{
  "schemaVersion": 1,
  "reviewed": "2026-10-12",
  "editorialResponsibility": {
    "name": "Cited Leadership editorial team",
    "operator": "TOO Bagdarly Kadam",
    "url": "https://citedleadership.com/about/#editorial-responsibility",
    "corrections": "hello@citedleadership.com"
  },
  "scope": "Focused primary-source review for five existing briefs, four existing worksheets, three new explainers and two original task resources. Selected sections are identified individually; this is not a systematic literature search or independent peer review.",
  "sources": {
    "iesStay": {
      "label": "Regional Educational Laboratory West. (2024). Lessons From Stay Interviews of Early Career Teachers in Four Utah School Districts. WestEd, prepared for the Institute of Education Sciences, U.S. Department of Education.",
      "shortLabel": "REL West (2024)",
      "url": "https://ies.ed.gov/sites/default/files/migrated/rel/regions/west/pdf/6.2.11.2_U-ECTR_Brief_Stay_Interviews_Final_Approved_508c.pdf",
      "design": "Descriptive account of district stay interviews, not an intervention impact evaluation.",
      "setting": "Approximately 200 teachers in their second to fifth years in four Utah districts; interviews in November–December 2023.",
      "materialReviewed": "All six pages of the original brief: process, themes, considerations and appendix; design/figure page visually checked.",
      "limitations": "More than half the interviews came from one district; questions varied slightly. No comparison or measured retention effect.",
      "reviewed": "2026-10-12",
      "producer": "REL West, administered by WestEd.",
      "funding": "Prepared under U.S. Department of Education contract 91990022C0003; several districts received federal Title IIA support for interviews."
    },
    "iesReadingPd": {
      "label": "Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., Uekawa, K., Falk, A., Bloom, H., Doolittle, F., Zhu, P., & Sztejnberg, L. (2008). The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement (NCEE 2008-4030). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.",
      "shortLabel": "Garet et al. (2008)",
      "url": "https://ies.ed.gov/sites/default/files/migrated/nces_pubs/ncee/pdf/20084030.pdf",
      "design": "School-randomised comparison of institute PD, institute plus coaching and usual district PD.",
      "setting": "90 high-poverty urban/urban-fringe U.S. public schools, six districts and 270 second-grade teachers during implementation.",
      "materialReviewed": "Original report title/citation and selected executive-summary passages on participants, design and implementation-year findings (PDF pp. 1–2, 16, 18, 21–26); original IES summary also reviewed. Full report and appendices not reviewed.",
      "limitations": "Findings concern two specific programmes and three observed practices; no statistically significant reading-score impact does not prove all PD or coaching ineffective.",
      "reviewed": "2026-10-12",
      "producer": "American Institutes for Research and MDRC.",
      "funding": "Prepared for IES under contract ED-01-CO-0026/0020."
    },
    "iesMathPd": {
      "label": "Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Eaton, M., Walters, K., Song, M., Brown, S., Hurlburt, S., Zhu, P., Sepanik, S., & Doolittle, F. (2011). Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation. Executive Summary (NCEE 2011-4025; full report NCEE 2011-4024). Institute of Education Sciences, U.S. Department of Education.",
      "shortLabel": "Garet et al. (2011; executive summary)",
      "url": "https://ies.ed.gov/sites/default/files/migrated/nces_pubs/ncee/pubs/20114024/pdf/20114025.pdf",
      "design": "School-randomised study of intensive rational-number PD and usual district PD.",
      "setting": "Seventh-grade mathematics in U.S. public schools: 12 districts/88 schools in year one; six districts/39 schools in year two.",
      "materialReviewed": "Original executive-summary title, sample, analytic approach and second-year/overall findings (PDF pp. 3, 14–18, 22), plus original IES structured study summary. Full 205-page report not reviewed.",
      "limitations": "Programme, subject and implementation are specific; teacher turnover affected dosage. Second-year classroom practice was not measured.",
      "reviewed": "2026-10-12",
      "producer": "American Institutes for Research and MDRC.",
      "funding": "IES-funded evaluation; project contract ED-04-CO-0025/0005."
