Report
School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review: Updated and Expanded
Dec 14, 2017
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This toolkit is a companion to School Leadership Interventions Under the Every Student Succeeds Act: An Evidence Review (the School Leadership Interventions report), which assessed the evidence on school leadership interventions against Every Student Succeeds Act (ESSA) evidence tiers. An outcome evaluation is an ESSA requirement for federally funded interventions that have low levels of evidence [e.g., Tier IV]. To address this, the authors developed this toolkit to help state and local education policymakers evaluate school leadership intervention outcomes as they implement the interventions. This toolkit is designed primarily for administrators working in state education agencies (SEA) and local (e.g., county, district) education agencies (LEA) considering school leadership improvement interventions as a school improvement lever. The authors provide guidance and tools for building an intervention logic model, selecting program evaluation designs and measures, organizing and analyzing data, and using data to improve the intervention. The guidance shared in this toolkit is consistent with the larger body of evaluation methodology but is specifically tailored to be relevant for school leadership intervention evaluations. Although the toolkit focuses on outcome evaluations, the authors strongly encourage state and local education administrators to go beyond the ESSA requirements to look at implementation processes as well.
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Table of Contents
Chapter One
Introduction and Overview
Chapter Two
Building a Program Logic Model
Chapter Three
Understanding Program Evaluation Methods
Chapter Four
Identifying Outcome Measures
Chapter Five
Organizing and Analyzing Your Evaluation Data
Chapter Six
Using Your Evaluation Data to Improve Your Program
Appendix A
Existing School Leadership Interventions with Documented Evidence
Appendix B
Implementation Evaluation and Process Measures
Research conducted by
This research was conducted by RAND Education with grant funding from The Wallace Foundation.
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