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What does it actually mean to be "evidence-based"? Melissa Loble and Ryan Lufkin sit down with Mary Styers, Director of Evidence and Learning Strategy at Instructure, to find out. With 20 years in program evaluation, Mary breaks down why education's relationship with data is broken and what it takes to fix it.

The conversation covers why rigorous research means nothing if teachers aren't on board, how compliance-driven data cultures stifle real learning, and why a study with only positive results should raise red flags, not applause.
Mary also tackles the paradox of data overload: institutions have more data than ever and still can't act on it. Her answer? Start with one question. Work backward. Build psychological safety. And treat evidence as a journey, not a finish line.

Key topics:

Why teacher buy-in matters as much as research rigor
The difference between a compliance culture and a true culture of evidence
Evidence literacy — what it is and why we're failing to build it
How rapid cycle evaluation helps institutions iterate fast and learn faster
Practical first steps for leaders who want to make evidence-driven decisions