| Session Title: Valuing Case Study Methods in Evaluating the Implementation of Educational Programs |
| Multipaper Session 257 to be held in Pacific B on Thursday, Nov 3, 10:45 AM to 11:30 AM |
| Sponsored by the Qualitative Methods TIG and the Pre-K - 12 Educational Evaluation TIG |
| Chair(s): |
| Hannah Betesh, Social Policy Research Associates, hannah_betesh@spra.com |
| Abstract: Case study method has enormous potential to inform evaluations of school- and district-based educational programs specifically, as the institution of public schools in the United States represents a unique and diverse structure that compels careful consideration of contextual limitations and opportunities. This session will draw on implementation studies of two school-based initiatives to illustrate how the choice and execution of case study method can enhance the rigor of education research, particularly in a climate of increasing accountability and pressure to produce improved academic outcomes. In this era of high stakes assessments and outcomes-focused research and policy, it is important not to lose sight of the contributions that in-depth implementation research can provide. Case study research is an important approach to capturing the contextual factors specific to implementation of educational programs, and thereby enhancing the applicability of findings from outcome evaluations. |
| Resources, Context and Implementation Potential: Lessons Learned From Studying a Literacy Intervention in Five Urban School Districts |
| Hannah Betesh, Social Policy Research Associates, hannah_betesh@spra.com |
| In order to facilitate successful implementation of curricular interventions, especially in the complex ecology of school districts, many contextual factors need to be taken into account. This presentation will highlight findings from a case study investigation of an in-school reading intervention in five diverse school districts to describe the issues that affect program implementation, how they manifest, and how they are addressed in different settings of the study. A major challenge in achieving success with in-school interventions is the difficulty of implementing consistently and with fidelity across diverse, often challenging contexts, and using case study method to evaluate the program helped the research team articulate the range of contexts and experiences. In this evaluation, a major finding was the position of "intermediaries" - key players in the implementation of literacy reforms - and the variation, across our sample, in how this position is understood and articulated, and its effectiveness at supporting implementation. |
| Case Studies of the Implementation of Small Learning Communities in Three Urban High Schools |
| Nada Rayyes, Berkeley Policy Associates, nada@bpacal.com |
| Eric Barela, Partners in School Innovation, ebarela@partnersinschools.org |
| In this study, we evaluated the implementation of small learning communities (SLCs) in a large urban K-12 school district. Using case study methods, we examined three unique high schools implementing their distinct SLC models guided by a district plan. We investigated conditions and structures that supported, and presented challenges to, successful implementation. While our sample schools represented various levels of success, our data revealed some common findings across sites: successful implementation of SLCs requires strong school leadership willing to grant sufficient autonomy to SLCs, meaningful teacher collaboration, and professional development aligned with SLC goals. Other key findings included an increase in personalization among all schools implementing SLCs, but challenges with achieving true equity and parent engagement. The case study approach provided an in-depth understanding of the contextual factors that influence a large-scale educational reform effort, and provided lessons to schools and districts attempting similar interventions. |