Is it time to give up on evidence-based policy? Four answers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Based on a systematic analysis of nearly 400 publications, this review article identifies four contrasting perspectives on evidence-based policy (EBP). One school of thought advocates reinforcing demands that governments pay more attention to research. A second perspective argues for the reform of the relationships between researchers and policy-makers. A third emphasises the need to reinvent formal procedures that govern the generation and use of evidence. The fourth rejects the possibility that research can simultaneously meet disciplinary standards and meaningfully address the needs of policy-makers. The paper concludes that to respond to the challenges facing EBP, researchers must develop a more realistic grasp of the task environment in which ministers and senior officials operate, reject naïve but prevalent assumptions about the level of analytical rationality in government, and recognise that direct and sustained engagement with policy-makers may not be compatible with career advancement in academia.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.009 | 0.065 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it