The general expectation for many successful educational innovations is to "scale up" the project. Based on interviews with participating teachers, facilitators and administrators, this research shares findings from the "scaling up" stage of a federally funded mathematics project designed to help teachers reach a wide range of…

Integrating visual representations in an interactive learning activity effectively scaffolds performance and learning. However, it is unclear whether and how "sustaining" or "interleaving" visual scaffolding helps learners solve problems efficiently and learn from problem solving. We conducted a classroom study with 63…

California State University, Bakersfield (CSUB) received a three-year grant, "Collaborative Capacity Building on Biodegradable Soil Sensors For Sustainable Agriculture," that began in 2023 to lead program development for research, education, and outreach/extension in support of agricultural environment protection. The project is designed…

The sustaining environments hypothesis theorizes that the lasting effects of PreK programs are contingent on the quality of the subsequent learning environment in early elementary school. The current study tests this theory by leveraging data from students (N = 462) who did and did not enroll in the Boston Public Schools (BPS) prekindergarten…

To identify the most effective strategies for implementing and sustaining Tier 2 and 3 behavior support systems, a measure of general and tier-specific factors hypothesized to predict sustained implementation is needed. To address this need, we conducted two studies examining the construct validity of the "Advanced Level Tier Interventions…

The purpose of this report is to discuss the sustainability and scalability of Math for All (MFA) by returning to talk with past MFA program participants. Drawing on qualitative research methods, this report derives its findings from interviews with 12 teachers, 6 facilitators, and 5 administrators within two years of their participation in MFA.…

This study examines whether associations between enrollment in public and non-public PreK and children's (N = 508; M[subscript age] = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between…

Background: "Remaking Recess (RR)" is a school-based evidence-based peer social engagement intervention for autistic students. RR involves direct training and coaching with educators; however, educators face several barriers to implementation at both the individual- and organizational-levels. This protocol paper describes a multi-site…

Most educators think of professional development (PD) as a way to influence the uptake of evidence- based practices. However, PD can also play an important role in sustaining the practices over time--a critical ingredient for improving outcomes for all students. A number of studies have identified key features of PD that support both the long-term…

In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a…

This document profiles San Antonio Independent School District (SAISD), a Teacher Incentive Fund (TIF) grantee, who adopted a strategic approach to teacher recruitment and retention that included an organizational district redesign and implementation of a master teacher program using revised talent management practices and an aligned,…

This essay is a distillations of decades of efforts at cognitive intervention by many educators. Three likely outcomes for cognitive interventions are described. Recommendations for when interventions can most effectively be conducted, and what children are most likely to respond most favorably are also advanced. Finally, the general nature of the…

What can the Investing in Innovation (i3) grantees tell us about scaling innovative educational practices? The newly released white paper "Scaling Up Evidence-Based Practices: Strategies from Investing in Innovation (i3)" captures the experiences of nine grantees whose projects collectively have reached over 1.2 million students across…

Background: Although many interventions have empirical support in improving the outcomes of students with autism spectrum disorders (ASD), schools struggle with implementation of these interventions. Method and materials: We conducted 13 focus groups with 69 participants who included parents, educators, and administrators across three states to…

With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused PBIS intervention. A…