The list of interventions identified in this report may not be exhaustive. Only studies that explicitly mention Black students in the abstract, keywords, or descriptors were eligible for this review. Studies of other interventions that included separate analyses of Black and White subgroups but neglected to mention racial differences in the abstract, keywords, or descriptors were not identified in the searches. This is a REL Midwest product.

The studies and interventions identified in this review have the following characteristics:

• One intervention was implemented at the state level, 3 at the district level, 5 at the school level, and 7 at the classroom level. The other 4 interventions either were implemented at the student level or were tangentially related to the education system.
• Interventions could show positive associations with multiple outcomes. Eleven of the 20 interventions (55 percent) were positively associated with ELA achievement, 13 (65 percent) were positively associated with math achievement, 2 (10 percent) were negatively associated with high school dropout rates, and 1 (5 percent) was associated with high school graduation rates.
• Five of the 20 interventions had positive associations for students in elementary school (grades K–5), 3 had positive associations for students in middle school (grades 6–8), 5 showed positive associations for students in high school (grades 9–12), and 7 showed positive associations for students at multiple school levels.

The report describes the interventions and the studies that provide the promising evidence.

The National Dropout Prevention Center has created a database of research-based programs and information. The Model Programs Database is a searchable database of research-based programs and information. The database is available for schools, organizations, and other programs to review for opportunities to implement specific model programs, to enhance existing programs, or for inspiration on creating new initiatives for dropout prevention, intervention, or reentry/recovery. The rating scale for the programs selected for the database of Model Programs is based on the evaluation literature of specific prevention, intervention, and recovery programs.

Proving Ground, a program operated by Harvard University's Center for Education Policy and Research, reviewed evidence associated with chronic absenteeism interventions. This overview captures information on those interventions that had a positive impact on attendance and, further, met the ESSA definitions for Level 1 evidence-base.

This report was updated in January 2017 to include Appendix C and again in December 2017 to include Appendix D. The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based initiatives while providing new flexibilities to states and districts with regard to the use of federal funds, including funds to promote effective school leadership. This report describes the opportunities for supporting school leadership under ESSA, discusses the standards of evidence under ESSA, and synthesizes the research base with respect to those standards. The information can guide federal, state, and district education policymakers on the use of research-based school leadership interventions; help them identify examples of improvement activities that should be allowable under ESSA; and support the rollout of such interventions. This report updates an earlier version and incorporates nonregulatory guidance from the U.S. Department of Education, analysis of tier IV evidence, and reviews of additional studies.

Ohio’s Evidence-Based Clearinghouse is intended to empower Ohio’s districts with the knowledge, tools and resources that will help them identify, select and implement evidence-based strategies for improving student success.

What are the benefits to using Ohio’s Evidence-Based Clearinghouse?

Ohio’s districts, schools and educators are not required to use Ohio’s evidence-based clearinghouse as they identify and select evidence-based strategies; they may opt to work directly with other clearinghouses, evidence-reviews or other resources.

Benefits to using Ohio's Evidence-Based Clearinghouse include:

• Ohio’s Evidence-Based Clearinghouse brings together in one place resources from across multiple clearinghouses; and
• Every evidence-based strategy included in Ohio’s Evidence-Based Clearinghouse is labeled as meeting the criteria for ESSA’s Level 1, Level 2 or Level 3 evidence-based definitions.
• The search function within Ohio's Evidence-Based Clearinghouse allows practitioners to find evidence-based strategies aligned with the content focus areas (e.g., Curriculum, Instruction and Assessment, School Climate and Supports) emphasized within the Ohio Improvement Process.

What is included in the initial September 2018 release of Ohio’s Evidence-Based Clearinghouse?

When first released to the public in September 2018, Ohio’s Evidence-Based Clearinghouse will connect practitioners to evidence-based strategies that have already been reviewed by existing clearinghouses, including Blueprints for a Health Youth, CrimeSolutions, Evidence for ESSA, Top Tier Evidence and the What Works Clearinghouse.

The evidence-based strategies included in Ohio’s Evidence-Based Clearinghouse are not an exhaustive list of evidence-based strategies; the Clearinghouse will continue to grow to meet practitioners’ needs. A team of subject matter experts and researchers will continue to curate evidence-based strategies with a focus on quality and relevance to Ohio’s specific priorities and needs.

What can Ohio’s districts, schools, and educators expect from Ohio’s Evidence-Based Clearinghouse in the future?

The Clearinghouse will be a dynamic, growing resource that is practitioner-focused and responsive to changing needs among Ohio’s educators.

As Ohio’s Evidence-Based Clearinghouse continues to evolve, future phases of development will focus on:

• Expanding the universe of evidence-based strategies included in Ohio’s Evidence-Based Clearinghouse, with a focus on connecting practitioners to evidence-based strategies that address their local needs;
• Developing a research review team that will be responsible for reviewing the evidence base associated with strategies that have not yet been reviewed by existing clearinghouses and determining whether to include those strategies in Ohio’s Evidence-Based Clearinghouse;
• Providing practitioners with additional resources related to Building up the Evidence Base, including more resources, and real-life examples of districts implementing Level 4 evidence-based strategies; and
• Highlighting the success stories of Ohio districts, schools and educators who are using evidence-based strategies to the benefit of their students, staff and communities;

Evidence-based strategies are programs, practices or activities that have been evaluated and proven to improve student outcomes. Districts can have confidence that the strategies are likely to produce positive results when implemented.

