Translating research findings into large-scale public programs and policy

The articles in this journal issue review many research studies to illustrate the benefits and limitations of early childhood programs. Translating the findings of those studies into policy and practice is often challenging, in part because policymakers and researchers have very different constituencies, styles, and interests. The author of this article is a researcher by training, but she has worked for many years in partnership with policymakers, trying to improve the lives of young children throughout the state of Florida. In this article, she contrasts policymakers (including elected and appointed officials as well as career bureaucrats) with researchers to explore the ways in which these groups differ and the ways in which the media, private foundations, and advocacy groups can facilitate communication among the two groups and the public. The author then reviews her experience during the years in which Florida's policymakers wrestled with the decision to entitle disabled infants and toddlers to early intervention services through Public Law 99-457, Part H of the federal Individuals with Disabilities Education Act (IDEA). Although this law is not discussed in other articles in this journal issue, the example is a model of how research can be used to shape policy for young children and their families. The article concludes with recommendations to help researchers and policymakers work together.