Abstract:
This paper introduces the evaluation of the Differentiated Support for School Improvement Initiative as a policy that interrelates with other Education State reforms, including its development, theory of change and theory of action, along with a discussion of relationships to similar reforms in Ontario, Canada. This paper will then detail the process and impact evaluation design, including the methodology developed to test the theory of change, and policy coherence between DSSI and other reforms for school improvement. The fixed and flexible components of the design will be described, including the features of the design that enabled gathering longitudinal evidence on repeated measures, as well as the aspects intended to capture emergent evidence in response to changing information needs.