Like specialists in so many other fields, those working in education policy and research are prone to use jargon. While users of jargon might assume that their meaning is getting across to their audience, their assumption is exactly that — an assumption.

In fact, jargon, under the best of circumstances, can make the author’s content unclear on first reading — and under the worst of circumstances, can make the message completely unintelligible and/or laughable. This issue site strives to call awareness to the unfortunately common use of jargon in education policy and research, in hopes of helping the users of www.ecs.org avoid its use, particularly when communication is intended for the public at large.

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