We recognize that no single effort will be transformative, but we hope that our collective efforts as researchers, research funders, universities, and professional associations can support research that, over the long term, improves the lives of young people.
Put simply, the dichotomy of rigor versus relevance is false. There is no inevitable trade-off between producing rigorous research and producing research with relevance for the real world. Researchers who want their work to matter in policy and practice should begin by identifying the questions of greatest relevance and then bring the highest standards of theoretical and methodological rigor to those questions.
Building an RPP is hard work. They are complex organisms, with structures, processes, and roles that evolve as partnerships mature and adapt. However they form, we have observed five elements that seem to come together in successful partnerships.
In this video, produced by the Children’s Bureau, Administration for Children and Families, US Department of Health and Human Services, Vivian Tseng challenges the traditional paradigm of moving from “research to practice.” She suggests that researchers and evaluators need to think differently about the ways that research is acquired and used, and she describes steps they can take to close the gaps between research and practice.
As we approach the next generation of evidence-based policy, it’s essential that we take steps to ensure that practitioners and decision makers at the state and local level have the support they need.
We are at a crossroads in evidence-based policy. Federal evidence initiatives can be strengthened, but doing so requires the will and the patience to learn from the work thus far. Otherwise, evidence-based policy will likely recede into the background as yet another policy fad that came and went. To move forward, let’s take a good hard look at the current evidence initiatives and identify what can be learned from them.
Vivian Tseng and Sandra Nutley point the way forward for education researchers and policymakers, summarizing the key points made throughout Using Research Evidence in Education and concluding: “Research is not the next silver bullet for education reform, and simply mandating its use will not get us to our ultimate goals of better teaching and learning. … If we are committed to using research to enrich problem framing, decision making, and individual and organization learning in education, the next decade should focus on building trust, capacity, strong relationships, and the conditions for productive evidence integration.”
Increasing research rigor is not sufficient, and making evidence available on a website won’t get it used. Users need ongoing engagement around research.
Here are five lessons my colleagues and I have learned through a decade of work at the William T. Grant Foundation to bridge research to policy.
Vivian Tseng shares lessons she and colleagues have learned about ways to connect research, policy, and practice—and, ultimately, to forge common ground. This essay discusses the importance of creating conditions for the productive integration of evidence, paving two-way streets for learning, and building relationships and trust.