Bodilly.FINAL

BRINGING EDUCATIONAL QUALITY TO SCALENASBE Conference : 

3/19/2010 Bodilly/RAND 1 BRINGING EDUCATIONAL QUALITY TO SCALENASBE Conference Susan Bodilly, RAND March 17, 2010

Basis for Comments : 

3/19/2010 Bodilly/RAND 2 Basis for Comments Evaluation of New American Schools http://www.rand.org/pubs/monograph_reports/MR1498/ Study of 15 external reform provider organizations (http://www.rand.org/pubs/monographs/MG248/: Compare and contrast their experiences Provide lessons learned for others Related work on collaborative efforts at reform http://www.rand.org/pubs/monographs/MG216/

Definition of Scale(from Cynthia Coburn) : 

3/19/2010 Bodilly/RAND 3 Definition of Scale(from Cynthia Coburn) Spread: number of adopting units Depth: significant improvement in classroom practice that influences student learning Sustainability: policy and infrastructure in place to support further improvements Shift in ownership: transfer of knowledge and authority to the adopting site Success comes from choosing appropriate intervention, creating supportive conditions, and removing old practices

Scale-Up Process : 

3/19/2010 Bodilly/RAND 4 Scale-Up Process Interactive, involving teachers, schools, districts and states Evolves through reciprocal relationships in unfolding situations Iterative with continuous reexamination and learning Non-linear

Scale-Up Tasks and Challenges : 

3/19/2010 Bodilly/RAND 5 Scale-Up Tasks and Challenges Core tasks Provide support for implementation Ensure high quality implementation Evaluate and improve the intervention Obtain the financial support needed Build organizational capacity for scale Market the product Create customized approach to fit site need Sustain the reform over time Challenges Creating economical supports Developing procedures for implementation checks Assessing effectiveness Adapting funding overtime as needs change Creating training programs Creating thoughtful customers Adapting the intervention overtime to meet needs Maintaining interests

What Doesn’t Have Impact on Achievement : 

3/19/2010 Bodilly/RAND 6 What Doesn’t Have Impact on Achievement Sacred cows Years of experience of teachers Higher levels of education of teachers Licensure exams in some states Most professional development Many coaching models Class size reduction in higher grades Progressive pedagogy per se

Standards Based Reforms Appear To Have Positive Impact : 

3/19/2010 Bodilly/RAND 7 Standards Based Reforms Appear To Have Positive Impact Not proven, but strong indications show Implementation of SBR highly correlated with highest gains on NAEP (MA as an example) When coupled with curriculum frameworks and specific professional development enables teachers to focus Directs attention to low performers Is often mandated with significant decentralization of implementation Districts need resources and knowledge to get improvements New data collection and dissemination Training on meaning of data and actions to take

Other Proven Interventions : 

3/19/2010 Bodilly/RAND 8 Other Proven Interventions

Proven Interventions Face Challenges : 

3/19/2010 Bodilly/RAND 9 Proven Interventions Face Challenges

Other Ideas : 

3/19/2010 Bodilly/RAND 10 Other Ideas Remove old practices to make room for new ones: Terminating what doesn’t work is important Organizational slack is needed for improvement Get “a great leader” is not a sustainable strategy Build organization’s team Must put policies and structures Develop integrating relationships with others

Things Policymakers Should Keep In Mind : 

3/19/2010 Bodilly/RAND 11 Things Policymakers Should Keep In Mind Education needs more resources and more effective use Must address revenue instability and better decision-making Should have reasonable expectations for impact Weakness of superintendents and principals Difficulties of implementing, sustaining and scaling-up in a non-supportive environment Important assets are at hand, besides funding Bully pulpit Management talents and skills Healthy investment views Constancy in the face of flux

Think About Investments Matched To Problem/Solutions : 

3/19/2010 Bodilly/RAND 12 Think About Investments Matched To Problem/Solutions Teach districts how to think strategically What has pay-offs, under what conditions Enable districts to support high quality teachers in classrooms or direct resources to most needy: Better incentive structures Improved supports and processes Redirected investment flows New thinking about time (afterschool and summer) Support investments in needed data systems and training