Evidence-Based Curriculum

Fidelity of implementation is a critical but often neglected component of any new system, practice, or intervention in educational research and practice. Fidelity is a multidimensional construct focused on providing evidence of adherence, quality, dosage, differentiation, and responsiveness following implementation. Unfortunately, fidelity has not always been prioritized, although evidence suggests that is changing, at least in published research.

Multitiered system of support (MTSS) is a framework for organizing service delivery. At the core of MTSS is the adoption and implementation of a continuum of evidence-based interventions that result in improved academic and behavioral outcomes for all students. MTSS is a data-based decision making approach based on the frequent screening of progress for all students and intervention for students who are not making adequate progress.

This document discusses what is needed for accurate graduation rates and provides data on state graduation rates, along with adequate yearly progress information. 

This book provides a guide to the conceptual and practical knowledge principals, superintendents, and other school leaders need to implement evidence-based educational innovations.

The purpose of this paper on value-added research in education is to define this type of research, provide an overview of how it has been conducted, and discuss its benefits and limitations.

This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.

This article focuses on the most fundamental question regarding evidence-based practice: What is evidence? To address this question, the authors first review several of the definitions, criteria, and strategies that have been used to define scientific evidence.

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

This review examines student reading performance since 1971 to look for evidence of school reform's impact.

This analysis compares the effectiveness of differing approaches to teaching science.

This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.

This exploratory qualitative study investigated how school districts engage in the process of adopting curricula for use in grades K-12 and what factors influence administrators when making adoption decisions.