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.

利用2003年至2015年国会对教师素质的证词和60次精英访谈的分析，我们展示了知识生产的政治经济学如何影响教育政策话语中的观念采纳。我们开发并评估一个概念框架，该框架显示了将研究，思想和政治主张联系起来的组织和财务基础结构。我们发现代表获得慈善资助的团体的国会听证人更有可能支持教师评估政策，但具体提及证词研究并不是一个因素。总体而言，我们的研究表明，出资者和倡导团体强调迅速采纳思想以改革教师评估，这有效地影响了政策制定者，但限制了研究在教师评估政策话语中的使用。