“…Arguably, these trends again reflect broader patterns in the implementation of evidence‐based policy making in the two countries (see Karseth et al., 2022). Whereas calls for “evidence” in public policy have contributed to an academization of the Norwegian commission system, including orientation in some commissions toward evidence‐oriented “what works” reviews (Christensen et al., 2022), and influenced review and recommendation practices in parts of the Swedish knowledge regime (e.g., within government agencies), there are few signs that academic experts have consolidated or strengthened their role relative to other actors in Swedish policy advice generally (e.g., Svallfors et al., 2022), within educational policy, or within the SOU system (Dahlström et al., 2020). This sheds light on how the Norwegian School Performance Commission ended up with a mandate and composition that prioritized analyses produced in disciplines such as biology and economics, especially those based on experimental studies promoting strict notions of causality, whereas the Swedish commissions delivered reports anchored in feminist approaches and critical scholarship from the humanities and social sciences and embedded in gender order theory.…”