Selecting, implementing, and monitoring campus improvements : the state of evidence-based interventions in Title I elementary schools.

Title I schools serve concentrations of low-income and economically marginalized (LIEM) learners. One of the challenges facing these schools is to ensure students in LIEM households receive the best educational experiences possible, in light of barriers including lower quality educational opportunities, higher staff turnover rates, more inexperienced teachers, and increased risk for academic and behavioral challenges (American Psychological Association, 2019). This mixed methods research project aimed to understand the selection, implementation, and monitoring trends of evidence-based interventions (EBIs) in Title I elementary schools. Methods included data extraction from publicly available information and school or district improvement plans. In addition, interviews guided by semi-structured questions were conducted with educators (i.e., special education teachers, general education teachers, school psychologists, behavior analysts, administrators, etc.). Results indicated the importance of an elementary school’s supports and capacity as predictors for positive academic and behavioral outcomes. Implications for practice, policy, and research are shared.