Early implementation of the Kauffman Campuses grants was documented through a cross-site analysis of 2005 site visits and a spring 2006 faculty survey¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2009: local conditions change quickly

Subclaims¶

q2 i? The report's evidence base for early implementation experiences consists of first-round site visits in spring and fall 2005 and a faculty survey in spring 2006 across the eight campuses. → Hulsey 2006

Evidence¶

Hulsey 2006¶

Hulsey, L., Rosenberg, L., & Kim, B. (2006). Seeding Entrepreneurship Across Campus: Early Implementation Experiences of the Kauffman Campuses Initiative. Princeton, NJ: Mathematica Policy Research. https://www.mathematica.org/publications/seeding-entrepreneurship-across-campus-early-implementation-experiences-of-the-kauffman-campuses-initiative doi:10.2139/ssrn.981057

q2 · i? · associational · r?

Descriptive cross-site implementation analysis of the Kauffman Campuses Initiative during the beginning of the grants. Data sources as printed: "the first round of site visits in spring and fall 2005 and a faculty survey in spring 2006." No effect sizes or test statistics are reported in the available text.

"This report provides a cross-site analysis of implementation experiences during the beginning of the grants, based on information collected during the first round of site visits in spring and fall 2005 and a faculty survey in spring 2006."

Discussion¶

Related Claims¶

• 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
• Teacher-level cross-sector collaboration remained low across grantee sites, in part because many collaborative activities targeted school leaders rather than teachers — related
• Compact collaboration activities did not yield systemic change within the grant period but were perceived to have produced small-scale improvements in instructional quality and human capital practices and increased availability of school effectiveness information — related
• Several collaboration activities show promise in spreading effective practices, but overall progress in increasing collaboration has been limited — related