Engaging Schools to Improve Ninth-Grade Outcomes: CORE's Approach

Busy educators are often faced with a dilemma--staying up to date with evidence-based practices and initiatives that support their professional growth while combating a constant barrage of superficial ideas from other contexts. Continuous improvement approaches to change offer methods for testing ne...

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Bibliographic Details
Published inPolicy Analysis for California Education, PACE
Main Authors Gallagher, H. Alix, Jordan, Danielle, Cottingham, Benjamin W, O'Meara, Kiley, Faw, Leah
Format Report
LanguageEnglish
Published Policy Analysis for California Education, PACE 01.02.2023
Subjects
Educational Improvement
Evidence Based Practice
Grade 9
Outcomes of Education
Transitional Programs
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Summary:Busy educators are often faced with a dilemma--staying up to date with evidence-based practices and initiatives that support their professional growth while combating a constant barrage of superficial ideas from other contexts. Continuous improvement approaches to change offer methods for testing new ideas and adapting them to local contexts. If seen as add-ons to educators' roles, however, these approaches are unlikely to yield deep engagement and sustained improvement. This practice brief explains the CORE Districts' five-driver model, a modified approach that deepened educators' ownership of the work and positioned schools to sustain improvement over time.