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¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Perceptions of the sustainability of collaboration efforts beyond the end of the grant period were mixed across grantee sites, and a handful of respondents across many sites doubted that cooperation alone is a viable mechanism for improving school effectiveness. → Moira McCullough 2016

Evidence¶

Moira McCullough 2016¶

Moira McCullough, Betsy Keating, Luke Heinkel. (2016). District-Charter Collaboration Grant Implementation: Final Findings from Interviews and Site Visits. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/districtcharter-collaboration-grant-implementation-final-findings-from-interviews-and-site-visits

q2 · i? · qualitative · r1

Interview and site-visit findings from the district-charter collaboration grant evaluation. The report states sustainability perceptions "were mixed across grantee sites," and separately reports that a handful of respondents doubted cooperation alone is a viable mechanism for improving school effectiveness. No effect size is reported.

"Perceptions of the sustainability of collaboration efforts beyond the end of the grant period were mixed across grantee sites."

Discussion¶

Related Claims¶

• Career coaches strengthened collaboration between colleges and the workforce development system, but sustaining these connections requires additional resources after the grant period — related
• 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 — 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
• Several collaboration activities show promise in spreading effective practices, but overall progress in increasing collaboration has been limited — related
• Several collaboration activities show promise in spreading effective practices across schools and staff, but overall progress in increasing collaboration has been limited — related
• Teachers doubted institutionalizing MLE in school documents, and the institutionalization criterion was removed from the final framework — related
• CLASP made limited progress on cooperative activities and little progress on developing replicable collaboration models — related