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TDS Evidence against the Federal ESSA Thresholds

TDS Meets ESSA Evidence Standards

A key aspect of Every Student Succeeds Act (ESSA) is its commitment to use evidence to drive better outcomes for students. The evidence-based provisions can both improve student outcomes and increase the return on education investments, as more resources are spent on programs and practices likely to have a positive impact. TDS is a well-researched and evidence-based model that meets the ESSA requirements.

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Click image to enlarge.


ESSA’s definition of “evidence-based” includes 4 levels of evidence. The top 3 levels require findings of a statistically significant effect on improving student outcomes or other relevant outcomes based on and are mandatory for school improvement plans funded by 7% set aside (Section 1003):

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The 4th level is designed for ideas that do not yet have an evidence base qualifying for the top 3 levels above. This evidence-building level can be referred to as “under evaluation.”


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Where Will the Capacity for School-by-School Reform Come From? 

An article written by Dr. Robert Slavin, director of the Center for Research and Reform in Education and Professor at Johns Hopkins University School of Education makes a strong case for using evidence-based nonprofit providers for school improvement in the lowest 5% lowest performing schools. States and districts cannot do this alone; that is why nonprofit providers like Talent Development Secondary can provide the much needed capacity and expertise in the ESSA environment in school turnaround, early warning systems and chronic absenteeism.  Read Robert Slavin’s Article.


How Much Could We Improve Children’s Life Chances by Intervening Early and Often? by Center on Children and Families at BROOKINGS.








School Interventions That Work: Targeted Support for Low-Performing Students by Johns Hopkins University School of Education for the Alliance for Excellent Education.








  • Reforming Under-performing High Schools a report by MDRC that points to a select number of approaches to improving student outcomes and reforming underperforming schools — from particular ways of creating new schools to specific strategies for strengthening existing schools through whole-school reform to making school more relevant to the world of work