[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-582766-105":59,"doc-detail-582766-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-framework-for-scaling-for-equity","A Framework for Scaling for Equity","","A Framework for Scaling for Equity provides a practical approach to scaling educational innovations with equity at the center. It reframes “scale” as deep, sustained change in practice, shared ownership in local communities, and systems change, while addressing how to decide what to scale, who should participate, where and when to begin, and how to tell when equitable scale is achieved. Drawing on experiences from 10 research-practice partnerships, it offers a three-component framework—scaling intentions, scaling strategies, and influential factors—to guide teams through iterative learning and adaptation over time.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-framework-for-scaling-for-equity/582766/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-framework-for-scaling-for-equity/582766.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-14","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the report define “scale” in education?","Question",{"text":112,"@type":113},"It defines scale as more than reaching more users: innovations must drive deep change in practice, remain sustained over time, build shared local ownership, and involve fundamental systems change.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the report treat scaling as an equity question?",{"text":117,"@type":113},"Centering equity means prioritizing students historically excluded from powerful learning opportunities and guiding leaders to clarify what to scale, who to involve, where/when to start, and how to measure equitable achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three components of the scaling-for-equity framework?",{"text":121,"@type":113},"The framework combines scaling intentions, scaling strategies, and influential factors, supporting teams in reflecting, adapting, and adjusting course throughout their scaling journey.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582766,1792193228,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","A Framework for Scaling for Equity  \nLora Cohen-Vogel Jeanne Century David Sherer  \nMarch 2022  \nI  \nA FRAMEWORK FOR SCALING FOR EQUITY  \nACKNOWLEDGEMENTS  \nThe authors are grateful to the following individuals, whose perspectives and insights informed the development of this paper: Kristine Chadwick, Chief Learning Officer, Inflexion; Sally Kingston, Chief Impact Officer, PBLWorks; Ellen Hume-Howard, Executive Director, New Hampshire Learning Initiative; Samantha Olson, Vice President, Strategy, Colorado Education Initiative; and Debra K. Thomas, Computer Science Instructional Specialist, Broward County Public Schools. The authors also greatly appreciate all the members of the Deeper Learning + Diffusion of Innovation and Scaled Impact Network, whose collective efforts to bring deeper learning to scale with equity inspired this paper.  \nMuch gratitude, too, to the contributions of current and former Carnegie colleagues in the creation and production of this report—Kelly McMahon, Manuelito Biag, Tony Bryk, Melissa Chabran, Paul LeMahieu, Timothy Knowles, LaRena Heath, Lisa Gonzales, Gary Otake, Simone Palmer, Barbara Shreve, Patrice Dawkins-Jackson, Jon Norman, Angel Li, Camila Velasquez, Jojo Manai, Penny Carver, and Don Peurach. Without the generosity of time and spirit ofall of the aforementioned, this work would not have been possible.  \nWe are grateful to the William and Flora Hewlett Foundation5 for funding this work. Core operating support for the Carnegie Foundation for the Advancement of Teaching is provided by the Carnegie Corporation of New York.  \nThe three co-authors contributed equally to this report.  \nThe suggested citation for this report is: Cohen-Vogel, L., Century, J., & Sherer, D. (2021). A Framework for Scalingfor Equity. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.  \nThis report can be found online at [https://www.carnegiefoundation.org/a-framework-for-scaling-for-equity](https://www.carnegiefoundation.org/a-framework-for-scaling-for-equity). Attribution must be given when using any of the copyrighted graphics in this document. Permission must be obtained to reprint any of them.  \nII  \nA FRAMEWORK FOR SCALING FOR EQUITY  \nTable of Contents  \nExecutive Summary  1  \nScaling Intentions  \nScaling Strategies  \nThe Influential Factors  \nIntroduction   2  \nScaling and Equity  \nThe Scaling-for-Equity Journey  \nScaling Intentions  \nScaling Strategies  \nInfluential Factors  \nHow to Use This Report Component 1: Scaling for Equity Intentions  \nDeveloping shared understandings about the destination and the route to get there   6  \nWhere are we headed on our scaling-for-equity journey?  \nWhat route will we take to get there?  \nWhere should we make pit stops along the way?  \nHow will we know when we have arrived?  \nComponent 2: Scaling Strategies  \nIdentifying the strategy set and specifying steps for putting the strategies into action  10  \nA Typology of Scaling Strategies  \nStrategies That Focus on Identifying or Developing a Scalable Innovation  \nStrategies That Build and Leverage Educator Networks  \nStrategies That Focus on Influencing State and District Policymakers  \nComponent 3: Influential Factors Identifying the forces that influence scaling strategy choice and implementation  15  \nThe Factors  \nInteracting Factors and Change at Scale  \nThe Scaling Journey: Bringing the Components Together Adapting to change over time   21  \nTracking Progress Throughout the Scaling Journey: A Learning System  \nAppendix. The Navigator  24  \nEndnotes   36  \nAbout the Authors   37  \n1  \nA FRAMEWORK FOR SCALING FOR EQUITY  \nExecutive Summary  \nFor more than four decades, researchers, policymakers, professional educators, and the philanthropic community in education have wrestled with how to scale up promising pockets of reform.1 Twenty years ago, the concept of scale was often used in education to refer to the number of schools or classrooms reached by a given reform effort, but since that time our common","cbCaivX26S24Djnf","https://ap.wps.com/l/cbCaivX26S24Djnf","pdf",1831340,42,"English","# Executive Summary\n## Scaling Intentions\n## Scaling Strategies\n## The Influential Factors\n# Introduction\n## Scaling and Equity\n## The Scaling-for-Equity Journey\n## How to Use This Report\n# Component 1: Scaling for Equity Intentions\n## Shared understandings of destination and route\n## Pit stops and arrival signals\n# Component 2: Scaling Strategies\n## Typology of Scaling Strategies\n## Scalable innovation\n## Educator networks\n## State and district policymaker influence\n# Component 3: Influential Factors\n## The Factors\n## Interacting factors and change at scale\n## Tracking progress: a learning system\n# Appendix. The Navigator\n# Endnotes\n# About the Authors","[{\"question\":\"How does the report define “scale” in education?\",\"answer\":\"It defines scale as more than reaching more users: innovations must drive deep change in practice, remain sustained over time, build shared local ownership, and involve fundamental systems change.\"},{\"question\":\"Why does the report treat scaling as an equity question?\",\"answer\":\"Centering equity means prioritizing students historically excluded from powerful learning opportunities and guiding leaders to clarify what to scale, who to involve, where/when to start, and how to measure equitable achievement.\"},{\"question\":\"What are the three components of the scaling-for-equity framework?\",\"answer\":\"The framework combines scaling intentions, scaling strategies, and influential factors, supporting teams in reflecting, adapting, and adjusting course throughout their scaling journey.\"}]","A Framework for Scaling for Equity | PDF",1792044414,106]