The authors investigated he National Educational Research and Priorities Board' s (1999, 2000) claim that evidence-based research often lacks relevance for practitioners by investigating the relevance among the Professors' of Curriculum (POC) publications between 1997 and 2003. Findings showed that forty-four (13%) were data-driven and relevant to practitioners, while n = 304 (87%) were not evidence-based. Most frequently published topics were philosophy, research methodology and curriculum theory and perspectives while topics with the greatest relevance to practice, teacher education n = 12 (3%) and instruction n = 8 (2%) were infrequent. These findings support the assertion that data-driven educational research may be insufficient to inform K-12 practitioners in making decisions regarding instructional practice and policy. (Contains 3 tables.)