OBCs drove a systemic shift for district and school teams to monitor and leverage data for continuous improvement.¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? OBCs encouraged data reports to be leveraged to identify and address challenges as they arise, with more accurate data enabling targeted support and milestone celebration. → f4-data

Evidence¶

f4-data¶

Noakes, S., Shell, A., & Vollavanh, A. (2026, March). Instructional coherence and shared responsibilities: OBC's impact on EdTech procurement. Digital Promise. https://doi.org/10.51388/20.500.12265/288

q2 · i? · qualitative · r2

Cohort learning from the qualitative study; the report adds that increased reliance on data can help providers and districts better understand the conditions for success with a specific tool.

"OBCs drove a systematic shift for district and school teams to monitor and leverage data for continuous improvement, with an increased reliance on data to celebrate milestones and provide support at the classroom level as needed"

Discussion¶

Related Claims¶

• OBCs drove increased edtech implementation rates, boosted by provider implementation support, despite challenges including buy-in, staff workload, unclear terms, leadership turnover, and time constraints. — related
• The OBC model enabled districts to better establish instructional coherence, support increased student engagement, and assess associated outcomes. — related
• Developing outcomes-based contracts enabled districts to engage in collaborative, data-driven decision-making processes to select populations, outcomes, and pricing. — related
• The OBC model benefits from clearly defined roles and shared responsibilities across district, school, and provider teams. — related