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This chapter describes three strategies for learning scientists to contribute to policymaking and implementation. First, educational systems design and redesign – where all aspects of school systems (curriculum, assessment, teacher professional development, school leadership, resources to coordinate and maintain instructional quality) are designed to improve instructional quality and redress educational inequities. Second, formative implementation research that studies both micro- and macro-levels of systems including classrooms and schools, local administrative offices, and regional education agencies as well as community organizations and cultural institutions. Third, family- and community-centered organizing to pursue systematic societal transformation, such as shifting power relations and addressing systemic oppression in society.