Excerpt from the Introduction
Policymakers and practitioners who believe that research evidence should inform policy and practice face several challenges. These include debates about the standards of evidence for allocating resources to programs, weak information on how to produce change at scale, and concerns that a few, well-evaluated programs will drive out others that deserve support. Such challenges threaten to undermine 30 years of progress in learning which social programs improve child, youth, and family outcomes. The purpose of this article is to describe a strategy that can inform these and other issues facing evidence-based policymaking.
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