward causal inference (Bellemare, 2022;Berman, 2022), particularly randomized controlled trials and other econometric tools that can mimic them (Schlotter et al, 2011;Singer, 2019).…”

“…Another unknown through the lens of education policy practice work regards whether education practice or education policy decision makers use rigorous evidence from RCTs, causal inference studies, or other quantitative and qualitative research when making decisions in schools or the classroom (Bogenschneider & Corbett, 2021;Tseng, 2012). Given the history of education reform broadly illustrates that the use of evidence, in particular the implementation of that evidence, has been unclear (Tyack & Cuban, 1995), some education policy to practice scholars and practitioners have emphasized a more important role for what have been come to be known as research practice partnerships (RPPs; Booker et al, 2019;Conaway, 2020;Farrell et al, 2021).…”