This PDF document was made available from www.rand.org as a public service of the RAND Corporation. 6 Jump down to document Visit RAND at www.rand.org Explore RAND Education View document details This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non- commercial use only. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents. Limited Electronic Distribution Rights For More Information CHILD POLICY CIVIL JUSTICE EDUCATIO N ENERGY AND ENVIRONMENT HEALTH AND HEALTH CAR E INTERNATIONAL AFFAIR S NATIONAL SECURIT Y POPULATION AND AGIN G PUBLIC SAFETY SCIENCE AND TECHNOLOGY SUBSTANCE ABUSE TERRORISM AND HOMELAND SECURITY TRANSPORTATION AND INFRASTRUCTURE The RAND Corporation is a nonprofit research organization providing objective analysis and effective solutions that address the challenges facing the public and private sectors around the world. Purchase this document Browse Books & Publications Make a charitable contribution Support RAND This product is part of the RAND Corporation monograph series. RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND mono - graphs undergo rigorous peer review to ensure high standards for research quality and objectivity. Expanding the Reach of Education Reforms Perspectives from Leaders in the Scale-Up of Educational Interventions Thomas K. Glennan, Jr., Susan J. Bodilly, Jolene R. Galegher, Kerri A. Kerr Prepared for the Ford Foundation The RAND Corporation is a nonprofit research organization providing objective analysis and effective solutions that address the challenges facing the public and private sectors around the world. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. R ® is a registered trademark. © Copyright 2004 RAND Corporation All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from RAND. Published 2004 by the RAND Corporation 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138 1200 South Hayes Street, Arlington, VA 22202-5050 201 North Craig Street, Suite 202, Pittsburgh, PA 15213-1516 RAND URL: http://www.rand.org/ To order RAND documents or to obtain additional information, contact Distribution Services: Telephone: (310) 451-7002; Fax: (310) 451-6915; Email: order@rand.org Library of Congress Cataloging-in-Publication Data Expanding the reach of education reforms : perspectives from leaders in the scale-up of educational interventions / [edited by] Thomas K. Glennan [et al.]. p. cm. “MG-248.” Includes bibliographical references. ISBN 0-8330-3659-9 (pbk.) 1. School improvement programs—United States. 2. Educational change—United States. 3. Education—Standards—United States. I. Glennan, Thomas Keith, 1935– II. Rand Corporation. LB2822.82.E94 2004 371.2'00973—dc22 2004016652 The research described in this report was conducted by RAND Education for the Ford Foundation. iii Preface The sporadic and often temporary ability to bring innovations in education to scale has long frustrated those interested in improving the performance of K–12 students in America’s public schools. In the last two decades, however, developers of educational interventions designed to improve teaching and learning have made some progress toward this goal, with several demonstrating measurable gains in stu- dent performance in multiple schools or districts. The purpose of this book is to capture some of the knowledge of these developers, all of whom are leaders in the effort to improve the performance of stu- dents in public schools by introducing innovations in curriculum, teaching methods, administrative practices, and funding mechanisms. This volume grew out of a series of meetings of developers of K–12 reforms convened by RAND Education, a division of the RAND Corporation. The meetings, sponsored by the Ford Foun- dation, were intended to explore the experiences of the designers of reform efforts, with a particular focus on identifying common problems in scaling up reforms and, if possible, common solutions to them. Developers of 15 different reform efforts contributed chapters. The authors attempt to capture their experiences and the lessons they learned from their efforts to scale up the interventions they had designed and implemented. Thomas Glennan and Susan Bodilly convened the meetings that stimulated these chapters. Along with Jolene Galegher and Kerri Kerr, they helped to shape the final version of the chapters and wrote the introduction and summary. iv Expanding the Reach of Education Reforms The contributed chapters were the responsibility of the authors, all of whom are well-known experts in education reform. Their con- tributions have been reviewed and refined by the editors of this vol- ume, as well as members of the staff in the Publications Department of the RAND Corporation, but the views of education reform pre- sented within each chapter, as well as the data describing the efficacy of the programs they have designed and implemented, are the sole responsibility of the contributing authors. This book should be of interest to funders of education and education reform efforts, developers of interventions intended to enhance the performance of students at all levels of schooling, legisla- tors, state and federal policymakers, educational researchers, and school authorities interested in supporting efforts to improve teaching and learning in K–12 education. v Dedication In memory of Tom Glennan, who contributed immeasurably to the development of this book and the field of study it represents. Tom was a wonderful scholar, teacher, and friend, and we are grateful to have had the opportunity to know him and to learn from him. vii Contents Preface iii Dedication vii Figures xv Tables xvii Acknowledgments xix Abbreviations xxi CHAPTER ONE Introduction: Framing the Problem Susan J. Bodilly, Thomas K. Glennan, Jr., Kerri A. Kerr, and Jolene R. Galegher 1 Origins and Purpose of This Book 3 Scale-Up in an Earlier Era of Educational Reforms 5 Environmental Shifts in the 1980s and 1990s 13 Lessons from the Field 15 A Conceptual Framework for Scale-Up 27 Outline of the Remainder of the Book 