Abstract
The No Child Left Behind Act requires that educators at all grade levels use Scientifically Based Research (SBR) instructional practices. Researchers constructed a literature-based model to examine the predictive relationship between a state’s comprehensiveness of planned implementation and its capacity to implement the plan. An approach comprised survey research, and content analysis was employed to test the model and determine factors predicting SBR implementation. Findings indicated that cross functional linkages, consequential loss of funding, and inter-organizational partnerships were predictors of the comprehensiveness of implementation.
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