Since the pandemic, the urgency of designing and scaling evidence-based products to support learning recovery has become even more pronounced. Education institutions: Unprecedented confusion and widening academic achievement gapthe necessity Effective, research-based interventions It’s important. The focus is not just on creating these products, but on ensuring that they are adopted and effectively implemented in schools and classrooms across the country.
Leveraging Evidence to Accelerate the National Recovery (LEARN) NetworkThe study, funded by the U.S. Department of Education’s Institute of Education Sciences, is at the forefront of this effort. SRI InternationalA nonprofit with a proven track record of bringing innovative products to market, LEARN Network is focused on accelerating the growth of learning by enhancing the use of evidence-based educational products.
The network also includes Four Product Teams We are dedicated to adapting and positioning evidence-based products that advance literacy and mathematics learning to be more useful and accessible to educators. By providing learning and coaching opportunities, the LEARN Network aims to equitably and sustainably build the capacity of these and other disciplines’ teams. scale Educational Products. This involves developing tools for researchers, developers, and educators to understand educators’ practice problems and needs, their systems decision-making processes in product procurement, and to support widespread adoption of effective solutions.
EdSurge recently spoke with education researchers Kelly Friedman and Jessica Mislevy about the importance of integrating evidence-based practices, educator voice, and systems perspectives from the early stages of product development. Friedman is a former teacher with 12 years of experience in research and technology assistance, focusing on strengthening educators’ and systems leaders’ capacity to use evidence in practice. As project director for the LEARN Network, she works with researchers and developers to build capacity and design evidence-based products and programs. Mislevy is director of digital learning and technology policy at SRI Education, specializing in mixed-methods evaluation of products designed to improve student outcomes in K-12 and higher education. She is co-principal investigator for the LEARN Network, focusing on educators’ effective adoption and scaling of evidence-based practices and programs.
EdSurge: Why are evidence-based products and programs so important in American schools, especially at this time?
Miss Levy: We can all see that the COVID-19 pandemic has upended education systems across the country, disrupting student learning and exacerbating existing inequities in education. This is reflected in the 2022 National Assessment of Educational Progress data, which recorded the first-ever decline in mathematics and the largest average score decline in reading in decades. Research shows that the quality of learning products and programs is critical to student outcomes. Now more than ever, it is important to have products that can improve students’ educational outcomes. all Engage learners and close persistent achievement gaps in districts and schools. Unfortunately, there is a glut of products available, and many effective products are beyond the reach of educators. Selecting products that are effective, well-suited to students’ needs and situations, affordable, and easy to use can be a challenge.
What important considerations should researchers and developers keep in mind when designing and extending their products and programs?
Friedman: When researchers think about scale, they often think of it as the final step. But designing scalable innovations starts with the first idea. This is where the LEARN Network framework begins. We at SRI International Invent-Adapt-Transition (IAT) Framework To better suit the education sector, Liberating design Principles focused on equity and systems thinking.
Both the IAT framework and Liberatory Design emphasize the importance of understanding user needs from the very beginning. This understanding: invent Stages of the IAT framework. Apply This stage involves evaluating the broader market, identifying key players, infrastructure, policies, and competition to refine your innovation. transition In this stage, we consider how to scale the product, envision it at a systems level, and explore paths to create an economically feasible approach.
we Learning Scales Toolkit We guide researchers through these stages and support the scaling process. We also profile different products from development to scale, A Scaling Story.
What efforts is the Network making to increase the use of evidence-based products and programs in schools?
Miss Levy: We approach this from both the supply and demand sides. On the supply side, the LEARN Network provides researchers and developers with capacity building in extending evidence-based products. We support them in adapting their products while taking into account educators’ contexts, decision-making processes, and usability. This involves a combination of one-on-one and cross-team coaching and consulting sessions to provide tools and training, while also supporting and encouraging team building and collaboration. In addition to SRI extension experts, we bring in the voices of other experts to contribute to these conversations. Then, on the demand side, we work to better understand the needs and barriers educators face in adopting and extending evidence-based products. We translate these findings into actionable tips for developers to increase the likelihood of their products being adopted and extended.
Does the network have insight into the needs of schools and districts or how to select programs and products?
Miss Levy: The LEARN Network conducted research focused on K-12 education procurement practices to better understand how decision makers decide which products to adopt in their schools and districts and how evidence is used in those decisions. We conducted in-depth interviews with a wide range of education leaders and other education stakeholders, as well as a national survey of public school and district leaders. RAND American Educators PanelWe explored what motivates schools and districts to procure products, who is involved in the decision-making process, and what sources of information leaders consult when selecting products. For example, we found that regular curriculum review cycles often motivate educators to procure core curriculum materials, while reviews of student outcome data often lead to the procurement of supplemental materials.
We also found that while teachers reported being most involved in identifying and evaluating products for their school or district to purchase, school and district leaders are involved in the final decision on which products to select. In terms of usage, we found that while research and evidence were among the most influential sources of information in procurement decisions, recommendations from other educational leaders and end users actually ranked higher. Our research has important implications for product developers to truly understand the systemic forces that influence their products. when and why Not only are products procured, Who Being involved throughout the procurement process increases the likelihood of product adoption and scale. As we recently noted on the LEARN Network website: The first of several planned research summariesfeatures lessons for developers who are ready to take their product to market or expand to a wider audience.
Information reported here was supported by the U.S. Department of Education’s Institute of Education Sciences through grant R305N220012. SRI InternationalThe opinions expressed are those of the authors and do not necessarily represent the views of the Institute or the U.S. Department of Education.
