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Drawing on eight-state cases, the study compares three implementation approaches: using pre-approved intervention lists, training SEAs and LEAs to evaluate supporting research, and constructing local evidence of effectiveness. Interview evidence shows distinct interpretations of research rigor and differing priorities for local relevance.",{"@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/fidelity-rigor-and-relevance-how-seas-are-approaching-the-essa-evidence-requirements/603035/",{"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/fidelity-rigor-and-relevance-how-seas-are-approaching-the-essa-evidence-requirements/603035.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of ESSA’s evidence requirements for school improvement?","Question",{"text":112,"@type":113},"ESSA requires selecting school improvement interventions using research evidence so schools and districts invest their efforts and funding more wisely.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What three approaches do the eight states use to meet ESSA evidence requirements?",{"text":117,"@type":113},"States use pre-sanctioned evidence-based intervention lists, train schools and districts to evaluate research supporting interventions, and build local evidence of effectiveness.",{"name":119,"@type":110,"acceptedAnswer":120},"How do SEA administrators’ beliefs affect the implementation of ESSA?",{"text":121,"@type":113},"SEA administrators interpret and prioritize research differently—whether it is relevant or irrelevant to their context and whether it is outside or within their control—shaping their chosen approach and understanding of their proper role.","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},603035,1792166416,{"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":24,"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},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Fidelity, Rigor, and Relevance: How SEAs are Approaching the ESSA Evidence Requirements  \nLauren Yoshizawa 1  \nEducational Policy 2023, Vol. 37(2) 463–489 © The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/08959048211029025](DOI: 10.1177/08959048211029025)[ ](DOI: 10.1177/08959048211029025)[journals.sagepub.com/home/epx](journals.sagepub.com/home/epx)  \nAbstract  \nThe Every Student Succeeds Act’s evidence requirements mandate the use of research in the selection of school improvement interventions, with the aim of ensuring that schools and districts invest their efforts and funding more wisely. This study of eight states presents three different approaches to the evidence requirements: using lists of pre-sanctioned evidence-based interventions, training schools and districts to evaluate the research supporting potential interventions, and building local evidence of effectiveness. Through interviews with state administrators, I show how each approach relied on different understandings and prioritizations of research rigor and local relevance.  \nKeywords  \nevidence, policy adaptation, policy implementation, federal policy, state policies, educational policy  \nOver the last two decades, education policy has operated under the presumption that schools’ improvement efforts will be strengthened by investing in practices and programs with evidence of effectiveness. Yet what counts as  \n1 Colby College, Waterville, ME, USA  \nCorresponding Author:  \nLauren Yoshizawa, Colby College, 4423 Mayflower Hill, Waterville, ME 04901, USA. Email: [lauren.yoshizawa@colby.edu](lauren.yoshizawa@colby.edu)  \nsufficient and meaningful evidence of effectiveness has been under continual negotiation. Federal evidence requirements have prioritized rigorous experimental research while studies show that practitioners often rely on other forms of evidence that are more immediately relevant such as student data, anecdotes, and research syntheses (Birkeland et al., 2005; Coburn & Talbert, 2006; Davidson et al., 2019; Tseng, 2012) . The Every Student Succeeds Act (ESSA, 2015) includes the latest iteration of federal evidence requirements. By establishing multiple tiers of acceptable evidence, ESSA still privileges experimental evidence, yet also for the first time invites state and local education agencies (SEAs and LEAs) to use local evaluations and implementation evidence to fill gaps where such research does not yet exist. Therefore, as commentators have noted, this could be an opportunity for SEAs to reconceive the role of research as part of a more nuanced and inclusive sense of what evidence can be (Kane, 2017; Results for America, 2017; West, 2016) .  \nOf course, it is by no means guaranteed that SEAs will implement ESSA’s evidence requirements in this way. New policies are interpreted and re-shaped through policymakers’ lenses of prior beliefs and practices (Coburn, 2004; Hamann & Lane, 2004; Spillane et al., 2002) . Prior implementation studies suggest that SEAs may perceive different opportunities in ESSA and different approaches as more appropriate or commonsense than others, depending, for example, on their pre-existing understandings of research and its utility for decision-making.  \nDrawing on documentary and interview data from eight purposively selected SEAs, this article addresses the following two research questions:  \n1. How are SEAs responding to ESSA’s evidence requirements?  \n2. What prior beliefs or understandings do SEA administrators draw onto explain their approaches?  \nI begin by briefly highlighting the key features of ESSA’s evidence requirements and what is at stake in SEAs’implementation. Then I review the literature on different ways educational decision-makers use and interact with research in their decision-making, and develop a conceptual framework of SEA administrators as interpreters and mediators of federal p","cbCaisH1r2r3OPTZ","https://ap.wps.com/l/cbCaisH1r2r3OPTZ","pdf",459990,27,"English","# Abstract\n# Evidence Requirements and Approaches\n## Research Questions\n## Research Evidence and the ESSA","[{\"question\":\"What is the purpose of ESSA’s evidence requirements for school improvement?\",\"answer\":\"ESSA requires selecting school improvement interventions using research evidence so schools and districts invest their efforts and funding more wisely.\"},{\"question\":\"What three approaches do the eight states use to meet ESSA evidence requirements?\",\"answer\":\"States use pre-sanctioned evidence-based intervention lists, train schools and districts to evaluate research supporting interventions, and build local evidence of effectiveness.\"},{\"question\":\"How do SEA administrators’ beliefs affect the implementation of ESSA?\",\"answer\":\"SEA administrators interpret and prioritize research differently—whether it is relevant or irrelevant to their context and whether it is outside or within their control—shaping their chosen approach and understanding of their proper role.\"}]","Fidelity, Rigor, and Relevance - How SEAs are Approaching the ESSA Evidence Requirements | PDF",1792095611,68]