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A Model of Continuous Improvement in High Schools: A Process for Research, Innovation Design, Implementation, and Scale
by Lora Cohen-Vogel, Marisa Cannata, Stacey A. Rutledge & Allison Rose Socol - 2016
This article describes a model for continuous improvement that guides the work of the National Center on Scaling Up Effective Schools, or NCSU. NCSU is a research and development center funded by the Institute for Education Sciences, the research arm of the United States Department of Education. At the core of the Center’s work is an innovative process to bring to scale practices that have been shown to improve student achievement in high schools in Broward County, Florida, and Fort Worth, Texas. To do so, the Center’s model of improvement relies on three core principles. First, a prototype is built to reflect the core elements of programs or practices that have been shown to be effective locally. Second, rapid-cycle testing is used to allow the prototype to be revised in ways that adapt it to a particular school context. Third, a researcher–practitioner partnership is employed that strives to both take advantage of and build local ownership and expertise. In so doing, the continuous improvement model addresses well-known challenges faced by those attempting to scale up educational innovations, challenges such as building teacher buy-in and attending to the organizational context in which innovations are to be enacted.
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- Lora Cohen-Vogel
University of North Carolina at Chapel Hill
E-mail Author
LORA COHEN-VOGELL is Robena and Walter E. Hussman, Jr. Distinguished Professor of Policy and Education Reform in the School of Education at the University of North Carolina at Chapel Hill and, since 2010, the Co-Principal Investigator of the National Center on Scaling Up Effective Schools. Cohen-Vogel’s research focuses on teacher quality and the politics of education. She also works on continuous improvement research and other approaches for developing and bringing to scale processes for school system improvement.
- Marisa Cannata
Vanderbilt University
E-mail Author
MARISA CANNATA is Research Assistant Professor in the Department of Leadership, Policy, and Organizations at Peabody College of Education and Human Development, Vanderbilt University, and Director of the National Center on Scaling Up Effective Schools. Her research interests include continuous improvement research, high school reform, charter schools, and teacher hiring and career decisions. Cannata is co-editor of School Choice and School Improvement (Harvard Education Press).
- Stacey Rutledge
Florida State University
STACEY A. RUTLEDGE is Associate Professor in the Department of Educational Leadership and Policy Studies at Florida State University. Her research explores policies aimed at improving teaching and learning and how these shape the work of district and school administrators and teachers, and, ultimately, students’ learning opportunities. For the last five years, she has been a project investigator in the National Center on Scaling Up Effective Schools. She is co-editor of The Infrastructure of Accountability: Data-use and the Transformation of American Education (Harvard Education Press).
- Allison Socol
University of North Carolina at Chapel Hill
E-mail Author
ALLISON ROSE SOCOL is a doctoral student in Policy, Leadership, and School improvement at the University of North Carolina at Chapel Hill. Her research interests include policies and practices that improve outcomes for students of color and students from low-income families.
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