Leya
@leyamohsin.bsky.social
making policy more evidence-based @scientistsorg.bsky.social | alum of @arnoldventures.bsky.social + @teachforamerica.bsky.social
views are my own
views are my own
More broadly, I'd love to get your thoughts on the post I have up this morning on next steps for the evidence-based policymaking movement!
fas.org/publication/...
fas.org/publication/...
What’s Next for Federal Evidence-Based Policymaking - Federation of American Scientists
Decision-makers relied upon the more than 1,000 federal advisory committees that provided expert advice and insights. Most recently, the 2018 Evidence-Based Policymaking Act sought to catalyze movemen...
fas.org
November 13, 2025 at 4:01 PM
More broadly, I'd love to get your thoughts on the post I have up this morning on next steps for the evidence-based policymaking movement!
fas.org/publication/...
fas.org/publication/...
(disclaimer: I'm not an economist! just a policy person who reads a lot of research 😅)
November 4, 2025 at 8:56 PM
(disclaimer: I'm not an economist! just a policy person who reads a lot of research 😅)
I feel like the overall evidence on co-requisite education is pretty mixed, and there's a lot of variation in how these programs are designed/implemented. So hard to say if these results would replicate! Jill Barshay did a good write up on this a few years ago hechingerreport.org/proof-points...
November 4, 2025 at 8:56 PM
I feel like the overall evidence on co-requisite education is pretty mixed, and there's a lot of variation in how these programs are designed/implemented. So hard to say if these results would replicate! Jill Barshay did a good write up on this a few years ago hechingerreport.org/proof-points...
cuny asap, of course! www.mdrc.org/work/publica...
but on your second question, I think this paper on co-requisite math/stats courses is interesting. they suggest that the earnings impact that they find is driven by reduced time to degree. journals.sagepub.com/doi/10.3102/...
but on your second question, I think this paper on co-requisite math/stats courses is interesting. they suggest that the earnings impact that they find is driven by reduced time to degree. journals.sagepub.com/doi/10.3102/...
November 4, 2025 at 8:56 PM
cuny asap, of course! www.mdrc.org/work/publica...
but on your second question, I think this paper on co-requisite math/stats courses is interesting. they suggest that the earnings impact that they find is driven by reduced time to degree. journals.sagepub.com/doi/10.3102/...
but on your second question, I think this paper on co-requisite math/stats courses is interesting. they suggest that the earnings impact that they find is driven by reduced time to degree. journals.sagepub.com/doi/10.3102/...
And you can read more thoughts from me about why this report holds more salience than ever in the current circumstances here: fas.org/publication/...
Getting ‘What Works’ in Education into Teachers' Hands
Living evidence still has a path forward in the U.S, and opportunities to continue to grow along with the growing global movement.
fas.org
May 1, 2025 at 2:25 PM
And you can read more thoughts from me about why this report holds more salience than ever in the current circumstances here: fas.org/publication/...
You can read more about how we propose IES use this innovative model to bring evidence-based practice to those who need it, when they need it here: fas.org/wp-content/u...
fas.org
May 1, 2025 at 2:25 PM
You can read more about how we propose IES use this innovative model to bring evidence-based practice to those who need it, when they need it here: fas.org/wp-content/u...
IES’s mission is to equip teachers, school leaders, parents, and more with the tools backed by rigorous research that might help them do their jobs best. Living evidence is an approach that supports bringing knowledge to communities faster, better, and more efficiently.
May 1, 2025 at 2:25 PM
IES’s mission is to equip teachers, school leaders, parents, and more with the tools backed by rigorous research that might help them do their jobs best. Living evidence is an approach that supports bringing knowledge to communities faster, better, and more efficiently.