32 References 34 CHAPTER TWO Cognitively Guided Instruction: Challenging the Core of Educational Practice Thomas P. Carpenter and Megan L. Franke 41 The Conceptual Basis for Scaling Up 43 Cognitively Guided Instruction 44 viii Expanding the Reach of Education Reforms The Development of Children’s Mathematical Thinking 46 CGI in the Classroom 50 The Nature of the Professional Development 51 How Change Occurs 51 Teacher and Student Outcomes 53 Challenges 54 Scaling Up 54 Conclusions 71 Making It Work 76 References 77 CHAPTER THREE The National Writing Project: Scaling Up and Scaling Down Joseph P. McDonald, Judy Buchanan, and Richard Sterling 81 The NWP Design 84 A Culture of Risk-Taking 94 Practices of Scaling Down 100 Conclusions 104 References 105 CHAPTER FOUR Impediments to Scaling Up Effective Comprehensive School Reform Models Siegfried E. Engelmann and Kurt E. Engelmann 107 Assumptions About the Context and Nature of Scaling Up Comprehensive School Reform Models 109 Problems in Scaling Up as a Function of the Demands of the Model 111 Effective Models 116 Patterns of Scaling Up and Their Relative Efficiency 120 Special Challenges of Large School Districts 122 Conclusions 130 References 132 CHAPTER FIVE Scaling Up Success For All: Lessons for Policy and Practice Robert E. Slavin and Nancy A. Madden 135 [...]... the common and the unique aspects of their respective efforts and, thereby, contributing to a general understanding of the complexities of scaling up education reforms The targets of their efforts—particular areas of the curriculum, levels of education, networks of teachers, state education policies—varied widely, but they held in common an intense and enduring commitment to improving the quality of. .. discuss the problems of scale-up as they understood them from their own practical experiences and to identify potentially important issues for further thought On the basis of this initial meeting, the members of the study group prepared drafts of the essays in this book The group met again to review and critique one another’s essays, after which the authors revised their essays Working from readings of these... Introduction: Framing the Problem 5 spreading the programs they developed The list of possible contributors was quite long, but many were not available to participate because of scheduling and other conflicts The authors, the programs with which they are associated, the focus of the program, and the number of places using the program as of fall 2003 are listed in Table 1.1 This is not an evaluation of the interventions... innovative reforms intended to change the existing practices of teachers and schools With the help of these investments, organizations exter- 1 2 Expanding the Reach of Education Reforms nal to the school have created interventions to improve curriculum and instruction and to promote stronger teacher collegial interactions in support of better teaching In this book, we use the terms designs, reforms, ... learning in the classroom, whether directly or indirectly Origins and Purpose of This Book This book originated with an apparently simple suggestion from the leader of the education program at the Ford Foundation Several of us at the RAND Corporation had been studying the investments of a number of different foundations in developing education- related interventions intended to increase the capacity of many... essays, reviews of the literature, and the discussions of the study group, RAND staff members wrote this introduction, which provides the context for the contributing chapters, and a final chapter of the book, which analyzes the contributing chapters and provides a set of observations on the scale-up process The contributors, all leaders in their field, were asked to participate because they are recognized... success is not assured The organizations that supply education improvement services are still young, still working to find better ways to address the problems of large numbers of schools and students Often, they can provide only limited evidence of their value and have only limited capacity to deliver highquality services Further, the capacity of the educational system to use the services is limited;... to use the replication model to scale up federal interventions The study found that implementation in the adopting sites was often rife with departures from the model because of interactions with the institutional setting The authors coined the term “mutual adaptation” to describe the phenomena of drift away from fidelity to the model As a result, some in the education sector began to realize the difficulty... introduce the contributed chapters Scale-Up in an Earlier Era of Educational Reforms Significant attempts at widespread instructional reform that were actually evaluated date back to the 1960s Figure 1.1 provides a picture of the view of the process of scale-up that prevailed in education from the 1960s through the 1970s, which was often referred to as the replication model Based in management science precepts... Choice Marc Tucker 197 The Need for Coherent Systems to Drive Up Educational Performance 201 Building Capacity to Operate a Coherent System at Scale: The Story of the America’s Choice School Design 213 The Tools Needed for Building Capacity 221 Building Capacity at the School, District, and State Levels 241 x Expanding the Reach of Education Reforms The Case for Third-Party Assistance . summary. iv Expanding the Reach of Education Reforms The contributed chapters were the responsibility of the authors, all of whom are well-known experts in education reform. Their con- tributions. as the data describing the efficacy of the programs they have designed and implemented, are the sole responsibility of the contributing authors. This book should be of interest to funders of education. mechanisms. This volume grew out of a series of meetings of developers of K–12 reforms convened by RAND Education, a division of the RAND Corporation. The meetings, sponsored by the Ford Foun- dation,