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When launching a new program, education leaders often provide teachers with a few days of training on the process and then send them back to the classroom. Once there, teachers may discover they have no clear idea of what the program should actually look like in practice.
Most educators have seen programs and initiatives come and go, often with little improvement to show for the effort. In many cases, the problem may not lie with the program but with faulty implementation.
The progress of new programs is often measured by how well they are being executed. This approach tends to ignore a critical actor—the person charged with implementing the innovation. The Stages of Concern process helps keep the people doing the work at the center of the change process.
This brief uses nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between full-day kindergarten program factors and public school children’s gains in reading scores from the fall to spring of the kindergarten year.
These three evaluation briefs were written during the early stages of the National Evaluation of Title III Implementation, the first in-depth U.S. Department of Education-funded study of Title III since the Elementary and Secondary Education Act was reauthorized in 2001.