School co-locations or partnerships, aspiring-leader programs, and shared Common Core preparation are the most promising avenues for cross-sector collaboration¶

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? Among district-charter collaboration grant activities, co-locations or partnerships, intensive programs for aspiring leaders, and shared preparation for implementing Common Core standards have been the most promising avenues for cross-sector collaboration to date. → McCullough 2015

Evidence¶

McCullough 2015¶

McCullough, M., Heinkel, L., & Keating, B. (2015). District-Charter Collaboration Grant Implementation: Findings from Interviews and Site Visits. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/districtcharter-collaboration-grant-implementation-findings-from-interviews-and-site-visits

q2 · i? · qualitative · r1

Implementation study based on semistructured interviews with central office administrators and school principals, teacher focus groups, and observations across grantee districts. The report identifies these three activity types as "among the most promising avenues for cross-sector collaboration to date."

"School co-locations or partnerships, intensive programs for aspiring leaders, and shared preparation for implementing Common Core standards have been among the most promising avenues for cross-sector collaboration to date."

Discussion¶

Related Claims¶

• Purposeful school partnerships, particularly among two or more schools located in the same building, spurred collaboration when leaders were invested in all students in the building — related
• Several collaboration activities show promise in spreading effective practices, but overall progress in increasing collaboration has been limited — a broader claim this one bears on
• Educator grantees in the District-Charter Collaboration Grants cited collaborative work on classroom observation, operations alignment, and curriculum development as particularly helpful to their professional development — related
• Several collaboration activities show promise in spreading effective practices across schools and staff, but overall progress in increasing collaboration has been limited — a broader claim this one bears on
• 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 — possibly the same claim (merge candidate)
• Cross-sector collaboration is less widespread among school leaders than central office administrators but is particularly strong among participants in grant-funded intensive leadership training or principal residency programs — related
• Intensive training and residency programs for school leaders helped facilitate sharing of best practices, but some schools had not progressed to implementing the shared practices — a narrower finding that bears on this claim
• The FACE Collaborative fostered collaborative leadership behaviors including mutual support, resource sharing, expert learning, and partnership building — related
• Cross-sector education partnerships that overcome common challenges are characterized by shared goals, mutually reinforcing activities, and effective communication — related
• Cross-sector committee members report that an organizing intermediary's structure made collaboration generative and productive — related