Scaling up defined as achieving greater reach with predictable, measurable impact¶

Theory · All theories
Evidence · 3 claims (1 for, 2 mixed) · 1 study (1 review), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The chapter defines scaling up, building on McDonald et al. (2006), as "achieving greater reach with predictable, measurable impact." Greater reach captures expansion without prescribing how growth is counted, while predictable, measurable impact requires measuring learning for a large student population. The authors add "predictable" because variability across local settings is intrinsic to scale, and teams must make sense of and adapt to that variability. Unlike the source definition, they do not assume scaling occurs only after an innovation is proven.

Design Implications¶

Context¶

Requirements¶

• Measures of learning relevant to the innovation's goals must exist so impact can be assessed at scale

Constraints¶

• Progress in reach and impact does not always occur at the same time

Target Learners¶

• K-12 students in inquiry-based science and mathematics programs

Target Learning Objectives¶

• Inquiry skills such as critical thinking and problem solving

Claims¶

• SimCalc scale-up study showed significant positive impacts on curriculum-aligned conceptual items but no significant difference on state test items [+M]
• Inquiry environments are hard to scale because they are ambitious learning activity systems requiring changes in roles, participation, and system coherence [~W]
• Inquiry activities can be especially beneficial for students in low-income schools, yet resource demands can impede equitable scaling [~M]

Related Theories¶

• Scaling depth is multidimensional: depth, sustainability, ownership, and evolution beyond participant counts

Examples¶

• Complement experimental scale-up research with design and improvement methods such as RPPs, DBIR, and Networked Improvement Communities

Key Sources¶

• Roschelle, J., Mazziotti, C. & Means, B. (2021). Scaling Up Design of Inquiry Environments. In C. Chinn & R.G. Duncan et al (Eds.), International Handbook on Learning and Inquiry. Routledge. ISBN 9781138922600. https://isbnsearch.org/isbn/9781138922600. doi:10.4324/9781315685779-7