In this chapter from What Works Now: Evidence-informed Policy and Practice, Vivian Tseng and Cynthia Coburn delineate the evolution of evidence use in the United States, specifically the ways that research evidence has been used in public education. From the narrow focus of the What Works agenda to the emergence of more holistic conceptions of research to improve education, evidence use in the U.S. has followed a winding path through changing landscapes. While top-down, one-way strategies have given way to greater mutualism in recent years, what will it take for this trend to continue? Here, Tseng and Coburn offer three recommendations that comprise a fresh framework for thinking about evidence use.
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