Several recent articles articles have emphasized that educators must begin to speak out strongly about the direction that the standards movement is taking. While many positive outcomes have been realized as education has become more accountable, a series of recent education policy decisions have flown directly in the face of many years of research. The author describes how he has been less than happy with the direction U.S. education is taking, especially under NCLB. His goals are to highlight several of the areas where policy and research collide and to provide readers with suggestions about becoming more politically active. This article focuses on the disagreement between current educational policies and research-based evidence. Specific examples from statistical interpretations, testing, retention in grade, and teacher preparation are used to highlight the incongruence. Suggestions for teacher educators regarding policy development are provided and include: (1) promotion of programs; (2) educating legislators about reality; and (3) walking the talk. (Contains 8 notes.)