The Race to the Top (RTTT) program incentivized states to use innovation for systemwide improvement of student outcomes, but little is known about how RTTT-funded innovation was sustained after the RTTT program ended. This mixed-methods study examined state and district approaches to sustaining an international innovation called lesson study, a teacher-driven, collaborative, inquiry-based teacher learning process imported from Japan and promoted statewide in Florida. While the state’s role in sustaining lesson study was limited, we found that districts that integrated lesson study into the district instructional system through a clear expectation and strategic adaptation, supported school and teacher ownership of lesson study practice, and provided necessary support and funding were more likely to sustain lesson study. In contrast, the districts that focused on implementation fidelity and district-led facilitation eventually phased out lesson study. Policy implications for sustaining federally funded professional development innovations are discussed.

Race to the Top (RTTT) 计划激励各州利用创新来提高学生成绩的系统范围，但在 RTTT 计划结束后，RTTT 资助的创新如何持续下去却知之甚少。这项混合方法研究审查了州和地区维持称为课程研究的国际创新的方法，一种教师驱动的、协作的、基于探究的教师学习过程，从日本进口并在佛罗里达州全州推广。虽然国家在维持课程学习方面的作用有限，但我们发现，通过明确的期望和战略调整，将课程学习融入地区教学系统、支持学校和教师对课程学习实践的所有权，并提供必要的支持和资金的地区更多可能维持课业学习。相比之下，专注于实施保真度和地区主导促进的地区最终逐步淘汰了课程学习。讨论了维持联邦政府资助的专业发展创新的政策影响。