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IntroductionThis study was undertaken to explore the potential of developing a working theory of improvement for creating a more equitable system of science education at the level of a US state. We ask: How can tools from a long-term research-practice partnership support a state team in initiating improvement research toward promoting a more equitable system of science education? MethodsThis design study took place in winter 2024 in a single state. External partners supported leaders of a single state in the US Northeast to support a process of articulating aims, specifying primary and secondary drivers, and identifying change strategies to promote a more equitable system of science education in the state, grounded in the vision ofA Framework for K-12 Science Education(National Research Council, 2012). In this paper, we rely on descriptive analyses of joint meetings and a focus group with state leaders describe the tools supporting the process of development, the team’s use of the tools to generate an early draft of the Driver Diagram, and issues surfaced while developing it with a team of interest holders in the state. ResultsTwo meanings of equity emerged as significant within the series of meetings: that of the importance of universal access to professional learning and the importance of students having opportunities to experience culturally relevant instruction. The issues surfaced highlighted the need for infrastructures for professional learning to reach a diverse group of interest holders in science, including teachers, school leaders, and district leaders across the state. They also saw curriculum materials that connect to students’ everyday lives and community priorities as key drivers for equitable change in the system, around which professional learning activities should be organized. The team also surfaced several policy changes needed to implement change strategies, only some of which team members felt they had some authority. DiscussionWhere past researchers have observed that equity can disappear as a focus during implementation of reforms, this study found that developing an aim statement and driver diagram helped energize and refocus a team’s implementation efforts geared toward a vision for science teaching and learning that is focused on ensuring all students can engage in meaningful science learning that is culturally and locally relevant to them.
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This content will become publicly available on February 17, 2026
Training researchers to engage in policy in the United States: mapping the growth and diversity of programme models
Background:Programmes that provide scientists and engineers with support to engage in public policy have proliferated in the United States, with many opportunities available for training, networking and placements within government and government-facing organisations. This trend suggests that an evolution may be occurring at the science–policy interface. However, there is little extant data on the structure, aims and impacts of these programmes. Aims and objectives:This study maps the current landscape of US programmes seeking to train researchers at all career stages to engage in policy. We focus on Virginia, a state with a substantial number and diversity of programmes, to assess: (1) how they conceptualise their audiences, activities and impacts; and (2) which roles in policy and types of evidence use they address. Methods:We developed a database of US policy programmes (n=174) and conducted a case study of those in Virginia through surveys and interviews with their leaders (n=12). Findings:The majority (57%) of science policy programmes are state-based. These programmes include student organisations, government placements and fellowships, and academic certificates, degrees, and other trainings. While these reflect diverse models for how to engage researchers in policy, Virginia programme leaders across these categories similarly conceived long-term impacts, audiences and activities, researcher roles in policy, and types of decision-maker evidence use. And they perceived limited ability to implement evidence-based approaches within their programmes. Discussion and conclusion:Building additional programmatic capacity – through shared learning and partnerships – could lend support to this emerging trend in science policy with implications for US research and governance.
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- Award ID(s):
- 2041751
- PAR ID:
- 10654732
- Publisher / Repository:
- Policy Press
- Date Published:
- Journal Name:
- Evidence & Policy
- ISSN:
- 1744-2648
- Page Range / eLocation ID:
- 1 to 29
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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