Since 2011, schools in England have received funds designated for improving the educational outcomes of students facing socio-economic disadvantages (SED). In response to concerns regarding the effective expenditure of these funds, school leaders have been increasingly required to justify their spending decisions and to demonstrate how decisions are informed by research evidence. As a consequence, schools appear to be increasingly attempting to reduce SED attainment gaps by improving the quality of teaching across the school. This article reviews this endeavour to bring research evidence to bear on classroom practice. It draws upon data from a large qualitative study of interviews with 167 school staff and a survey at 285 schools. In addition, I report on a review of 100 school policy documents, a review of the evidence, and a study of examination data and teacher attitudes at one school. I argue that the mechanisms to put research into practice are failing in this case. A wide variety of practices are being justified by a small number of studies of questionable relevance. In some schools, attempts to be guided by research have not had the expected positive impact, which has caused weariness and frustration. I also present evidence that, in some contexts, certain kinds of improvements to teaching may widen SED attainment gaps. I conclude that there are bureaucratic and linguistic faults in the mechanisms to disseminate research evidence in this case and argue that education researchers should incorporate these mechanisms more comprehensively into their field of study.