Perhaps the most seductive trap in all of education reform is the idea of replication, a.k.a. “scaling.” A charter school is high achieving? Turn it into a CMO! A curriculum is achieving big results? Bring it into every classroom in its district! An instructional strategy is clicking with teachers? Take it nationwide! In theory, this makes sense, best practices and all that. We should multiply success and shun failure. If something is working, why not replicate it?
Too often, though, replication falls short of these high expectations. It ends up more like an old-fashioned Xerox, where each new copy is a little fainter and blurrier than the one that came before.
In education, the Xerox effect often stems from a shift in focus. In the high achieving schools and classrooms so many seek to copy, teachers and leaders work together with their eyes firmly trained on the goal of improving student achievement. In replication schools, however, that focus is too often diverted from student outcomes to the faithful implementation of “proven” programs, systems, and tools.
What’s more, feedback in replication schools is too often aimed at how well the program is being implemented, rather than on whether—faithful to the model or not—teachers are driving outstanding achievement....