Abstract
Education policy research has produced a wealth of information, but it has been less successful at actually informing education policy. Iris Rotberg notes that the issues addressed by policy research evoke strongly-held value judgments that are more powerful than research findings. But she also suggests steps we can take to strengthen the utility of our research by focusing on issues that are relevant to policy makers and educators, by ensuring that the research is methodologically sound, and by communicating the conclusions and policy implications of research based on the preponderance of evidence.
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