Interviews after the Inclusive Innovation pilots identified multi-level buy-in, implementation iteration, embedding in existing systems, and demonstrating benefits as key lessons for sustaining district-community solutions¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Qualitative analysis of post-pilot interviews identified four key lessons for sustaining solutions: garnering buy-in at multiple levels, iterating on implementation, embedding and leveraging existing systems, and demonstrating benefits. → Viki M. Young 2024

Evidence¶

Viki M. Young 2024¶

Viki M. Young, Ph.D. and Alexandra Merritt Johnson, Ph.D. (2024). Sustainability in Inclusive Innovation: District-Community Solutions, Mindsets, and Practices. Digital Promise, Center for Inclusive Innovation. https://digitalpromise.dspacedirect.org/items/94695da1-ad96-49e5-b461-b759d617ae25

q2 · i? · qualitative · r2

Thematic analysis of semi-structured interviews and focus groups conducted in spring 2023 (respondents: 21 students, reached through focus groups or interviews, 8 teachers and instructional coaches, and 3 school and district leaders) across four pilots, coded for sustainability constructs, plus pilot artifacts. The four factors are lessons the authors drew from these qualitative accounts, not factors shown to cause sustainability; the authors note sustainability blurred with ongoing implementation, since pilots ended between December 2022 and March 2023. The analysis found "key lessons emerged: garnering buy-in at multiple levels of the district system" plus iteration, embedding, and demonstrating benefits.

"As we examined what aspects of the original solution each district continued to implement and factors that helped explain their ability to do so, key lessons emerged: garnering buy-in at multiple levels of the district system; iterating on implementation to improve sustainability; embedding the solution and leveraging existing systems; and demonstrating the benefits of the solution."

Studies bearing on this claim¶

What keeps a co-created arrangement going after the pilot: handing facilitation over, embedding it in standing structures, or the people who championed it? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 5 distinct studies (4 qualitative, 1 theoretical), q1–q2, 0 of 5 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — the general claim this finding bears on, with the studies behind it
• Core Teams identified communication challenges, school and district leadership turnover, and teacher burnout as barriers that influenced solution success — related
• District-community Core Team participants across four pilot districts perceived their co-designed solutions successfully met the team-defined intended outcomes — related
• Participants identified staff turnover as a critical factor threatening sustainability of pilot solutions — related
• The article argues the durability of the WSS co-design approach depends on institutionalizing authentic engagement as core practice, not a one-time initiative — related
• Middle school students and teachers broadly buy in to an AI system that visualizes classroom community agreements — related
• CSCL initiatives have produced sustainable educational change at classroom, school, and school-system levels — related
• In Quebec's Remote Networked School initiative, teacher collaborative design proved to be relevant, feasible, and sustainable despite systemic limits — related
• Educators sustained the student voice and leadership tenet by incorporating student input and co-leadership into their ongoing roles — related
• One school district experienced a 25 percent increase in the recruitment of Black male educators through Inclusive Innovation — related
• Applying the adapted CTA framework in the discharge pilot uncovered previously unknown stakeholders and barriers — related
• A standing committee structure sustains middle school change despite personnel turnover — related
• Illinois districts implementing PERA-era teacher evaluation systems experienced challenges cultivating buy-in and understanding among school personnel — related
• The M&E Checklist structures validation as stakeholder-collaborative evidence building culminating in a large pilot study — related
• Development of collaborative classrooms and effective CSCL curriculum is a multi-year, multi-iteration process requiring sustained institutional commitment — related
• Thematic analysis of teacher interviews identifies barriers to implementation and factors for success — related