Evidence Use Spotlight: Shuyang Wang

"When researchers combine methodological expertise with a collaborative, context-sensitive approach, their work is far more likely to inform practice, policy, and benefit students and families."

What is your job title? Policy and Research Analyst

What is the organization you work for? Georgia Governor's Office of Student Achievement

Tell us about a policy or practice that was informed by research.

One example is my current work at Georgia Governor's Office of Student Achievement (GOSA) on student absenteeism, a pressing concern for many states, including Georgia. When the state legislature convened a House Study Committee on the issue, GOSA was tasked with providing the most up-to-date research to guide their deliberations. Our team is in the process of gathering information by combining empirical research evidence with data from the state's longitudinal data system to prepare a presentation for the committee. This analysis is designed to highlight both the scope of absenteeism in Georgia and potential policy levers to address it. The insights from the 2025 AEFP Innovation Day are directly informing how we approach this project-helping ensure that our work reflects rigorous evidence while elevating practical, actionable strategies for policymakers.

In another project, I proposed a model for measuring school outcomes that applied regression techniques to account for contextual factors such as student economic status and demographic composition. By controlling for these variables, the model offered a more equitable and accurate picture of school performance, recognizing that schools serving higher-need populations may require additional resources. This research-based adjustment equipped policymakers with a fairer, more nuanced tool for evaluating school systems and making resource allocation decisions.

What types of structures do you have in place when you work with researchers?
GOSA regularly partners with researchers across universities, state agencies, and nonprofit organizations through Georgia's Statewide Longitudinal Data System.

GAAWARDS, our policy and research team, helps build collaborations between state agencies and academic researchers to ensure data is used in highly rigorous studies that try to answer impactful and applicable research questions. I also co-produced statewide reports such as the Educator Workforce Report and the High School Outcomes Report, and frequently consulted researchers for methodological guidance and subject-matter expertise. These collaborations not only strengthened the rigor and credibility of our analyses but also ensured our work was responsive to the latest evidence and positioned to inform both policymakers and practitioners.

Do you have any early results or indicators of impact of using research to inform policy or practice?

In Georgia, both the educator pipeline and chronic absenteeism are the focus of legislative study committees this year, while Career, Technical, and Agricultural Education remains a top priority for the state. The research I engaged with at the AEFP Innovation Day directly aligns with these policy conversations. I plan to draw on these insights to support GOSA's policy and research team as we contribute evudence-based analysis and recommendations to inform and advance these state-level initiatives.

What advice do you have for researchers who want their work to benefit educational agencies?

My advice to researchers is to prioritize accessibility, relationships, and practical alignment. Communicate findings in clear, concise ways that policymakers and practitioners can act on-without sacrificing rigor. Place greater emphasis on descriptive analyses that help agencies understand trends and context. Establish collaborative relationships early, and be curious about how policymakers and state agenciesprocess information and make decisions.  In my experience, when researchers combine methodological expertise with a collaborative, context-sensitive approach, their work is far more likely to inform practice, policy, and benefit students and families.

What resources are valuable to you and your work?

• Educator workforce: 
  • AEFP Live Handbook sections on Workforce
• CTE:
  • Dougherty, S. & Smith. (2025). At What Cost? Is Technical Education Worth the Investment?
  • Edmunds, J. et al (2024). CTE-Focused Dual Enrollment: Participation and Outcomes.
  • AEFP Live Handbook
• Chronic absenteeism:
  • Edwards, D. S. (2024). Another One Rides the Bus: The Impact of School Transportation on Student Outcomes in Michigan.
  • Komisarow, S. & Hemelt, S.W. (2024). School-Based Health and Absenteeism: Evidence from Telemedicine. 
  • Komisarow, S. & Gonzalez, R. (2023). Can Community Crime Monitoring Reduce Student Absenteeism?