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This text is a testimony of the relationship between an educational policy and research. It first recalls the nature of the “refoundation of priority education” in France between 2013 and 2017. It specifies how the results of research were used to develop the expected changes in this public policy, how these results have helped to inform the actors of this change in an approach that respects the timeline of change in education. It then explains how research contributes to support this policy, its actors and the training of teaching staff. It also mentions the place that research holds in the evaluation of the priority education policy.