This article examines the role of the legislator as an education policy expert in the legislative decision-making process. Louisiana legislators were asked to identify the sources of information that they typically rely on when considering educational policy legislation. These legislators were also asked about the relative influence of these sources and how this influence might change given a different policy context. The findings of an analysis of variance are presented to consider the degree of influence expert legislators may have in formulating educational policy given differences in policy types, sources of information, and legislators' work roles. The article concludes with a discussion of the empirical findings and of the implications of the results.
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