SREED has partnered with the education organization Solution Tree to conduct national studies of its programs.
SREED has partnered with the education organization Solution Tree to conduct national studies of its programs. The first of these studies, focused on PLC at Work, was completed in 2026. PLC at Work is a research-based school improvement framework centered on improving student learning through a strong focus on results, collaborative professional culture, and continuous use of evidence to guide instruction. The model emphasizes shared responsibility for student outcomes and sustained, school-wide implementation of structured practices aimed at enhancing learning.
The findings indicate that schools implementing the PLC at Work model with high fidelity demonstrated statistically significant improvements in student achievement in both reading and mathematics. Model PLC at Work schools increased from approximately the 66th to the 73rd percentile in reading and to the 75th percentile in math, with gains equivalent to roughly 2.9 additional months of learning in reading and 3.4 additional months in math. Positive effects were observed across most participating states, with the largest improvements in Kentucky, South Carolina, Iowa, and California. The study also highlights the importance of sustained, high-quality implementation in achieving these outcomes. The study has been submitted for presentation at several national conferences, including the Society for Research on Educational Effectiveness (SREE), the Association for Public Policy Analysis and Management (APPAM), the American Evaluation Association (AEA), and the National ESEA Conference.
SREED is currently designing a national study of Solution Tree’s RTI at Work initiative. RTI at Work (Response to Intervention at Work) is a school improvement framework that focuses on ensuring all students receive the time and support they need to learn at high levels. It builds on the PLC at Work model by emphasizing a systematic, team-based approach to identifying students who need additional support and providing timely, targeted interventions. The framework organizes instruction into tiers of support, using ongoing assessment data to guide decisions about when students need enrichment or intervention. Educators collaborate to monitor student progress, adjust instruction, and ensure no student falls through the cracks. At its core, RTI at Work prioritizes collective responsibility, evidence-based decision-making, and guaranteed access to intervention within the school day. The study should be completed in early 2027.