Nearly all respondents said inadequate school time and opportunities for collaboration made cross-sector collaboration more difficult¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Nearly all respondents reported that inadequate time dedicated by their school to collaboration and inadequate opportunities for collaboration made cross-sector collaboration more difficult. → Scott Richman 2016

Evidence¶

Scott Richman 2016¶

Scott Richman, Alyson Burnett, Erin Dillon, Lisbeth Goble, Moira McCullough, Christina Clark Tuttle. (2016). District-Charter Collaboration Grant Implementation: Findings for Teacher and Principal Surveys. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/districtcharter-collaboration-grant-implementation-findings-for-teacher-and-principal-surveys

q2 · i? · associational · r?

Survey of district and charter educators in the grant evaluation. "Nearly all respondents" identified inadequate school-dedicated time and inadequate collaboration opportunities as barriers making cross-sector collaboration more difficult. Descriptive finding; no effect size printed.

"Nearly all respondents reported that inadequate time dedicated by their school to collaboration and inadequate opportunities for collaboration made cross-sector collaboration more difficult."

Discussion¶

Related Claims¶

• Respondents viewed local foundations, businesses, and community groups as promoting cross-sector collaboration, while competition, political divisions, and teachers' unions may hinder it — related
• Limited school staff time is a crucial obstacle impeding cross-sector collaboration — possibly the same claim (merge candidate)
• In schoolwide grant-activity cities, about half of surveyed educators collaborated with educators from the opposite sector — related
• 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
• Leaders at city, central office, and school levels are perceived to play a key role in promoting cross-sector collaboration — related
• Time constraints, student attendance, and slow central-office approval of Statements of Work were the major implementation barriers reported by coordinators, principals, and vendors — related
• Teachers in 2016 were far less likely than administrators in 2015 to report that unaligned assessments, insufficient collaboration time, or inadequate PD were major barriers to CCSS implementation — related