In this reflective and forward-looking conversation, Josh Stewart sits down with education researcher and entrepreneur David Blumenthal to unpack what 2025 meant for the research and evaluation community. Following mass federal layoffs and deep uncertainty across the education research sector, David shares how he navigated professional upheaval, transitioned into independent consulting, and ultimately founded a new AI-driven education technology company.

Together, Josh and David explore personal and nationwide resilience, and the widening gap between research and classroom practice. Explore David's project Eddie AI, a tool designed to assist educators in making better, evidence-based decisions.

Curious to learn more? See how we’re advancing learning and research at rockymountain-research.org

In this episode of Evidence in the Wild, Superintendent Michelle Miller and Director of Innovation and Strategic Partnerships Matthew Callison from South Fayette Township School District unpack how meaningful research and development can thrive inside a public school system, without massive budgets or rigid frameworks. South Fayette’s “little bets” approach of small, low-risk micro-experiments led by teachers and school leaders to test new ideas before scaling them district-wide. Rather than relying solely on traditional metrics, the district looks to student engagement, enrollment choices, and participation as key indicators of success. Curious to learn more? See how we’re advancing learning and research at rockymountain-research.org

Adam Smith is a seasoned math education researcher and instructional leader. In this episode, he shares with us the roots of math anxiety and how identity, early experiences, and societal messages shape whether we see ourselves as “math people.” All humans are naturally wired for foundational mathematical thinking, yet math education often becomes abstract and disconnected from students’ lives in secondary education. This conversation highlights how representation, family messages, teacher attitudes, and school structures like tracking reinforce who is “expected” to excel.

Adam encourages us to be intentional about the messages we send about math, to reflect on our own math stories, and to create environments where all students can see themselves as capable mathematical thinkers.

Curious to learn more? See how we’re advancing learning and research at rockymountain-research.org