Several collaboration activities show promise in spreading effective practices across schools and staff, but overall progress in increasing collaboration has been limited¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Several activities implemented in multiple sites show promise in spreading effective practices across schools and staff, but overall progress in increasing collaboration has been limited. → Moira McCullough 2015

Evidence¶

Moira McCullough 2015¶

Moira McCullough, Luke Heinkel, Betsy Keating. (2015). Seeking Common Ground: Early Lessons in District-Charter School Collaboration. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/seeking-common-ground-early-lessons-in-districtcharter-school-collaboration

q2 · i? · qualitative · r1

Overall conclusion of the implementation analysis of the district-charter collaboration grants, covering December 2012 through winter 2013-2014 and focusing on direct participants. The report states "overall progress in increasing collaboration has been limited."

"Mathematica found that several activities implemented in multiple sites show promise in spreading effective practices across schools and staff, but overall progress in increasing collaboration has been limited."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• Several collaboration activities show promise in spreading effective practices, but overall progress in increasing collaboration has been limited — possibly the same claim (merge candidate)
• Collaboration spread outside formal grant activities via the observational effect of collaboration in three grantee sites but did not extend beyond the grant in other sites — a narrower finding that bears on this claim
• School co-locations or partnerships, aspiring-leader programs, and shared Common Core preparation are the most promising avenues for cross-sector collaboration — a narrower finding that bears on this claim
• Limited school staff time is a crucial obstacle impeding cross-sector collaboration — related
• Teachers across sectors are receptive to collaboration on average, but the proportion of teachers involved in grant activities has been limited — related
• Structural Fragmentation of HRM Functions Impedes Strategic Coordination in School Districts — related
• Teacher-level cross-sector collaboration remained low across grantee sites, in part because many collaborative activities targeted school leaders rather than teachers — a narrower finding that bears on this claim
• Cross-sector leadership programs were widely viewed as the most successful collaboration grant activities, while limited grant time period and scope and lack of goal clarity hindered implementation — related
• Network learning spread beyond the network through a website, conference presentations, school and district sharing, and AIR-led professional learning communities — related
• Perceptions of the sustainability of collaboration efforts beyond the grant period were mixed across grantee sites, and some respondents doubted cooperation alone is a viable mechanism for improving school effectiveness — related