Through a sense-making lens, this qualitative study explores high school principals' considerations while they perceive and enact additional resources within a national reform implementation. Principals' allocation of resources, especially as part of a national reform, is a complex matter for schools' effectiveness in an era of accountability.…

This systematic literature review analysed research related to education reform published between 2000 and 2020. Empirical evidence from 249 studies identified factors hindering or facilitating the long-term success of reform implementation. Eight overarching, actionable themes were found to influence success. Six themes describe requirements at…

Background/Context: Rural districts often struggle to provide organizational structures that support knowledge-building and sharing among educators, contributing to the challenge of change implementation in rural contexts. Although prior scholarship identifies social relationships centered on trust as important for fostering educator learning, we…

In recent decades, efforts to diversify Science, Technology, Engineering, and Mathematics (STEM) fields have relied on a variety of recruitment and retention programs designed to improve access and outcomes of traditionally underrepresented populations. Examining how such programs emerge within institutions of higher education in the United States…

This study leveraged data from a 40-school randomized controlled trial to understand the cost of coaching to support implementation of evidence-based programs (EBPs) through a multi-tiered system of supports for behavior (MTSS-B) model. Coach activity log data were utilized to generate the annual average, per school, costs of coaching of $8,198.…

As America's prekindergarten through 12th grade population becomes increasingly diverse, educator preparation programs (EPPs) are tasked with attracting, admitting, supporting, and graduating more teacher candidates from underrepresented groups. The research reported here was designed to improve our understanding of strategies that some EPPs have…

This exploratory and descriptive study investigated the degree to which a NACUBO Economic Models Project framework is perceived by Chief Diversity Officers (CDOs) as being a relevant tool for sustaining diversity core values in institutional diversity program operations. In response to the rapidly changing demographics of the United States and the…

This study, "Teacher Insight: The Implementation of the Common Core State Standards in California School Districts" was designed to glean teacher voice on the large-scale reform. With a need for a global workforce in a 21st century society the existing education system is undergoing a tremendous change in order to prepare students for…

California educators continue in their struggle to communicate district plans to parents, teachers, and other members of the school community. Local Control Accountability Plans (LCAPs), have ballooned into jargon-laden stacks of tables, impenetrable to all but the most sophisticated reader. Envisioned as a tool to improve transparency, the LCAP…

The Every Student Succeeds Act (ESSA) emphasizes evidence-based interventions while providing new flexibilities to states and districts with regard to the use of federal funds, including funds that could be used to support social and emotional learning (SEL). This report is a companion to "Social and Emotional Learning Interventions Under the…

The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement…

The conventional approach to school implementation involves different sets of schools in designing, developing, and testing an innovation and yet another set of schools involved in implementation at scale. Decades of research suggest that this approach has yielded inconsistent and often disappointing improvements for schools most in need. More…

The research tried to examine the role of school principal in facilitating change in teaching-learning process. Moreover, it has focused on the main roles of principal in implementing LCIP. The research employed both quantitative and qualitative methods. The study used a random sample of 62 teachers from a purposefully selected five junior schools…

Top-down accountability policies have arguably had very limited impact over the past 20 years. Education stakeholders are now contemplating new forms of bottom-up accountability. In 2013, policymakers in California enacted a community-based approach that creates the Local Control Funding Formula (LCFF) process for school finance to increase…

The Local Control Funding Formula (LCFF) has introduced positive and much-needed change to California's approach to K-12 education funding by allocating resources according to student need and freeing districts to make decisions that address local priorities. For all of LCFF's advantages, however, the Local Control Accountability Plans (LCAPs) in…