The term "evidence-based" is not new. It has been used in the field of medicine since 1996 and is defined among medical professionals as “the conscientious, explicit and judicious use of current best evidence in making decisions about the care of the individual patient."¹ When thinking about the term from an education perspective, "patient" could be substituted with “student."

“Evidence-based” has been catapulted into the education arena by the Every Student Succeeds Act (ESSA). Federally, this shift emphasizes the importance of making decisions that are based upon a rigorous evaluation. Prior to ESSA, the Elementary and Secondary Education Act (ESEA) consistently used “research based” when describing strategies. No Child Left Behind (NCLB) used “scientifically-based research” as its threshold. “Evidence-based” represents a higher expectation.

Note that resources created prior to enactment of ESSA (before July 2016) might have references to being “evidence-based,” but that does not necessarily mean they meet ESSA’s definition of “evidence-based.”

¹ Dr. David Sackett, 1996: http://guides.mclibrary.duke.edu/c.php?g=158201&p=1036021

An educator’s top priority is success for each and every student. Fulfilling this priority means that selected strategies must yield maximum return. This is especially important as educators support students with diverse needs, and administrators are faced with limited resources.

But using evidence to inform the selection of a strategy is not the only thing that matters. To achieve greatest impact on student outcomes, districts should carefully consider strategies that are:

• Aligned with the district’s or school’s specific needs and educational context. In other words, district or school leaders have given careful thought to deploying the strategy in a way that recognizes its unique local characteristics;
• Part of a cohesive improvement plan. This means the strategy is integrated into the district’s or school’s systemic improvement plan and complements its efforts;
• Implemented with fidelity. This means that the district or school is committed to the long-term follow through of the strategy and is careful to understand its intent and preserve the integrity of its design.

Evidence of a successful strategy is determined through rigorous research and evaluation. If such evidence does not yet exist, districts should be prepared to evaluate the effectiveness of their selected strategies.

Using evidence to determine the most effective strategy — coupled with a systemic improvement plan and sustained implementation — goes a long way to enable success for each and every student.

Selecting an evidence-based strategy is one important part of an effective cycle of continuous improvement. The cycle also should include:

• An initial needs assessment to help ensure the strategies are sensitive to the district’s or school’s specific needs;
• An alignment test to ensure the strategy is working in service of the district’s or school’s systemic continuous improvement plan;
• Local data analysis and evaluation to determine if the strategy is working as intended.

ESSA (Section 8002) and the U.S. Department of Education’s Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments outline four levels of evidence. Level 1 represents the strongest level of evidence and, therefore, the strongest level of confidence that a strategy will work. The table below includes ESSA’s definition for each of the four levels, along with a practical interpretation of each level.

While a strategy may have been proven to work for the general student population, we cannot assume that the same strategy will have the same effect on specific student subgroups.

A strategy can only be considered a Level 1 or Level 2 strategy for a district or school if the research shows that the strategy improves student outcomes for the student subgroup that the district or school intends to support. If, for example, a district or school has identified a need to offer additional supports to their students with disabilities, a Level 1 or Level 2 strategy for that district will be one that has been proven to work for students with disabilities.

Considering the unique needs of specific student subgroups is a valuable consideration regardless the level of evidence associated with a strategy. There may be cases where Ohio will require districts to take those unique needs into consideration when using Level 3 or Level 4 options for school improvement or grant opportunities. These cases will be identified and detailed on a case-by-case basis.

Beyond the technical definitions of levels, there are other important considerations to keep in mind while selecting evidence-based strategies, including:

• How much will the strategy cost to implement? Cost of implementation is not directly factored into the technical definitions of evidence-based strategies. However, start-up and sustainability cost is certainly a factor that districts can and should consider when deciding which evidence-based strategies are best suited to meet their districts’ needs.
• Can the strategy be implemented with fidelity? Evidence-based strategies may be less effective if they are not carried out as intended. Is there a measure for fidelity of implementation for a selected EB strategy? How might you consider measuring for fidelity of implementation?
• Does the strategy align with Ohio’s Learning Standards? Alignment between standards, curriculum and instruction is a critical factor in ensuring student success. If the evidence-based strategies you are using are not aligned with Ohio’s Learning Standards, you may find that they do not improve student outcomes as expected.

Level 4 enables districts to innovate and explore new strategies that have strong potential for improving student outcomes. Often, the most promising innovations in education bubble up from the local level.

While there will be circumstances where districts will be required to use strategies identified with strong (Level 1), moderate (Level 2) or promising (Level 3) evidence, there also will be opportunities for districts to leverage Level 4 strategies. Options for using Level 4 strategies to address school improvement requirements or grant opportunities will be identified and detailed on a case-by-case basis.

Before using a Level 4 strategy, districts should:

• Explore Existing Research: Why do we believe this strategy will meet our needs?
• Develop a Logic Model: How will the strategy improve student outcomes?
• Plan to Evaluate: How will we know the strategy is improving student outcomes?

The terms “evidence-based” and “research based” are frequently used interchangeably, but they are different — and it is important to understand the difference.

A strategy that is evidence-based likely also is research based; however, the reverse is not always true. A program or strategy — especially if it is newly developed — may be research based but not meet the formal definitions of evidence-based.

For a strategy to be considered “evidence-based,” its efficacy must have been intentionally evaluated to determine the degree to which it affects outcomes as anticipated. The design and outcome of the evaluation(s) will determine what, if any, level of evidence the strategy meets.

While generally there is research that goes into the development of a strategy, it must be evaluated for efficacy, as outlined by ESSA, to fulfill Ohio’s state or federal requirements related to evidence-based strategies.