Background: Media play an important role in shaping public perceptions of education policies, yet few studies have explored how research evidence is included in media coverage of education reforms. Purpose: In this study, we investigate how research appears in the public discourse of student achievement in the context of the reauthorization of the Elementary and Secondary Education Act (2011-2013). Specifically, we analyze the school reforms and strategies discussed by mainstream media outlets across a range of political perspectives and the extent that journalists used research evidence in their coverage of these issues. Research Design: We conducted a content analysis of nearly 300 documents from ten mass media outlets to determine the extent of research use in coverage of student achievement between 2011 and 2013. We then conducted a discourse analysis of three focal publications--Townhall, The Washington Post, and The New York Times--to analyze the different rhetorical strategies journalists used to incorporate research and characterize key educational actors (teachers, politicians, and students). Findings: The most prominent media discussions emphasized teacher quality for the improvement of student achievement, where "student achievement" was defined synonymously with "standardized test scores." However, reporting on teacher quality incorporated little education research, while less-discussed reforms (such as increasing student learning time and IB programs) received significantly more evidentiary support. Conclusions/Recommendations: We conclude that media and social science research operate within "social fields" or institutional settings with different values and norms. Thus, media coverage of student achievement uses emotional forms of rhetoric to present mainstream education reforms (such as changes to teacher evaluations) and uses social science research to report on less familiar initiatives. Our recommendations include several ways that journalists and education scholars can collaborate and exchange knowledge to more effectively inform the public of the evidence basis of education reforms.