This book presents new perspectives and crucially, solutions, as it re-examines the arguments in favor of an evidence-informed approach to education policy in today’s altered landscape. It spotlights the factors that lead to a wide variety of evidence and perspectives being disregarded by policy makers and sets out why a paradigm of partnership between researchers and policy-makers is required in order to improve the future for policy development. It is grounded both in empirical and theoretical analysis from a review of existing literature and from interviews held with senior education policy makers and other players on the policy development scene.