How the Political Economy of Knowledge Production Shapes Education Policy: The Case of Teacher Evaluation in Federal Policy Discourse

Abstract

Using congressional testimony on teacher quality from 2003 to 2015 and analysis of 60 elite interviews, we show how the political economy of knowledge production influences idea uptake in education policy discourse. We develop and assess a conceptual framework showing the organizational and financial infrastructure that links research, ideas, and advocacy in politics. We find that congressional hearing witnesses representing groups that received philanthropic grants are more likely to support teacher evaluation policies, but specific mentions of research in testimony are not a factor. Overall, our study shows that funders and advocacy groups emphasized rapid uptake of ideas to reform teacher evaluation, which effectively influenced policymakers but limited the use of research in teacher evaluation policy discourse.

Freedom from discrimination or freedom to discriminate? Discursive tensions within discrimination policies in medical education

“…Discourse refers to a set of statements or ways of thinking that regulate or influence how our social world is constructed and perceived . In the context of discrimination or harassment policies, discourses are the tacit forces that shape the policy itself, and power remains a central force that inherently shapes which discourses gain legitimacy and which do not (Reckhow et al, 2021;Feindt & Oels, 2005). Discourse can limit how policy language is enacted in the context of 1 3 existing power relations, as well as mediate the role of specific social and political contexts (Foucault, 1972).…”

Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks

“…Too much information about SLO weaknesses surfaced after important decisions were already made, and too little attention was paid to the needs of implementers. A wider array of constituencies should, therefore, equip themselves to provide accessible information during early policy stages when policy problems and solutions are being framed and narrowed (Reckhow et al, 2021; Serpell, 2020). More policy briefs should focus on the likely costs to implementors and explicitly consider the unintended consequences of solution strategies.…”

“…McDonnell and Weatherford offer frameworks for (a) considering policymakers’ needs and incentives at various stages of policymaking, and (b) categorizing evidence contributors. These frameworks overlap somewhat with Reckhow et al’s (2021) theory of the Political Economy of Knowledge Production, but McDonnell and Weatherford’s work is broader in its incorporation of apolitical actors and the inclusion of policy stages after initial uptake. Parkhurst’s concepts provide a means for identifying the many ways evidence can be mischaracterized or misused in the policy arena.…”

“…Hybrid organizations or “synthesizers” (Reckhow et al, 2021) also act as intermediaries and policy advocates by investing their resources to convince policymakers their favored policy solutions are desirable, feasible, and palatable to constituents. Hybrids differ from member organizations by lacking a defined membership base and more often engaging with research production (McDonnell & Weatherford, 2020).…”

“…Recognizing an open policy window at the beginning of the Obama administration, teacher accountability advocates turned their attention to codifying teacher evaluation reforms into federal policy (Reckhow et al, 2021; Reckhow & Tompkins-Stange, 2018). Fueled by evidence from policy briefs such as TNTP’s “The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness” (Weisberg et al, 2009), the U.S. Congress and USED developed a comprehensive framework for reforming state teacher evaluation systems (Reckhow et al, 2021). The RTT competitive grants initiative that awarded US$4.35 billion to 12 states from 2009 to 2011 centered on teacher evaluation reform.…”