In addition to improving LEA and Provider capacity, the EIC has the goal of producing reliable, practical evidence and measures to inform planning and implementing a district-wide, high-impact math improvement initiative. Below you will find publications and resources generated from the EIC for use by the field of education as part of a Coherent Instructional System.
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Implementation Strategies for Systems Change: Insights and Lessons Learned
As a Learning Partner, the National Implementation Research Network (NIRN) supported the partnerships between providers and school districts in their implementation and measurement efforts. Critical to these efforts is understanding the use and impact of the implementation strategies deployed across system levels to build implementation capacity and increase curriculum uptake.
Processes for Selecting a High-Quality Mathematics Curriculum
The purpose of this resource is to describe the processes that district leaders use to select a high-quality mathematics curriculum. It is important to note that 18 of the 19 participating districts in the Effective Implementation Cohort (EIC) had already selected their mathematics curriculum before engaging with the EIC. Thus, interviews with district leaders and providers were conducted to collect information on the processes used retrospectively. The summarized interviews, example processes, recommendations, and resources are provided.
Provider Selection Guidance Tool
The Provider Selection Guidance Tool helps a school district team evaluate the fit of potential technical assistance providers, program developers, or intermediary organizations (referred to hereafter as providers) with district implementation goals and needs. This tool can also be used by state and regional education agencies.
Recommendations for Addressing Readiness Impacted During and After Covid-19
Readiness is defined as a developmental point at which a person, organization, or system has the capacity and willingness to engage in a particular activity. The recommendations listed within this document are a guide for districts, support providers, and funders to support building readiness conditions in the wake of ongoing implications from the Covid-19 pandemic. While the lens in this document is focused on impacts from COVID-19, the guidance provided may also support readiness challenges that districts, support providers, and funders may face during other long-term disruptions to teaching and learning.
Supporting the Implementation of High-Quality Math Curricula: A Promising Strategy to Promote Equity – Funder Brief
This resource highlights how implementation science can strengthen the impact of investments aimed at improving mathematics outcomes. Drawing on lessons from the Effective Implementation Cohort (EIC), it outlines how funders can support stronger results by investing not only in programs or curricula, but also in the systems that make those initiatives successful. Key strategies include preparing districts to adopt new practices, assessing curriculum fit and feasibility, developing actionable implementation plans, engaging teachers, students, and families in meaningful ways, and supporting implementation through training, coaching, peer learning, and practical tools. By pairing these supports with ongoing data collection and analysis, funders can help ensure their investments lead to sustained improvements in teaching, learning, and student achievement.
Year 1 Annual Report
Descriptive analyses of quantitative and qualitative data were collected for various indicators of the six readiness constructs within the EIC in the 2021-2022 academic year using various methods (e.g., interviews, surveys, observations) with district executive sponsors, coaches, and provider staff. Below you will find the key takeaways and recommendations from the NIRN team. For more information on the EIC visit our website and the Learning Agenda.
Year 1 Formative Report – Fall 2022
The current report presents results from a student survey, a teacher survey, and a report on the cohort’s use of implementation strategies.
Year 2 Interim Report – Fall 2023
In this interim report, we present results from multilevel modeling of district demographics and indicators, a teacher survey, a student survey, and district administrative data, including student achievement scores. We also present results from descriptive analyses of key enabling conditions. In this executive summary, we also incorporate findings from qualitative interviews with coaches, executive sponsors, and providers, which are elucidated more fully in the 2023 EIC qualitative analysis report and the EIC Data Use Output. We describe key takeaways from the triangulation of findings.
Year 3 Formative Report – December 2023
The EIC Formative Report analyzed implementation strategies used by districts and providers in the 2022-2023 academic year. The data reveals significant variability in strategy usage across dyads. For example, districts with appointed superintendents consistently deployed a wider range of strategies compared to those with elected leaders. Additionally, several categories of strategies emerged as more prevalent, including professional learning, data collection, use and reporting, and utilizing implementation protocols. Conversely, strategies involving community engagement, communities of practice, leadership development, infrastructure building, and incentives saw less frequent use.
Year 3 Interim Report – June 2024
This interim report presents integrated results from a mixed methods approach. Quantitative analyses included multilevel modeling of district demographics and indicators, a teacher survey, a student survey, and district data, including student achievement scores from Y2; descriptive analyses of key enabling conditions from Y1-Y3; and descriptives of the curriculum’s spread within districts from Y1-Y3. Qualitative findings from interviews and listening sessions with coaches, executive sponsors, and providers in Y3 are integrated to provide context and are more fully elucidated in the 2024 EIC Qualitative Analysis Report. In addition, a survey was distributed at the 2024 EIC convening to assess use and perceptions of implementation strategies across the cohort. Subsequently, focus groups were held with select survey respondents to further explicate the use of implementation strategies; findings can be found in the Implementation Strategies for Systems Change: Insights and Lessons Learned Output.
Year 4 – EIC Final Report (Executive Summary)
In this brief executive summary, key findings are synthesized across learning questions using the framing of the EIC Theory of Action (TOA). It examines how implementation impacts the system, from implementation strategies and their relation to district implementation outcomes, to the impact on teacher implementation perceptions and self-efficacy for instruction, to student outcomes.