There is an ongoing debate about how best to infuse “evidence” into school evaluation and reform efforts, and what role education researchers can play in this effort. A lot of support has been garnered for evidence-based reform or policies that place a premium on practices that have been proven effective using rigorous research methods; most often randomized controlled trials (RCTs). This article discusses challenges with these approaches in the policy space, and presents an alternative framework for educational researchers; one that requires a deeper and more strategic engagement in the policymaking process. It highlights that inherent in the federal process are important windows of opportunity for educational researchers to make their work count. The article considers the unique way in which time, intermediary partners, and communication influence the development of federal educational policy, and what the implications are for educational research.

关于如何最好地将“证据”注入学校评估和改革工作中，以及教育研究人员在该工作中可以扮演什么角色，目前正在进行辩论。对于基于证据的改革或政策，已经获得了很多支持，这些改革或政策对于使用严格的研究方法已被证明有效的实践尤为重要。最常进行的随机对照试验（RCT）。本文讨论了在政策空间中使用这些方法的挑战，并为教育研究人员提供了一个替代框架。需要在决策过程中进行更深入，更战略性的参与。它强调了联邦程序中固有的内容是教育研究人员重要的机会之窗。本文考虑了时间，中介合作伙伴，