Social scientists collect vital information that bears on issues of education policy. When the courts are faced with an opportunity to make a decision that shapes education, judges need access to high-quality research, but they must also be convinced that it can be useful in their decision making. This article approaches the question of how social science can be made more effective in judicial decision making. The authors examine the use of social science evidence by the courts and the theories of jurisprudence that bear on its effectiveness. As an example of the difficulty of influencing the outcome of a case, they review the U.S. Supreme Court's decision involving the use of race in school assignments in "Parents Involved in Community Schools v. Seattle School District No. 1" (2007). (Contains 4 notes.)