Education Week - January 25, 2017 - 9


Study of i3 Flags Issues
For School Innovators
Districts need help evaluating their efforts
By Sarah D. Sparks
The federal Investing in Innovation program helped build evidence
of the effectiveness of new interventions, but also highlighted how
much local education groups need
support from regional and national
experts to build successful ones.
That is the takeaway from an
evaluation of the program, known
as i3, that was released last week
by the Social Innovation Research
Center, a nonprofit think tank supported by the national venture-philanthropy fund New Profit.
The findings raise concerns about
states' and districts' ability to develop
and study their own school improvement and other interventions under
the Every Student Succeeds Act. The
new federal law gives districts much
more flexibility to implement school
improvement and other interventions
but requires them to meet evidence
standards modeled after those of i3.
"With all these things happening
under ESSA with new evidence definitions, if you are going to just throw
that out there and hope the locals
will do it with no assistance, you are
dreaming," said Patrick Lester, the
director of the Social Innovation Research Center. "These [i3 grantees] are
in the top 3 percent of [i3] applicants,
they are supposed to be the cream of
the crop, the elite of school districts,
... and we see what the results look
like: For the most part, school districts
were out of their depth."
The Obama administration
launched the $1.4 billion i3 program in 2009, part of the economicstimulus education spending that
also brought the much bigger Race
to the Top and School Improvement
Grant programs, but i3 is the only
one of the massive federal competitive grants to be codified in the
Every Student Succeeds Act, as the
revamped Education Innovation
and Research program. Both iterations of the grants are intended to
support the developing, testing, and
scaling-up of effective interventions
for school improvement, early-childhood education, dropout prevention,
and other education areas.

Readiness Lacking
Thomas Brock, the acting director of the U.S. Department of Education's research agency, the Institute of Education Sciences, said he
agreed with the study's findings,
adding that district and state research capacity "has been front on
my mind since ESSA was passed,
because it's clear it is trying to push
this [evidence-based] work," he said.
"My worry is ... there may just not
be the readiness yet for states and
localities to undertake this work,
and even when there is readiness,
it's still just very hard work."
About a third of all 44 interventions designed and evaluated under
the i3 grants to date showed significant benefits, and others showed

some positive results, according to
the study.
That's more than double the average success rate for research and development in education; a 2013 study
by the Coalition for Evidence-Based
Policy showed that only 12 percent of
well-conducted experimental evaluations of education interventions
found positive effects. Final evaluations have only been released for
projects from the first three years
of the program, 2010 to 2012. But if
the current success rate holds, Lester
estimates 52 of the grant's 172 total
projects will show evidence of success.
The i3 interventions helped fill
gaps in the field on school turnaround strategies, science assessments, and the use of data to improve student achievement, the
study found. While 12 projects
focused on teacher and principal
professional development, however,
only three found benefits to their
interventions.
"It does support the argument for
research-practice partnerships pretty
strongly, to help districts on the evidence side, the analysis side, maybe
even the data-collection side," said
John Q. Easton, the vice president for
programs at the Spencer Foundation
and a former director of IES.

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Elements of Success
The success of interventions
skewed heavily toward experienced,
well-funded organizations that
were centered around their own interventions, rather than grassroots
interventions launched by school
districts, Lester found. Out of the
16 districts that received i3 grants
directly, only three showed positive
effects. By contrast, 3 in 4 university-led grants showed evidence of
success for their interventions.
Part of that is because all but one
of the district-led interventions received development grants, which
required the lowest initial evidence
base and which were also the least
likely to show benefits. For example,
interventions evaluated using a randomized control trial were as likely
to see benefits as interventions studied under other statistical evaluation methods, but groups with more
resources and expertise were more
likely to undertake the so-called
"gold standard" experimental studies in the first place.
Caitlin Scott, a manager in research and evaluation at the research
group Education Northwest, agreed
with the evaluation's recommendation that districts engaging in education research and development
should receive better access to national experts and research partners
who can take on the technical side
of the projects. "[Districts] are in the
business of educating students; this
is not their daily mission," she said.
Visit the INSIDE SCHOOL RESEARCH blog,
which tracks news and trends on this issue.
www.edweek.org/blogs

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EDUCATION WEEK | January 25, 2017 | www.edweek.org | 9


http://www.ilaconference.org/edwk http://www.edweek.org/blogs http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - January 25, 2017

