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Bryk Donald J. Peurach Ash Vasudeva  \nKelly McMahon  \nCarnegie Foundation for the Advancement of Teaching | Stanford, CA | February 2020  \nACKNOWLEDGEMENTS  \nThe authors are very grateful to the following individuals, whose perspectives and insights informed the development of this paper: Beth Boulay, Senior Evidence Director, Project Evident; Christina Christie, Chair, Department of Education, UCLA, Graduate School of Education & Information Studies; Paul Cobb, Research Professor in Math Education, Vanderbuilt University; Ben Daley, Provost, High Tech High; Jonathan Dolle, Senior Research Associate, WestEd; John Q. Easton, Senior Fellow, University of Chicago Consortium on School Research; Richard Fournier, Director of District Partnerships, Transforming Education; Rob Greenwald, Institute for Policy Research, Northwestern University; Heather Hough, Executive Director, Policy Analysis for California Education; Erin Henrick, President, Partner to Improve; Jennifer Iriti, Research Scientist, Learning Research & Development Center; Kara Jackson, Associate Professor, University of Washington College of Education; John Kania, Global Managing Director, FSG; Stephanie Kater, Principal, Bridgespan; Kent McGuire, Program Director, Education, William and Flora Hewlett Foundation; Norma Ming, Supervisor of Research, San Francisco Unified School District; Michelle Nayfack, Associate Director of Research Practice Partnerships, California Education Partners; Jennifer O’Day, Institute Fellow, American Institutes for Research; William Penuel, Professor in Educational Psychology and the Learning Sciences, University of Colorado Boulder; Jennifer Poulos, Associate Director, Rennie Center; Mora Segal, Chief Executive Office, Achievement Network; Lisbeth Schorr, Senior Fellow, Center for the Study of Social Policy; Jennifer Sherer, Research Associate, Learning Research & Development Center; David Silver, Vice President, Education, IMPAQ International; Mark St. John, Founder, President, Inverness Research, Inc.; Brenda Turnbull, Principal, Policy Studies Associates, Inc.; and Juanita Zerda, Director of Implementation, Rennie Center.  \nMuch gratitude, too, to the contributions of current and former Carnegie colleagues in the creation and production of this report—Manuelito Biag, Penny Carver, Melissa Chabran, Benjamin Cooper, Patrice Dawkins-Jackson, Christina Dixon, Louis M. Gomez, Lisa Gonzales, LaRena Heath, Edit Khachatryan, Paul LeMahieu, Jojo Manai, Catherine Miller, Manusha Munugala, Gary Otake, Emma Parkerson, Simone Palmer, Barbara Shreve, and Emily Supple. Without the generosity of time and spirit of all of the aforementioned, this work would not have been possible.  \nWe are grateful to the Carnegie Corporation of New York for funding this report. Core operating support for the Carnegie Foundation for the Advancement of Teaching is provided by the Carnegie Corporation of New York.  \nThe suggested citation for this report is: Sherer, D., Norman, J., Bryk, A.S., Peurach, D.J., Vasudeva, A., & McMahon, K. (2020). Evidence for Improvement: An Integrated Analytic Approach for Supporting Networks. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.  \nThis report can be found online at [https://www.carnegiefoundation.org/resources/](https://www.carnegiefoundation.org/resources/)[ ](https://www.carnegiefoundation.org/resources/)[publications/evidence-for-improvement/](publications/evidence-for-improvement/.)[.](publications/evidence-for-improvement/.)  \nPermission must be attained to use any of the copyrighted graphics in this document.  \n2 EVIDENCE FOR IMPROVEMENT  \nTABLE OF CONTENTS  \nABSTRACT ....................................................................................................................................................................................4  \nINTRODUCTION...","cbCair1nUsH3Drpq","https://ap.wps.com/l/cbCair1nUsH3Drpq","pdf",1748286,39,"English","# Abstract\n# Introduction\n# What Are Improvement Networks?\n## Improvement Networks in Action\n## The three-level nested model\n# Identifying Evidence for Improvement\n## Developing and Iterating on a Working Theory of Improvement\n## Exploration\n## Testing and adaptation\n## Building capacity for inquiry\n## Establishing and Managing an Improvement Enterprise\n## Operating in Complex Environments\n## Scaling within complex environments\n# How Could Analytic Partners Support a Network’s Leadership Team?\n## Network Leadership Teams","[{\"question\":\"What problem does the report address?\",\"answer\":\"It addresses how education improvement networks can be supported by an integrated analytic approach focused on generating and using evidence for improvement.\"},{\"question\":\"How does the report define improvement networks?\",\"answer\":\"It introduces improvement networks and describes their structure, including a three-level nested model.\"},{\"question\":\"What steps are outlined for identifying evidence for improvement?\",\"answer\":\"The report outlines developing and iterating a working theory of improvement, conducting exploration, testing and adaptation, building capacity for inquiry, and managing the improvement enterprise across complex environments.\"}]","Evidence for Improvement - An Integrated Analytic Approach for Supporting Networks in Education | PDF",1792043622,98]