View in EDS

Less Is More: Leveraging the Power of De-Implementation to Drive Excellence in Education. Research Brief. RTI Press Publication No. RB-0044-2603

Saved in:
Bibliographic Details
Title: Less Is More: Leveraging the Power of De-Implementation to Drive Excellence in Education. Research Brief. RTI Press Publication No. RB-0044-2603
Language: English
Authors: Sophia Farmer (ORCID 0000-0001-6579-9341), Kesha Hudson (ORCID 0000-0002-2155-4040), Caryn Ward (ORCID 0000-0001-6026-6597), RTI International
Source: RTI International. 2026.
Availability: RTI International. P.O. Box 12194, Research Triangle Park, NC 27709. Tel: 919-541-6000; e-mail: publications@rti.org; Web site: https://www.rti.org
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Intended Audience: Researchers; Policymakers; Practitioners
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Systems Approach, Program Termination, Educational Quality, Program Effectiveness, Elementary Secondary Education, Program Implementation
ISSN: 2378-7929
Abstract: Teachers face mounting demands to implement numerous programs and practices aimed at improving student outcomes. This persistent pursuit of novel, transformative solutions has led to unsustainable workloads, heightened stress, and widespread burnout among teachers--often without corresponding gains in student achievement. This paper introduces a systematic de-implementation process for discontinuing low-value programs and practices in education. We consider key barriers to de-implementation, including cognitive biases and organizational pressures that reinforce ineffective routines. To support practical application, we present the GROW framework--Get Ready, Replace, Optimize, Watch--a systems-level approach designed to empower educators and leaders through the process of identifying and replacing ineffective practices with evidence-based replacements and sustaining meaningful change. By shifting from a "more is better" mindset to a "less is more" strategy, de-implementation offers a promising pathway to alleviate teacher burden, enhance instructional quality, and improve student outcomes. We conclude with a call to action for researchers, policymakers, funders, and practitioners to prioritize de-implementation as a transformative lever for educational excellence.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED681207
Database: ERIC
Description
Abstract:Teachers face mounting demands to implement numerous programs and practices aimed at improving student outcomes. This persistent pursuit of novel, transformative solutions has led to unsustainable workloads, heightened stress, and widespread burnout among teachers--often without corresponding gains in student achievement. This paper introduces a systematic de-implementation process for discontinuing low-value programs and practices in education. We consider key barriers to de-implementation, including cognitive biases and organizational pressures that reinforce ineffective routines. To support practical application, we present the GROW framework--Get Ready, Replace, Optimize, Watch--a systems-level approach designed to empower educators and leaders through the process of identifying and replacing ineffective practices with evidence-based replacements and sustaining meaningful change. By shifting from a "more is better" mindset to a "less is more" strategy, de-implementation offers a promising pathway to alleviate teacher burden, enhance instructional quality, and improve student outcomes. We conclude with a call to action for researchers, policymakers, funders, and practitioners to prioritize de-implementation as a transformative lever for educational excellence.
ISSN:2378-7929