Education Week - January 25, 2017
Black Students Most Likely To Be Arrested at School
Crossroads for K-12 Policy With Trump Now at Helm
News in Brief
Spec. Ed. Enrollments Rise
Report Roundup
Coalition for Essential Schools To End Its 33-Year Run
DIGITAL DIRECTIONS: Faster, Cheaper Tech for Schools Noted
Study of i3 Flags Issues For School Innovators
Q&A: She Recorded Classmate’s Arrest, Then Got Arrested, Too
Nominee to Head Ed. Dept. Grilled on Potential Business Conflicts
DeVos Takes Hot Seat In Confirmation Quest
State of the States
Trump Calls Nation’s Schools ‘Flush With Cash,’ Failing
JACK MARKELL: How ESSA Could Change Education for the Better
BRIAN GILL & JENNIFER LERNER: Accountability Should Add Up To More Than Test Scores
KAREN LEWIS: Betsy DeVos and Rahm Emanuel: Two Sides of the Same Coin
Letters
TopSchoolJobs Recruitment Marketplace
JULIE FLAPAN & JANE MARGOLIS: Stop Scapegoating and Start Educating
Education Week - January 25, 2017 - Crossroads for K-12 Policy With Trump Now at Helm
Education Week - January 25, 2017 - 2
Education Week - January 25, 2017 - 3
Education Week - January 25, 2017 - News in Brief
Education Week - January 25, 2017 - Report Roundup
Education Week - January 25, 2017 - 6
Education Week - January 25, 2017 - Coalition for Essential Schools To End Its 33-Year Run
Education Week - January 25, 2017 - DIGITAL DIRECTIONS: Faster, Cheaper Tech for Schools Noted
Education Week - January 25, 2017 - Study of i3 Flags Issues For School Innovators
Education Week - January 25, 2017 - 10
Education Week - January 25, 2017 - 11
Education Week - January 25, 2017 - Q&A: She Recorded Classmate’s Arrest, Then Got Arrested, Too
Education Week - January 25, 2017 - 13
Education Week - January 25, 2017 - DeVos Takes Hot Seat In Confirmation Quest
Education Week - January 25, 2017 - State of the States
Education Week - January 25, 2017 - 16
Education Week - January 25, 2017 - 17
Education Week - January 25, 2017 - Trump Calls Nation’s Schools ‘Flush With Cash,’ Failing
Education Week - January 25, 2017 - 19
Education Week - January 25, 2017 - BRIAN GILL & JENNIFER LERNER: Accountability Should Add Up To More Than Test Scores
Education Week - January 25, 2017 - KAREN LEWIS: Betsy DeVos and Rahm Emanuel: Two Sides of the Same Coin
Education Week - January 25, 2017 - Letters
Education Week - January 25, 2017 - 23
Education Week - January 25, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - January 25, 2017 - 25
Education Week - January 25, 2017 - 26
Education Week - January 25, 2017 - 27
Education Week - January 25, 2017 - JULIE FLAPAN & JANE MARGOLIS: Stop Scapegoating and Start Educating
Education Week - January 25, 2017 - CT1
Education Week - January 25, 2017 - CT2
Education Week - January 25, 2017 - CT3
Education Week - January 25, 2017 - CT4
Education Week - January 25, 2017 - SCover1
Education Week - January 25, 2017 - SCover2
Education Week - January 25, 2017 - S1
Education Week - January 25, 2017 - S2
Education Week - January 25, 2017 - S3
Education Week - January 25, 2017 - S4
Education Week - January 25, 2017 - S5
Education Week - January 25, 2017 - S6
Education Week - January 25, 2017 - S7
Education Week - January 25, 2017 - S8
Education Week - January 25, 2017 - S9
Education Week - January 25, 2017 - S10
Education Week - January 25, 2017 - S11
Education Week - January 25, 2017 - S12
Education Week - January 25, 2017 - S13
Education Week - January 25, 2017 - S14
Education Week - January 25, 2017 - S15
Education Week - January 25, 2017 - S16
Education Week - January 25, 2017 - S17
Education Week - January 25, 2017 - S18
Education Week - January 25, 2017 - S19
Education Week - January 25, 2017 - S20
Education Week - January 25, 2017 - SCover3
Education Week - January 25, 2017 - SCover4
Education Week - January 25, 2017 - CW1
Education Week - January 25, 2017 - CW2
Education Week - January 25, 2017 - CW3
Education Week - January 25, 2017 - CW4
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