ABSTRACT
In this article we summarize major findings from diverse, multiyear studies conducted by the Systemic and Policy Research team of the Center for Research on the Education of Students Placed At Risk. This article is based on findings from 16 projects and more than 300 case studies, the majority of which have been multiyear and multimethod. We conclude that efforts to implement diverse reforms are more likely to be effective when educators at various levels (e.g., state, district, reform design team, school) share goals and work in concert to co-construct highly reliable reforms. Findings from our studies are discussed, as are implications for future research.
