Generating Traction with Continuous Improvement: Lessons from Two Learning Networks

Abstract

Continuous improvement has a prominent place in California's approach to educational accountability. But while there are proof points that show the potential of continuous improvement, currently there is not evidence that continuous improvement efforts are consistently leading to sustainable improvement in student outcomes and system functioning. This report analyzes the experiences of two organizations serving as the hubs of improvement networks, both of which led networks seeking to increase the proportion of students on track for postsecondary success during the 2020-21 school year. The researchers analyzed their work to learn lessons about how to improve the consistency of success of initiatives using continuous improvement. They analyzed data to examine the improvement work of each school or district participating in a learning network. For analysis, they used Coburn's (2003) four dimensions of reform at scale--depth, spread, ownership, and sustainability--as indicators of traction. [For the summary, "Supporting Improvement in Networks: Key Takeaways for Districts, County Offices, and External Support Providers," see ED624979.]