Education leaders who oversee school improvement are having a tough time getting a handle on the role evidence must play in turnaround efforts—and some are worried about the sheer volume of schools that could get identified as needing some sort of intervention in the age of the Every Student Succeeds Act. 

Those are two main conclusions from a new report from the Center on Education Policy, a nonpartisan Washington think tank that works to improve public schools. In addition, leaders interviewed for “How States are Responding to ESSA’s Evidence Requirements for School Improvement” say they’re re-examining their relationships with education-technology and other vendors to see if the products they provide have evidence to back up whether they work. The types of support states are

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