Abstract
Recognizing school improvement networks as a leading strategy for large-scale high school reform, this analysis explores developmental evaluation as an approach to examining school improvement networks as “learning systems” able to produce, use, and refine practical knowledge in large numbers of schools. Through a case study of one leading school improvement network (the New Tech Network), the analysis provides evidence of the potential power of developmental evaluation for generating formative feedback for network stakeholders regarding the strengths and weaknesses of their networks as distributed, collaborative learning systems. At the same time, it raises issues and questions to be addressed in advancing the practice of developmental evaluation, chief among them being constraints on stakeholders in leveraging feedback in productive ways.
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