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The Rise of Intermediary Organizations in Knowledge Production, Advocacy, and Educational Policy


by Christopher Lubienski, Janelle Scott & Elizabeth H. DeBray — July 22, 2011

This commentary examines the rise of intermediary organizations that "broker" research for policymakers, and considers the implications for traditional forms of knowledge production.


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Cite This Article as: Teachers College Record, Date Published: July 22, 2011
http://www.tcrecord.org ID Number: 16487, Date Accessed: 10/24/2017 12:18:06 AM

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About the Author
  • Christopher Lubienski
    University of Illinois
    E-mail Author
    CHRISTOPHER LUBIENSKI is an Associate Professor of education policy, and a fellow at the Forum on the Future of Public Education at the University of Illinois, where his research focuses on education policy, reform, and the political economy of education, with a particular concern for issues of equity and access. He is finishing a term as a Fulbright Senior Scholar for New Zealand, where he studies school policies and student enrollment patterns. His current work examines organizational responses to competitive conditions in local education markets, including geo-spatial analyses of schools’ organizational behavior, and research on innovation in education markets. He has authored both theoretical and empirical works on questions of innovation and achievement in school choice systems. In addition to School Choice Policies and Outcomes: Empirical and Philosophical Perspectives (with Walter Feinberg, SUNY Press, 2008), Lubienski recently published The Charter School Experiment: Expectations, Evidence, and Implications (with Peter Weitzel, Harvard Education Press). He is working with Janelle Scott and Elizabeth DeBray on the Research on Intermediary Organizations in Education Policy (RIO-EP) study, funded by the W.T. Grant Foundation.
  • Janelle Scott
    University of California, Berkeley
    E-mail Author
    JANELLE SCOTT is an Assistant Professor at the University of California at Berkeley in the Graduate School of Education and African American Studies Department. She earned a Ph.D. in Education Policy from the University of California at Los Angeles Graduate School of Education and Information Studies, and a B.A. in Political Science from the University of California at Berkeley. Prior to earning her doctorate, she taught elementary school in Oakland, California. Her research explores the relationship between education, policy, and equality of opportunity. She was a 2008-2009 National Academy of Education/Spencer Foundation Postdoctoral Fellow, during which she examined venture philanthropy and choice policy. Her work has appeared in several edited books and journals, including the Peabody Journal of Education, Educational Policy, American Educational Research Journal, and the Harvard Educational Review. She the editor of School choice and diversity: What the evidence says (2005 Teachers College Press).
  • Elizabeth DeBray
    University of Georgia
    E-mail Author
    ELIZABETH DEBRAY is an Associate Professor in the Department of Lifelong Education, Administration, and Policy in the College of Education, University of Georgia. She received her Ed.D. in Administration, Planning and Social Policy from the Harvard Graduate School of Education in 2001. She served research assistant with the Consortium for Policy Research in Education from 1997 to 2001, and research associate with the Civil Rights Project at Harvard University from 1998 to 2002. Dr. DeBray’s major interests are the implementation and effects of federal and state elementary and secondary school policies, and the politics of education at the federal level. She served as program analyst at the United States Department of Education, from 1992 to 1996. She is author of Politics, Ideology, and Education: Federal Policy during the Clinton and Bush Administrations (Teachers College Press, 2006), which analyzes the politics of the reauthorization of the Elementary and Secondary Education Act in the 106th and 107th Congresses. She was a 2005 recipient of the National Academy of Education/Spencer Postdoctoral Fellowship, which supported her research on education interest groups, think tanks, and Congress.
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