The second NORRAG special issue is dedicated to data collection and evidence building to support education in emergencies (EiE). As many parts of the world continue to experience protracted conflict and displacement, the various stakeholders that make up the EiE field—the communities directly impacted by crises; national governments in both crisis-affected and host countries; local, national, and international organizations; academic institutions; and donors—must continue our collective efforts to generate robust, quality evidence to support effective policies, programs, and practices in these settings. It is apparent from the enclosed articles that there is no single way to measure effectiveness, and challenges to providing quality EiE require creative and holistic approaches across the qualitative-quantitative spectrum. A strong evidence base reflects the needs of those most acutely affected by crisis and conflict through responsive, timely, and participatory methodologies.