Harnessing school-level evidence to drive educational change: Insights from research on “positive deviant” schools

• In Event: Learning at all levels: Building schools’ capacity to generate and use relevant evidence to strengthen instruction practices

Proposal

In today’s rapidly evolving digital society, leveraging school-level evidence to improve educational outcomes has never been more critical. Our multilateral education research agency is conducting a research project grounded in the belief that grassroots stakeholders—teachers, headteachers, and communities—are among the most impactful agents of change in education. This research focuses on identifying the behaviors and practices of "positive deviant" schools—those that outperform their peers despite operating in similar resource-constrained environments—and scaling these innovations to drive system-wide improvements.
This research aligns seamlessly with the panel's theme of school-level evidence practices by showcasing how localized data and mixed-methods research can unlock impactful, context-driven solutions. In collaboration with Ministries of Education and local communities, this approach taps into administrative datasets to highlight successful practices that can be scaled for broader educational transformation. By engaging schools directly in evidence generation and uptake, our approach fosters a data-informed culture that empowers schools to drive their own improvements in teaching and learning.
Key findings from our research reveal specific behaviors and practices contributing to the success of positive deviant schools. For example, headteachers in these schools often act as role models for teachers and community members by actively engaging in conversations about effective teaching methods and the value of education. They are methodical and organized in providing pedagogical support, prioritizing classroom visits to teachers who most need assistance. Additionally, these headteachers understand their school's annual performance in comparison to neighboring schools, using this insight to collaborate with community members and leaders on developing targeted solutions.
Community engagement emerges as another critical factor in positive deviant schools. Community members are more involved in decision-making processes and participate in structured parental associations or organizations. They support their schools and staff through in-kind contributions and by organizing extracurricular activities, creating an environment conducive to children’s education. These practices not only enhance student learning and well-being but also strengthen school accountability and community ownership.
By sharing these localized solutions and practices, our initiative on positive deviance demonstrates how school-level evidence can inform educational strategies in both traditional and digital contexts. The upcoming panel will delve deeper into these findings, providing a platform to discuss how such grassroots innovations can be harnessed and scaled within a digital society. This discussion will contribute to the broader goal of envisioning education systems that are more equitable, data-informed, and responsive to the needs of all learners.

Author

• Michèle Boujikian, UNICEF Innocenti - Global Office of Research and Foresight