The author outlines the rise of a hard-science model advocated by the Institute for Education Sciences, including the application of research and development approaches to education following the Second World War, and describes the attraction of these hard-science approaches for education policymakers. He notes that in the face of complex and persistent educational problems, these approaches seem to promise objective results, uniform solutions, and standardized interventions less prone to ideological distortion. He argues that this particular view of science, however, represents only a narrow slice of the myriad intellectual, social, and cultural practices that fall under the rubric of science and ignores a good deal of the contextual nuance of educational phenomenon. The author highlights the consequences of adopting a narrow vision of science in educational policy, including the marginalization of swathes of research, and the constraint of educational activities to make them more amenable to experimental research.