Following two years of extensive data collection in eight sites throughout the country, Research for Action (RFA) has produced case studies to illustrate how LDC tools have been adopted in different settings and contexts, and which approaches and supports have contributed to the successful adoption and use of the tools.
Learn more about Research for Action LDC studies.
In 2010, Research for Action (RFA) began a comprehensive, multi-year study of the scale-up and sustainability of the LDC Framework tools. In 2012-13, RFA conducted case study research on the implementation of LDC in three separate locations across the country: Kenton County, Kentucky (a medium-size urban/suburban district); Hillsborough County, Florida (a large urban district); and Lancaster-Lebanon Intermediate Unit 13, Pennsylvania (a regional educational service agency). The three case studies illustrate how LDC tools were adopted in different settings and contexts, and which approaches and supports contributed to the successful adoption and use of the tools.
This report provides cross-case analyses that identify the following:
These analyses are grounded in the LDC Theory of Action, which contains three related conditions necessary for effective scale-up of LDC:
Lancaster-Lebanon Intermediate Unit (IU 13) provides an example of how an intermediary educational service unit – or other regional organizations in other states – can offer leadership, leverage resources, and build district capacity to effectively use literacy tools aligned with the Common Core State Standards (CCSS) and scale such initiatives. This approach to the implementation and scaling of a CCSS-aligned literacy framework also provides useful lessons for how states with similar entities can approach elements of their CCSS strategy.
This document describes how Lancaster-Lebanon Intermediate Unit 13 (IU 13) implemented the LDC initiative. It is composed of the following sections:
This document describes how Hillsborough County Public Schools implemented the LDC initiative. It is comprised of the following sections:
In Common Core in the Districts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four “early implementer” school districts to examine factors that are key to successful implementations of standards-based reform: communications, leadership, curricular materials, professional development, and assessment and accountability.
Part Three of the Fordham report (District Case Studies) presents four case studies, the first of which, The Trailblazer: Kenton County School District, profiles Kenton County (KY)—a key LDC district—now in its fourth year of implementation.
This document describes how Kenton County used district-level leadership to roll out the LDC and MDC tools. It is comprised of the following sections: