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

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

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish (US)
Title of host publicationOnly in New Orleans
Subtitle of host publicationSchool Choice and Equity Post-Hurricane Katrina
PublisherSense Publishers
Pages286-303
Number of pages18
ISBN (Electronic)9789463001007
ISBN (Print)9789463000994
DOIs
StatePublished - Jan 1 2015

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Jabbar, H., La Londe, P. G., Debray, E., Scott, J., & Lubienski, C. (2015). How policymakers define ‘evidence’: The politics of research use in New Orleans. In Only in New Orleans: School Choice and Equity Post-Hurricane Katrina (pp. 286-303). Sense Publishers. https://doi.org/10.1007/978-94-6300-100-7_16