Evidence in the Wild

Evidence to Impact: A Conversation with Eric Mason

In this episode of Evidence in the Wild, I sit down with Eric Mason, a seasoned education leader with experience spanning the classroom, district-level assessment, higher ed, and federal policy. Most recently, Eric served at the Institute of Education Sciences within the U.S. Department of Education.
Together, we explore the evolving landscape of education research, from teacher apprenticeship models to the complexities of root cause analysis in policymaking. Eric offers insight into where we’ve been, where we’re heading, and what it takes to move from hypothesis to impact.

The What Works Clearinghouse and Effective Programs for Students with Dyslexia and Struggling Readers

In this episode of Evidence in the Wild, I explore two research-backed reading interventions that have shown strong results for students with dyslexia and those struggling with literacy: Pennsylvania’s Dyslexia Screening and Early Literacy Intervention Program and Reading Recovery.
I also reflect on how programs like these could have supported my own learning journey and why tools like the What Works Clearinghouse are essential for helping educators and leaders identify and elevate practices that truly make a difference.
Resources mentioned:
What Works Clearinghouse
https://ies.ed.gov/ncee/wwc/
Pennsylvania Dyslexia Screening and Early Literacy Intervention Pilot Program
https://ies.ed.gov/ncee/WWC/Study/86099
Reading Recovery
https://ies.ed.gov/ncee/WWC/Docs/InterventionReports/WWC_RR_IR-brief.pdf

Correlation vs. Causation: Why Getting It Wrong Can Derail Good Decisions

In this solo episode of Evidence in the Wild, I explore one of the most common pitfalls in interpreting data, confusing correlation with causation. Whether it's linking ice cream consumption to shark attacks, or assuming a program "works" based on surface-level trends, failing to account for confounding variables can lead to deeply flawed conclusions.I share a vivid education example from a well-known randomized control trial of charter schools and explain how rigorous methods help us move from hunches to evidence. We’ll also touch on how these issues show up in everyday conversations, policymaking, and the research-to-practice gap.Read the full study referenced in this episode: https://www.aeaweb.org/articles?id=10.1257/app.5.4.1

From Meh to Meaningful: Logic Models

In this solo episode of Evidence in the Wild, I dig into the real purpose of logic models, and why they’re more than just a compliance checkbox.
I explore how logic models can serve as practical, actionable tools to help us define measurable milestones, monitor our progress, and stay focused on outcomes that are actually within our control. Whether you’re leading a program, managing a grant, or trying to make sense of your goals, logic models can provide clarity on what’s working, and what needs to shift.
🧰 Check out the IES Program Evaluation Toolkit:https://ies.ed.gov/use-work/resource-library/resource/tooltoolkit/program-evaluation-toolkit
Josh Stewart, Ph.D.Founder and Principal ResearcherRocky Mountain Research & Strategy🌐 rockymountain-research.org

South Dakota’s Teacher Apprenticeship Model with Dr. David DeJong

In this episode of Evidence in the Wild, I sit down with Dr. David DeJong, Dean of the College of Education at Dakota State University and one of the key architects of South Dakota’s teacher apprenticeship program. We talk about how the SD TAP model came to life, why it matters, and what it's teaching us about expanding the teacher pipeline.
David shares early insights from the program, including what’s working, how mentors support apprentices in the field, and how South Dakota is thinking about sustainability and long-term impact. If you're interested in grow-your-own pathways, this conversation is a great place to start.

Welcome to the Wild: What This Podcast Is and Why It Matters

In this first episode of Evidence in the Wild, host Josh Stewart shares why this podcast exists, and why now is the time for a more honest, human conversation about data and research in education. Josh reflects on his background as a researcher, someone who grew up with dyslexia, and a former college professor who has spent the last decade working on federal and philanthropic education projects.
This episode sets the stage for what’s to come: candid conversations with educators, administrators, and researchers who are using evidence in creative, imperfect, and deeply committed ways to improve real-world practice. It’s about elevating what works, questioning what doesn’t, and democratizing how we use data to shape the future of education