Background: Knowledge brokering by intermediary organizations includes knowledge distillation processes (e.g., synthesis, translation).Aims and objectives: This article explores how an educational intermediary performs research distillation when creating virtual knowledge reservoirs for educators.Methods: The authors use qualitative data from semi-structured interviews, coded to consensus, and thematically analyzed.Findings: During synthesis, intermediaries apply a “research lens” to evaluate the credibility of the evidence. During translation, they rely on their experience as educators to share evidence in a non-academic voice and generate “turnkey” strategies.Discussion and conclusion: The article considers the knowledge brokering pipeline fallacy and examines the potential of ongoing processes for improving the effectiveness of intermediaries with the aim of diminishing research-practice and research-policy gaps in education.

Abstract: School climate surveys are frequently used to collect information about student experiences in school. Less is known about how educators use survey data after survey administration. This paper explores one school district’s critical use of evidence to promote equitable change. We conducted eight semi-structured interviews with district and school leaders to investigate their uses of evidence. Through our qualitative, reflexive thematic analysis, we generated six themes: (1) using evidence to provide a common language; (2) bringing attention to trends to shift staff understanding of problems, (3) making structural changes, (4) planning for professional learning, (5) following up directly with students, and (6) engaging with the community. Findings illustrate how education leaders can apply a critical lens to their generation and use of evidence. We explore how the strategic use of evidence is needed to advance the broader goal of fostering school change and improving school climate for all students.