全球智库信息集成服务系统

Few students used all three software applications every year

• The number of students who used even a single software application in a year was extremely low.
• Approximately 20 percent of students eligible to participate in C3R engaged in at least one software application in a given year.
• No students met fidelity for the overall initiative.

Various factors influenced implementation

• No school implemented C3R as intended by WIN; school-designed implementation plans indicated schools had not intended to.
• Principals, teachers, and cooperative staff reported students could not log in or lost connectivity while using the software in the early years of C3R use.
• Principals and teachers reported students often completed work only to find that the software had not recorded their progress primarily in years 1 and 2 of C3R.
• Some teachers reported that the district had other software that provided similar supports for students as provided by the C3R software.
• The majority of schools were low-resourced schools with limited access to computers or other devices during the C3R school years.

School staff also identified factors that supported implementation

• Educators and the cooperatives' staff who participated in interviews supported the goals of C3R and reported that it was highly aligned with each school's improvement goals.
• The Kentucky Department of Education provides and manages high-speed internet in schools across the state. The access provided by the state eliminated some of the most basic barriers to implementing an online intervention.
• Regional meetings in the early years were helpful in learning from other schools.