How policymakers define ‘evidence’: The politics of research use in New Orleans

Huriya Jabbar; Priya Goel La Londe; Elizabeth Debray; Janelle Scott; Christopher Lubienski

doi:10.1007/978-94-6300-100-7_16

How policymakers define ‘evidence’: The politics of research use in New Orleans

Huriya Jabbar, Priya Goel La Londe, Elizabeth Debray, Janelle Scott, Christopher Lubienski

Education Policy, Organization and Leadership

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Public school systems across the United States have seen unprecedented expansion of incentive-based reforms, such as teacher performance pay, school choice, new governance forms, and alternative pathways to teaching and leadership. These reforms, many of which have had mixed results in evaluations of their effectiveness, are spreading despite a lack of research to show that such expansion is warranted.

Original language	English (US)
Title of host publication	Only in New Orleans
Subtitle of host publication	School Choice and Equity Post-Hurricane Katrina
Publisher	Sense Publishers
Pages	286-303
Number of pages	18
ISBN (Electronic)	9789463001007
ISBN (Print)	9789463000994
DOIs	https://doi.org/10.1007/978-94-6300-100-7_16
State	Published - Jan 1 2015

ASJC Scopus subject areas

General Social Sciences

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10.1007/978-94-6300-100-7_16

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How policymakers define ‘evidence’: The politics of research use in New Orleans

Abstract

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