There is an ongoing debate about how best to infuse "evidence" into school evaluation and reform efforts, and what role education researchers can play in this effort. A lot of support has been garnered for evidence-based reform or policies that place a premium on practices that have been proven effective using rigorous research methods; most often randomized controlled trials (RCTs). This article discusses challenges with these approaches in the policy space, and presents an alternative framework for educational researchers; one that requires a deeper and more strategic engagement in the policymaking process. It highlights that inherent in the federal process are important windows of opportunity for educational researchers to make their work count. The article considers the unique way in which time, intermediary partners, and communication influence the development of federal educational policy, and what the implications are for educational research.