Nov 2024
Policy Experiment Stations to Accelerate State and Local Government Innovation
The Federation of American Scientists (FAS) published this memo about strategies for building capacity and accelerating state and local government innovation.
Each year the federal government transfers approximately $1.1 trillion to state and local governments. Yet, most states and localities rarely evaluate whether these funds are actually improving their communities.
Recent research points to a powerful solution: fostering partnerships between government agencies and local universities—something we specialize in at the University of Chicago Crime Lab and the University of Chicago Education Lab.
This policy brief outlines an exciting vision for “Policy Experiment Stations.” These stations are designed to revolutionize how state and local governments leverage evidence and data to drive innovation and address critical challenges.
This memo is part of the Federation of American Scientists’ larger effort to champion bold, science-driven ideas that can help build a more prosperous, equitable, and safe future for all.
Latest Updates
Football player-turned math tutor tackles state’s low test scores
The Black Wall Street Times’ Deon Osborne cites Education Lab research from the Personalized Learning Initiative (PLI) which found that students who received high dosage tutoring saw positive gains on end-of-year math test scores.

Deep Dive on High-Impact Tutoring
Saga Education published a series that uncovers key strategies for creating lasting educational success, such as effective ways to integrate tutoring into the school day and how ongoing tutor support leads to better student outcomes, featuring insights from Education Lab Senior Research Director Monica Bhatt.

The Case for Doubling Down on Tutoring, a Proven Solution We Can’t Afford to Lose
Accelerate CEO Kevin Huffman and Education Lab executive director Sadie Stockdale Jefferson penned an op-ed that calls for doubling down on investing in tutoring programs as federal aid winds down and academic gaps persist five years after the onset of the COVID-19 pandemic.
