The Resource Library is a compendium of tools and resources selected specifically for the Accelerating Opportunity initiative. You can navigate the Resource Library by topic, or by key word (or tag).

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The Virginia Career Pathways Initiative has taken hold in the Commonwealth. The initiative has shown results with respect to putting the framework in place to meet the changing needs of the Commonwealth's businesses and residents.

The process for developing a career pathways system in Virginia offers a window into an effective set of strategies for pursuing statewide and regional workforce development policies and practices that work. By using a career pathways framework, the Commonwealth has begun a systemic and ambitious process of alignment at the state level, and is rolling out that alignment to regions across the state.

Taking Root: The Virginia Career Pathways System provides a national context for Virginia's efforts, documents the Commonwealth's work, and suggests how Virginia's successes and lessons learned may be applied to other states.

Melissa Goldberg and Julian Alssid
Workforce Strategy Center

A critical synthesis of research literature on the process of organizational change at the institutional level is needed because higher education is being asked to be responsive to an ever-changing environment.
This work focuses on providing the reader several key insights into the change process by:
(1) presenting a common language for organizational change;
(2) describing the multidisciplinary research base on change;
(3) highlighting the distinct characteristics of higher education institutions and how this might influence the change process;
(4) reviewing models/concepts of organizational change derived within higher education, comparing and contrasting different approaches; and
(5) providing principles for change based on a synthesis of the research within higher education.

Kezar, Adrianna
ERIC Digest

Large-scale social change requires broad cross-sector coordination, yet the social sector remains focused on the isolated intervention of individual organizations. Collective impact is the commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem. Collaboration is nothing new. The social sector is filled with examples of partnerships, networks, and other types of joint efforts. But collective impact initiatives are distinctly different. Unlike most collaborations, collective impact initiatives involve a centralized infrastructure, a dedicated staff, and a structured process that leads to a common agenda, shared measurement, continuous communication, and mutually reinforcing activities among all participants.

John Kania & Mark Kramer
Stanford Social Innovation Review

With few exceptions, most US nonprofits operate in a single neighborhood, town, or city. How can proven nonprofits increase their reach? In this article, the author discusses the challenges of replicating and scaling effective interventions, including knowing what should be scaled, having a strong theory of change, and building the right operating model.

Jeffrey L. Bradach
Stanford Social Innovation Review

In "Change and Sustain/Ability: A Program Director's Reflections on Institutional Learning," Asera looks at how community colleges encounter, respond to, and incorporate ideas about teaching and learning, and the various strategies they employ to sustain productive innovations.


Rose Asera
The Carnegie Foundation for the Advancement of Teaching

The Scaling Framework was produced by Microsoft's US Partners in Learning initiative. This interactive presentation draws on the work of Cynthia Coburn and Chris Dede and gives users the opportunity to explore the multiple dimensions of scale. Each cell of the table opens to reveal guidance or questions to consider.

Microsoft US Partners in Learning

One of the major issues facing any education system is how to ensure that good ideas and excellent practice don’t get ‘trapped on location’, but travel laterally (and vertically) to improve the quality of education provision being offered to each and every student. Cordingley and Bell unpack the most common approaches that have been used in education at system level – coaching and co-construction, specialist instruction and training, dissemination and reading, networking and collaboration, regulation (accreditation, inspection and monitoring) and competition to the issues of take up, transfer and scale up. Their analysis of these core practices and their relationship to the evidence base provide much material for reflection. Good solutions to these issues have the potential to inform and transform policy making at every level, within school, between schools, at local, regional and national levels. This pamphlet and the accompanying materials are a major contribution to the debate about these crucial issues.

Philippa Cordingley and Miranda Bell
Centre for the Use of Research and Evidence in Education (CUREE) & The Innovation Unit

Anyone who has directly or indirectly (as a funder) attempted to build a successful social program and then expand it so that a greater number of people benefit from said program knows the myriad challenges inherent in such an endeavor. It is this simple definition of scaling up social innovation that guides this paper. This paper builds on the author's direct experience as a reformer as well as the literature and is intended to generate conversation. The paper is divided into three sections. First, a set of common pitfalls in dissemination models; second, a set of essential elements of successful dissemination as found in the literature; and finally a set of questions that funders might ask relative to dissemination.

Amy Gerstein

Scale-up is the practice of introducing proven interventions into new settings with the goal of producing similarly positive effects in larger, more diverse populations. Scale-up research examines factors that influence the effectiveness of interventions as they are brought to scale across settings. This article has three objectives. First, it defines the goals of scale-up research with respect to broader efforts to enhance the quality of educational research and promote evidencebased education. Second, it clarifies the importance of context, conceptually and methodologically, in conducting scale-up research. Finally, it suggests practical guidelines that can assist researchers in developing designs that can be implemented in field settings to produce robust, generalizable findings.

Sarah-Kathryn McDonald, Venessa Ann Keesler, Nils J. Kauffman, and Barbara Schneider

To help Achieving the Dream colleges work through the challenge of moving an intervention from small to large scale, Achieving the Dream asked Public Agenda to gather the best thinking about and promising practices for scaling interventions. To this end, Public Agenda conducted a multimethod study, consisting of a broad literature review, an online discussion and an in-person work group convening of diverse stakeholders, practitioners and experts in institutional transformation and higher education reform.
This guide offers recommendations and insights drawn from these sources and has been reviewed by work group participants and Achieving the Dream for content, accuracy and applicability to higher education broadly and Achieving the Dream community colleges specifically.

Achieving the Dream and Public Agenda