With the Design in Mind: 'High School Reform Model Features That Matter in Implementation.' Conference Paper

This paper proposes a framework for analyzing program design features that seem to matter in implementation. The framework is based on findings from a study conducted by the Consortium for Policy Research in Education (CPRE) between 2004 and 2007 that explored how reform ideas and practices created by five external provider organizations were enacted in a national sample of high schools. Four interrelated design factors are examined: emphasis, level of complexity, approaches to teacher and administrator engagement, and availability of implementation supports. This framework offers a guide for local educators, provider organizations, and researchers to generate questions and collaborate to strengthen implementation and realize program goals.