Cover -- Preface -- Dedication -- Figures -- Tables -- Acknowledgments -- Abbreviations -- Chapter One - Introduction: Framing the Problem -- Origins and Purpose of This Book -- Scale-Up in an Earlier Era of Educational Reforms -- Environmental Shifts in the 1980s and 1990s -- Lessons from the Field -- A Conceptual Framework for Scale-Up -- Outline of the Remainder of the Book -- References -- Chapter Two - Cognitively Guided Instruction: Challenging the Core of Educational Practice -- The Conceptual Basis for Scaling Up -- Cognitively Guided Instruction -- The Development of Children's Mathematical Thinking -- CGI in the Classroom -- The Nature of the Professional Development -- How Change Occurs -- Teacher and Student Outcomes -- Challenges -- Scaling Up -- Conclusions -- Making It Work -- References -- Chapter Three - The National Writing Project: Scaling Up and Scaling Down -- The NWP Design -- A Culture of Risk-Taking -- Practices of Scaling Down -- Conclusions -- References -- Chapter Four - Impediments to Scaling Up Effective Comprehensive School Reform Models -- Assumptions About the Context and Nature of ScalingUp Comprehensive School Reform Models -- Problems in Scaling Up as a Function of the Demands ofthe Model -- Effective Models -- Patterns of Scaling Up and Their Relative Efficiency -- Special Challenges of Large School Districts -- Conclusions -- References -- Chapter Five - Scaling Up Success For All: Lessons for Policy and Practice -- Success For All -- Program Characteristics Affecting Dissemination -- Obey-Porter Comprehensive School ReformDemonstration -- Extending Our Reach -- Organization and Capital -- District-Level Failures -- District-Level Implementations -- Reconciling District Successes and Failures -- Lessons Learned -- Policy Implications -- Recommendations -- Conclusions -- References.

Chapter Six - Taking Education Programs to Scale: Lessons from the Field -- A Brief History of Project GRAD -- Project GRAD Program Design Elements -- How Project GRAD Achieves Results -- The Effects of Project GRAD to Date -- Challenges in Scaling Up Project GRAD -- Funding Concepts and Their Effects on Scale-Up -- Final Observations on Scaling Up Project GRAD -- Reference -- Chapter Seven - Reaching for Coherence in School Reform: The Case of America's Choice -- The Need for Coherent Systems to Drive Up EducationalPerformance -- Building Capacity to Operate a Coherent System at Scale:The Story of the America's Choice School Design -- The Tools Needed for Building Capacity -- Building Capacity at the School, District, and State Levels -- The Case for Third-Party Assistance -- Putting Coherent Systems in Perspective -- References -- Chapter Eight - A Different Way of Growing -- Development and Implementation of the Different Waysof Knowing Design Through 1998 -- Responding to New Demands for School Reform ServicesAfter 1998: Building Capacity -- Challenges Associated with Supporting the Goals of theNo Child Left Behind Act -- The Future of Schoolwide Reform: Obtaining theResources to Support Intermediary Organizations -- References -- Chapter Nine - Co-nect at the Crossroads: Four Considerations on Getting to Scale -- The Climate and Conditions for Scaling Up -- Scaling Success: Attention to Results -- Scaling the Desirable -- The Feasibility of Scale -- Sustaining Reform: Co-nect at the Crossroads -- Conclusions -- References -- Chapter Ten - Scaling Up Turning Points Through Autonomous Regional Centers -- The Turning Points Design -- A Brief History of the Turning Points Design -- Creating the Turning Points Network of Regional Centers -- Looking Ahead: Building on Strengths, Facing NewChallenges -- References.

Chapter Eleven - Scaling Up Talent Development High Schools: Lessons Learned from Comprehensive High School Reform -- What Is Wrong with Comprehensive High Schools, andWhy Are They So Difficult to Change? -- Challenges to Implementing and Scaling Up TDHS -- Meeting the Challenges -- It Is Not Too Late for Reforms in High Schools -- References -- Chapter Twelve - Taking High Schools That Work to Scale: The Evolution of a High School Reform Program -- Linking Career and Technical Education to High SchoolReform: The Impetus for HTSW -- Phase I: Launching HSTW -- Phase II: Scaling Up HSTW -- Phase III: Increasing Breadth, Depth, Stability, andFinancial Resources -- Achieving Success at Scale: Lessons from the Past andChallenges for the Future -- Closing Thoughts -- References -- Chapter Thirteen - The First Few Years of Edison Schools: Ten Lessons in Getting to Scale -- Lesson One:Start with a Proven Reform Model-and Standardize It -- Lesson Two:Hire and Fire Your Own Principals and Teachers -- Lesson Three:Build Effective and Efficient Support Systems -- Lesson Four:Build Site Capacity -- Lesson Five:Establish Clear and Simple Accountability Systems -- Lesson Six:Establish Strong Measurement Systems -- Lesson Seven:Get Measurable Results-Fast -- Lesson Eight:Satisfy Your Customers -- Lesson Nine:Adjust To Local Norms -- Lesson Ten:Find a Better Balance of Growth, Systems, andProfitability -- References -- Chapter Fourteen - School Districts as Learning Organizations: A Strategy for Scaling Education Reform -- Providing High-Quality Education for All Students -- The District as the Target of Reform -- Building High-Performance School Districts: A Theory ofAction -- Lessons from Experience -- Closing Thoughts -- References.

Chapter Fifteen - Choices and Consequences in the Bay Area School Reform Collaborative: Building the Capacity to Scale Up Whole-School Improvement -- Scaling Up Capacity for Continuous Improvement -- Building Capacity in Education Organizations -- A Focus on Cultural Change -- Organizational Capacity and Continuous Improvement inAction -- A Response: BASRC's History and Approach -- BASRC Results -- Early Strategic Choices and BASRC's View of Scale -- Building on the Policy Context: Choices and More Choices -- Lessons Learned About Scale -- References -- Chapter Sixteen - Leveraging the Market to Scale Up School Improvement Programs: A Fee-for-Service Primer for Foundations and Nonprofits -- My Vantage Point -- Philanthropy's Challenge -- How NAS Came to the Fee-For-Service Strategy -- Pursuing a Fee-for-Service Dissemination Strategy -- Are Developers Ready for Scale? -- The Role of Foundations in Attaining Scalability -- Conclusions -- Reference -- Chapter Seventeen - Summary: Toward a More Systematic Approach to expanding the REach of Educational Interventions -- Further Elaboration of the Scale-Up Process -- Core Tasks in the Scale-Up Process -- Conclusions -- References -- Appendix A - Contributors -- Appendix B - Program Descriptions and Contact Information.

How does one spread a successful educational reform? The essays here recount the authors' experiences with the scale-up process. Among their lessons are the importance of building the capacity to implement and sustain the reforms, adjusting for local culture and policy, ensuring quality control, providing the necessary infrastructure, and fostering a sense of ownership. The process is iterative and complex and requires cooperation among many actors who must ensure that the results align with goals.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.