Usage of Practices Promoted by School Improvement Grants

Publisher: Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
Sep 29, 2015
Lisa Dragoset, Susanne James-Burdumy, Kristin Hallgren, Irma Perez-Johnson, Mariesa Herrmann, Christina Tuttle, Megan Hague Angus, Rebecca Herman, Matthew Murray, Courtney Tanenbaum, and Cheryl Graczewski

Key Findings:

  • SIG schools (which implemented a SIG-funded intervention model) reported using more SIG-promoted practices than non-SIG schools (which did not implement a SIG-funded intervention model) in all four areas examined: (1) comprehensive instructional reform strategies, (2) learning time and community-oriented schools, (3) teacher and principal effectiveness, and (4) operational flexibility and support.
  • Across all schools, use of SIG-promoted practices was highest in the comprehensive instructional reform strategies area and lowest in the operational flexibility and support area.
  • Across the four areas, there were no differences between SIG and non-SIG schools in use of SIG-promoted practices that focused on English language learners (ELLs).
The report describes the School Improvement Grants (SIG) practices schools reported using in spring 2012. The evaluation examines whether schools that implemented a SIG-funded intervention model (SIG schools) were more likely to use the practices promoted by SIG than schools that did not implement such a model (non-SIG schools).