California Education Partners

A pillar of Mississippi's argument in Dobbs v. Jackson Women's Health was that there is no evidence of "societal reliance" on abortion, meaning no reason to believe that access to abortion impacts the ability of women to participate in the economic and social life of the nation. Led by economist Caitlin Myers and attorney Anjali Srinivasan, more than 150 economists filed an amicus brief seeking to assist the Court in understanding that this assertion is erroneous. The economists describe developments in causal inference methodologies over the last three decades, and the ways in which these tools have been used to isolate the measure of the effects of abortion legalization in the 1970s and of abortion policies and access over the ensuing decades. The economists argue that there is a substantial body of well-developed and credible research that shows that abortion access has had and continues to have a significant effect on birth rates as well as broad downstream social and economic effects, including on women's educational attainment and job opportunities. What follows is a reprint of this brief.

Background: In the United States, an emphasis on evidence-based decision-making in education has received renewed interest with the recent passage of the Every Student Succeeds Act. However, how best, in practice, to support the use of evidence in educational decision-making remains unclear. Research Practice Partnerships (RPPs) are a popular strategy for cultivating evidence-based decision-making among educators, but understanding the ways in which partnerships can influence educators’ use of research evidence in their decision-making is limited.Purpose: This paper explores the influence that Research Practice Partnerships can have on educators’ evidence-based decision-making.Sources of evidence: A framework is offered for examining the impact of Research Practice Partnerships on behaviours such as educators’ evidence-based decision-making, in the context of school and district improvement efforts. The framework suggests a host of intermediary and long-term outputs: for example, the ‘mindsets’ of researchers and practitioners which are most conducive to enabling evidence-based decision-making among those engaged in Research Practice Partnerships. We explore this framework through short illustrations of the experiences of three Research Practice Partnerships, contextualising the ideas within the literature, and presenting the process of our design and pilot of a survey instrument used to examine the perceived impact of Research Practice Partnerships.Main argument: We argue that participants’ self-reported behaviours and perceptions are important elements in examining the influence of Research Practice Partnerships on educators’ evidence-based decision-making. Additionally, this paper examines the potential benefits and challenges of attempting to measure the outputs and outcomes of a Research Practice Partnership using a survey measure.Conclusions: The process of developing the pilot survey suggests that certain conditions in Research Practice Partnerships may be more conducive to the development among educators of behaviours, mindsets and perceptions associated with evidence-based decision-making.