Since the pandemic, the urgency to design and scale evidence-based products to support learning recovery has become more pronounced. Educational institutions are grappling with Unprecedented disruptions and widening achievement gapswhich makes it necessary Effective and research-supported interventions It is critical that we not only focus on creating these products, but also on ensuring that they are effectively adopted and implemented in schools and classrooms across the country.
Leveraging Evidence to Accelerate National Recovery Network (LEARN)funded by the U.S. Department of Education's Institute of Education Sciences, is at the forefront of this effort. Led by SRI InternationalLEARN Network, a nonprofit organization with a strong track record of bringing innovations to market, focuses on promoting learning growth by improving the use of evidence-based educational products.
The Network is also made up of: four product teams dedicated to adapting and positioning evidence-based products that boost literacy and numeracy learning to make them more useful and accessible to educators. By providing learning and training opportunities, the LEARN Network aims to build the capacity of these teams and others in the field to equitably and sustainably address scale educational products. This involves understanding the practice problems and needs of educators and systems decision-making processes in product acquisition, and developing tools for researchers, developers, and educators that support widespread adoption of effective solutions.
Recently, EdSurge spoke with education researchers Kerry Friedman and Jessica Mislevy about the importance of integrating evidence-based practices, educator input, and a systems perspective from the earliest stages of a product’s development. A former teacher with 12 years of research and technical assistance experience, Friedman focuses on building the capacity of educators and system leaders to use evidence in practice. As project director for the LEARN Network, she works with researchers and developers on capacity building and the design of evidence-based products and programs. Mislevy is director of digital learning and technology policy at SRI Education, specializing in mixed-methods evaluations of products designed to improve student outcomes in K-12 and postsecondary education. She is co-principal investigator for the LEARN Network, focusing on effective adoption and scaling of evidence-based practices and programs by educators.
EdSurge: Why are evidence-based products and programs so vital, especially right now in America’s schools?
Misleading: We have all seen how the COVID-19 pandemic upended education systems across the country, disrupting student learning and exacerbating existing inequities in education. We see this reflected in the 2022 data from the National Assessment of Educational Progress, with the first recorded decline in math and the largest drop in average reading scores in decades. Research shows that the quality of learning products and programs matters to student outcomes. Now more than ever, it is important to source those products that can improve students’ educational outcomes. all Early childhood education programs can help students improve their skills and close persistent achievement gaps in districts and schools. Unfortunately, many effective products do not reach educators due to the overwhelming choice of products. It can be difficult to select products that are effective, well-suited to students’ needs and contexts, and affordable and easy to use.
What key considerations should researchers and developers take into account when designing and scaling products and programs?
Friedman: When considering scale, researchers often think of it as the final step. However, designing a scalable innovation starts with the initial idea. This is where our framework for the LEARN Network begins. We adapted the SRI International model Invent-Implement-Transition (IAT) Framework To better adapt to the educational sector, incorporating 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 outset. This understanding forms the basis of Invent stage of the IAT framework. In the Apply In the innovation stage, the overall market is assessed, key players, infrastructure, policies and competition are identified to refine the innovation. Transition In this phase, we consider how to scale the product, imagining it at a systems level and exploring avenues to create a financially viable approach.
We created the Toolkit for learning to climb to guide researchers through these stages and support the scaling process. We also present several products on their journeys from development to scalability in our Stories of climbing.
How is the Network working to increase the use of evidence-based products and programs in schools?
Misleading: We approach the topic from both the supply and demand side. On the supply side, the LEARN network offers training to researchers and developers to scale their evidence-based products. We therefore support them in adapting their products taking into account educator context, decision-making processes, and ease of use. This has included a mix of one-on-one and cross-team coaching and consulting sessions to provide tools and training, while also supporting and promoting team building and collaboration. In addition to SRI scaling experts, we also bring together other expert voices to contribute to these conversations. Then, on the demand side, we are working to better understand the needs and barriers educators face when adopting and scaling evidence-based products. We translate these findings into actionable takeaways for developers to ensure their products are more likely to be adopted and scaled.
Does the Network have any knowledge about the needs of schools and districts or how they select programs and products?
Misleading: The LEARN Network conducted a study focused on K-12 procurement practices to better understand how decision-makers determine 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, and also conducted nationally representative surveys of public school and district leaders through the LEARN Network. RAND American Educators PanelsWe analyzed what motivates schools and districts to purchase products, who is involved in the decision-making process, and what sources of information leaders look to when selecting products. For example, we found that routine curriculum review cycles often motivated educators to purchase core curriculum materials, while reviews of student outcomes data more often led to the purchase of supplemental materials.
We also found that educators were the most involved in identifying and evaluating potential products for their schools and districts, while school and district leaders were more involved in making final decisions about which products to select. In terms of usage, research and evidence were among the most influential sources for informing procurement decisions, although we found that recommendations from educational leaders and end users actually ranked higher. Our research has important implications for product developers to truly understand the systemic forces that influence the use of products. when and because Products are purchased, as well as WHO participates throughout the acquisition process to increase the likelihood of product acceptance and scale. We recently published on the LEARN Network website the First of several planned research reportswhich includes lessons for developers ready to take their products to market or scale them to broader audiences.
The information reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305N220012 to SRI InternationalThe opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.
