Abstract
Policy makers and researchers are intrigued with but also frequently frustrated by each other. Although these differences are understandable and predictable, it is clear that research on a variety of educational issues has been both influential and valuable in the development of policy and practice. There is much to suggest that researchers and policy makers should be collaborating to improve student outcomes. There are important instances of sustained collaborations between educational researchers and educational policy makers. We summarize some of these efforts but describe in more detail the Education Finance Research Consortium, a long-standing collaboration between university-based researchers and the New York State Education Department. Given the current intense focus on the role of evidence in the development of education policy, some of the lessons from this collaboration may be useful to those seeking to expand the use of evidence in policies intended to improve student learning.