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The relationship between buy-in and implementation: Measuring teacher buy-in to a high school reform effort

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  • Grebing, Eric M.
  • Edmunds, Julie A.
  • Arshavsky, Nina P.

Abstract

‘Buy-in,’ or the extent to which individuals believe in and actively support interventions, is an important but understudied component of program evaluation. This paper articulates a conceptual framework and describes survey scales for measuring buy-in. The paper applies the framework and survey to a program evaluation of an effort implementing the early college model in 16 high schools. The paper empirically connects teacher buy-in to perceptions of program implementation. In our main regression analysis, we found a significant relationship between teacher buy-in and model implementation. Through a dominance analysis, we also found that items related to collective buy-in were stronger predictors of implementation than items measuring individual buy-in. Our results suggest that it is important to measure both individual and collective buy-in because both are predictive of implementation. The survey items and framework presented could be of use to evaluators through modification for use in implementation studies of other program evaluations.

Suggested Citation

  • Grebing, Eric M. & Edmunds, Julie A. & Arshavsky, Nina P., 2023. "The relationship between buy-in and implementation: Measuring teacher buy-in to a high school reform effort," Evaluation and Program Planning, Elsevier, vol. 97(C).
    • Handle: RePEc:eee:epplan:v:97:y:2023:i:c:s0149718923000010
    DOI: 10.1016/j.evalprogplan.2023.102224
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    1. Faver, Catherine A. & Crawford, Sharon L. & Combs-Orme, Terri, 1999. "Services for child maltreatment: Challenges for research and practice," Children and Youth Services Review, Elsevier, vol. 21(2), pages 89-109, February.
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