Implementation Complexities Within Equity-Driven Middle School Redesign: A Longitudinal Case Study of a Research-Practice Partnership

• In Event: Unpacking Educational Dynamics: From School Characteristics to Equity-Driven Initiatives

Abstract

Efforts to implement research-practice partnerships are complex and can require the combined consideration of multiple factors. The present study evaluated the implementation of an equity-driven RPP (Remaking Middle School) aimed at improving the equity and developmental appropriateness of middle school grades by redesigning school structures and policies. We employed a longitudinal case study design to determine 1) the sustainability factors that support school redesign over time, 2) the longitudinal outcomes associated with RMS, and 3) the factors that influenced implementation efforts over time. Our results contribute important findings for understanding how researchers can support the successful implementation of a developmentally appropriate, culturally responsive RPP for middle grades.

Authors

• Dana M. Sox, University of Virginia

• Pamela Yvette Nicholas-Hoff, University of Virginia

• Ashlee Lester Sjogren, University of Virginia

• Faith Zabek, University of Virginia

• Margaret V. Brehm, University of Virginia

• Dana Kim, University of Virginia