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The Problem with Briefs, in Brief

Author

Listed:
  • Carrie L. Conaway

    (Associate Commissioner of Planning, Research, and Delivery Systems, Massachusetts Department of Elementary and Secondary Education)

Abstract

Policy briefs written by academics—the kind typically published in Education Finance and Policy—should be a crucial source of information for policy makers. Yet too frequently these briefs fail to garner the consideration they deserve. Their authors are too focused on the potential objections of their fellow academics, who are concerned with rigor and internal validity, instead of the objections of policy makers, who are concerned with generalizability, understandability, and utility. And researchers too often believe that simply publishing a brief is sufficient to communicate its results. By focusing briefs on topics on the policy agenda, helping policy makers see their constituents in the results, writing clearly, studying implementation and not just outcomes, weighing evidence and drawing conclusions, and reaching out to policy makers beyond publication, researchers have the greatest potential to see their work influence public policy. © 2013 Association for Education Finance and Policy

Suggested Citation

  • Carrie L. Conaway, 2013. "The Problem with Briefs, in Brief," Education Finance and Policy, MIT Press, vol. 8(3), pages 287-299, July.
    • Handle: RePEc:tpr:edfpol:v:8:y:2013:i:3:p:287-299
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/EDFP_a_00096
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    References listed on IDEAS

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    1. Susanna Loeb & Luke C. Miller & Katharine O. Strunk, 2009. "The State Role in Teacher Professional Development and Education Throughout Teachers' Careers," Education Finance and Policy, MIT Press, vol. 4(2), pages 212-228, April.
    2. Joshua D. Angrist & Susan M. Dynarski & Thomas J. Kane & Parag A. Pathak & Christopher R. Walters, 2012. "Who Benefits from KIPP?," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 31(4), pages 837-860, September.
    3. Timothy Taylor, 2012. "From the Desk of the Managing Editor," Journal of Economic Perspectives, American Economic Association, vol. 26(2), pages 27-40, Spring.
    4. Atila Abdulkadiroğlu & Joshua D. Angrist & Susan M. Dynarski & Thomas J. Kane & Parag A. Pathak, 2011. "Accountability and Flexibility in Public Schools: Evidence from Boston's Charters And Pilots," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 126(2), pages 699-748.
    5. Susanna Loeb & Luke C. Miller & Katharine O. Strunk, 2009. "The State Role in Teacher Compensation," Education Finance and Policy, MIT Press, vol. 4(1), pages 89-114, January.
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    More about this item

    Keywords

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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