Methods: Quantitative data were collected on eight individual, organizational, and community/external-level factors associated with quality implementation through a survey of site coordinators and program facilitators at three points in time. Factors included Facilitator Characteristics, Monitoring and Support of program implementation, Compatibility with school (e.g., culture, needs), Innovation Characteristics (e.g., improvement on current offerings), Resources, School-based Leadership, District Support, and External Environment (e.g., community support). Additional contextual information from a semi-structured interview with a program staff person, technical assistance logs, and print media reports were collected and analyzed for key themes.
Results: The score for the factor Monitoring and Support was consistently high across all three years of implementation, and the score for the factor Resources was relatively low compared to other factors. The combined factor score (average of all eight factor scores) increased or remained stable for more than half of all schools over three years of implementation. Schools with the largest changes in their combined factor scores also experienced changes in the school environment, such as changes in leadership and/or increased capacity among facilitators. However, all schools had relatively high scores on almost all factors.
Conclusions: One important result from this study is that in this high quality implementation study, all aspects of implementation fidelity were present to some extent. Achieving the high quality implementation seen in this study reflects support at the individual-, school-, and community-level across all three years.