District leaders have an array of options when selecting instructional resources for their schools. However, little is known about the standards by which decision-makers compare and select resources, including the amount of weight given to whether a resource is evidence-based. With this grant, McKown will assess the feasibility of 1) obtaining RFPs and award information from districts, 2) identifying and engaging district decision-makers, 3) recruiting a sufficient sample for surveys and interviews, and 4) tracing RFPs to the procured instructional resources and assigning them an Every Student Succeeds Act (ESSA) evidence tier. McKown will identify a random sample of 25 (out of 100+) RFPs for elementary grade-level reading resources that were submitted in the 2024-2025 school year. Using a structured protocol, McKown will contact district decision-makers for interviews and surveys to glean insights on the evidence requirements and standards used to shape each RFP and make procurement decisions. Finally, McKown will confirm the procured resource that resulted from the RFP in 8-10 of these districts and code for the appropriate evidence tier.
Is it feasible to study evidence requirements in school districts’ requests for proposals (RFPs) as a lever for improving the use of research evidence in public education?
