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Scaling-Up Exemplary Interventions

University of Chicago, 1155 East 60th Street, Room 277, Chicago, IL 60637; mcdonald-sarah{at}norc.uchicago.edu. Her areas of special interest include evidence-based decision making and the diffusion of innovation

Venessa Ann Keesler, Doctoral student in the Measurement and Qualitative Methods Program

Michigan State University, 516C Erickson Hall, East Lansing, MI 48824; rosevene{at}msu.edu. Her areas of special interest include the sociology of education, work and family studies, and quantitative methodology

Nils J. Kauffman, Doctoral student

Michigan State University, 222 North Francis Avenue, Lansing, MI 48912; kauffm35{at}msu.edu. His areas of special interest include issues of policy and practice in education, focusing on the changes taking place in Eastern Europe

Barbara Schneider, John A. Hannah Chair University Distinguished Professor

College of Education and the Sociology Department at Michigan State University, 516 Erickson Hall, East Lansing, MI 48824; bschneid{at}msu.edu. Her areas of special interest include the social organization of schooling and knowledge accumulation

Scale-up is the practice of introducing proven interventions into new settings with the goal of producing similarly positive effects in larger, more diverse populations. Scale-up research examines factors that influence the effectiveness of interventions as they are brought to scale across settings. This article has three objectives. First, it defines the goals of scale-up research with respect to broader efforts to enhance the quality of educational research and promote evidence-based education. Second, it clarifies the importance of context, conceptually and methodologically, in conducting scale-up research. Finally, it suggests practical guidelines that can assist researchers in developing designs that can be implemented in field settings to produce robust, generalizable findings.

Educational Researcher, Vol. 35, No. 3, 15-24 (2006)
DOI: 10.3102/0013189X035003015


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