The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges in how we evaluate implementation in particular schools. This paper presents a framework to conceptualize implementation when design, implementation, and scaling up are integrated activities.
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