Abstract
This study presents a rare opportunity to systematically examine the relationship between teachers' implementation of the America's Choice comprehensive school reform model and gains in student learning in an urban, at-risk school district. The results provide empirical evidence of relationships between student learning gains and variation in implementation of classroom and schoolwide design elements. Furthermore, analyses of national survey data indicate a greater influence of teacher-level factors over school-level factors on program implementation. The results highlight the importance of assessing different levels and different dimensions of program implementation to better understand impacts on student learning.
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