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Using qualitative content analysis of 52 state ESSA plans, it proposes an introductory organizational typology with three categories: NonPresence, Emergent Presence, and Presence. Results show variation in the amount of improvement-science language included and little evidence of geographic diffusion. 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W. Cunningham  \n&  \nDavid Osworth  \nUniversity of South Carolina  \nUnited States  \nCitation: Cunningham, K. M. W., & Osworth, D. (2023). A proposed typology of improvement science in state ESSA plans. Education Policy Analysis Archives, 31(37) .  \n[https://doi.org/10.14507/epaa.31.7262](https://doi.org/10.14507/epaa.31.7262)  \nAbstract: This study aims to illustrate how states include an improvement science approach to educational improvement in their Every Student Succeeds Act (ESSA) state plan. Through a qualitative content analysis of 52 state ESSA plans, we propose an introductory organizational typology to categorize states based on their explicit inclusion of improvement science-related terminology in their plan. Our typology included three categories: NonPresence, Emergent Presence, and Presence. Our findings suggest that states varied in how much improvement science language was included in their state plans. Findings also show there is little evidence of geographic diffusion of improvement science policy. This research connects a practice to policy gap highlighting educational stakeholders including educational professionals are increasingly using improvement science to address pressing problems of practice in their contexts in service of making the educational system more equitable; however, improvement science language is rarely included through the formalized state ESSA plans.  \nKeywords: education policy; educational improvement; ESSA; improvement science  \nUna tipología propuesta del enfoque de los estados en la mejora de la ciencia en planes ESSA  \nResumen: Este estudio tiene como objetivo ilustrar cómo los estados incluyen un enfoque científico de mejora para la mejora educativa en su plan estatal de la Every Student Succeeds Act (ESSA) . A través de un análisis de contenido cualitativo de 52 planes ESSA estatales, proponemos una tipología organizacional introductoria para clasificar los estados en funciónde su inclusión explícita de terminología relacionada con la ciencia de la mejora en su plan. Nuestra tipología incluía tres categorías: No Presencia, Presencia Emergente y Presencia. Nuestros hallazgos sugieren que los estados variaron en la cantidad de mejoras que seincluyeron en el lenguaje científico en sus planes estatales. Los hallazgos también muestran que hay poca evidencia de difusión geográfica de la política científica de mejora. Esta investigación destaca una brecha entre la práctica y la política, ya que las partes interesadas en la educación, incluidos los profesionales de la educación, utilizan cada vez más la ciencia de la mejora para abordar problemas apremiantes de la práctica en sus contextos al serviciode hacer que el sistema educativo sea más equitativo; sin embargo, el lenguaje científico de mejora rara vez se incluye a través de los planes ESSA estatales formalizados.  \nPalabras-clave: política educativa; mejora educativa; ESSA; ciencia de la mejora  \nUma tipologia proposta de foco dos estados na ciência da melhoria em planos de ESSA  \nResumo: Este estudo tem como objetivo ilustrar como os estados incluem uma abordagemcientífica de melhoria para a melhoria educacional em seu plano estadual Every Student Succeeds Act (ESSA) . Por meio de uma análise de conteúdo qualitativa de 52 planos estaduais da ESSA, propomos uma tipologia organizacional introdutória para categorizar os estados com base em sua inclusão explícita de terminologia relacionada à ciência de melhoria em seu plano. Nossa tipologia incluiu três categorias: Não Presença, Presença Emergente e Presença. Nossas descobertas sugerem que os estados variaram em quanto a linguagem científica de melhoria foi incluída em seus planos estaduais. Os resu","cbCaivMABuxax9dp","https://ap.wps.com/l/cbCaivMABuxax9dp","pdf",484340,21,"English","# Abstract\n## Purpose and method\n## Proposed typology and categories\n## Key findings and implications","[{\"question\":\"What is the purpose of the study on ESSA plans?\",\"answer\":\"The study aims to show how states include an improvement science approach in their Every Student Succeeds Act (ESSA) state plans through terminology use.\"},{\"question\":\"How was the typology developed and what categories were used?\",\"answer\":\"The typology was created using qualitative content analysis of 52 state ESSA plans. It includes three categories: NonPresence, Emergent Presence, and Presence.\"},{\"question\":\"What do the findings suggest about improvement science language and policy diffusion?\",\"answer\":\"Findings indicate states differ in how much improvement science language is included, and there is little evidence of geographic diffusion of improvement science policy.\"}]","A Proposed Typology of Improvement Science in State ESSA Plans - read online free | PDF",1792094184,53]