    },
    "coaching": {
      "label": "Kraft, M. A., Blazar, D., & Hogan, D. (2018). The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence. Review of Educational Research, 88(4), 547–588. DOI: 10.3102/0034654318759268.",
      "shortLabel": "Kraft, Blazar, & Hogan (2018; abstract)",
      "url": "https://doi.org/10.3102/0034654318759268",
      "design": "Meta-analysis of 60 studies using causal research designs, as reported in the abstract.",
      "setting": "Evidence concentrated in U.S. prekindergarten/elementary literacy coaching.",
      "materialReviewed": "Original publisher abstract and bibliographic metadata. Full text and the 60 underlying studies not reviewed for this refresh.",
      "limitations": "Pooled averages do not forecast a particular coaching cycle; abstract reports smaller average effects in larger effectiveness trials.",
      "reviewed": "2026-10-12",
      "accessScope": "abstract-only",
      "reviewUrl": "https://journals.sagepub.com/doi/10.3102/0034654318759268"
    },
    "retentionReview": {
      "label": "Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (2026; published online 4 December 2024). Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice. Oxford Review of Education, 52(1), 96–116. DOI: 10.1080/03054985.2024.2432635.",
      "shortLabel": "Nguyen et al. (2026; online 2024)",
      "url": "https://doi.org/10.1080/03054985.2024.2432635",
      "design": "Review drawing on a broader pool of 355 research outputs; mixed designs.",
      "setting": "English-language K–12 research published January 2000–May 2023, across countries.",
      "materialReviewed": "Selected full-text sections in the University of Southampton repository copy: review process, autonomy/development/voice findings, discussion, limitations and funding (PDF pp. 5–17).",
      "limitations": "Much of the evidence is correlational; intentions and job satisfaction are not actual departures. English-only coverage risks geographical and cultural bias.",
      "reviewed": "2026-10-12",
      "reviewUrl": "https://eprints.soton.ac.uk/496551/2/Leadership_for_teacher_retention_exploring_the_evidence_base_on_why_and_how_to_support_teacher_autonomy_development_and_voice.pdf",
      "funding": "Education Endowment Foundation, England (2023), as disclosed in the article."
    },
    "withdrawal": {
      "label": "Hulme, M., Bignell, C., Isdale, J., Murray, L., & Nisbet, L. (2026). Thresholds of persistence: How leadership practices shape teachers’ withdrawal trajectories. Educational Management Administration & Leadership. Published online 3 September 2026. DOI: 10.1177/17411432261485524.",
      "shortLabel": "Hulme et al. (2026)",
      "url": "https://doi.org/10.1177/17411432261485524",
      "design": "Retrospective qualitative interviews with 58 teachers.",
      "setting": "Publicly funded schools in Scotland; teachers who voluntarily left or reduced hours/responsibilities before retirement age.",
      "materialReviewed": "Publisher full-text HTML: abstract, method, findings, limitations and discussion.",
      "limitations": "Self-selected accounts after withdrawal; no comparable group of teachers who stayed and no causal estimate.",
      "reviewed": "2026-10-12",
      "reviewUrl": "https://journals.sagepub.com/doi/full/10.1177/17411432261485524"
    },
    "plc": {
      "label": "Mansell, K. E., & Kirksey, J. J. (2025). Exploring the Effectiveness of Solution Tree’s PLC at Work® Process in Texas Schools. Center for Innovative Research in Change, Leadership, and Education, Texas Tech University. December 2025. ERIC ED679058.",
      "shortLabel": "Mansell & Kirksey (2025)",
      "url": "https://eric.ed.gov/?id=ED679058",
      "design": "Descriptive analyses and staggered difference-in-differences with comparison schools; not randomised.",
      "setting": "Texas public schools designated Model PLC at Work; student analyses concern elementary/middle-school mathematics and reading.",
      "materialReviewed": "Original report: title/funding, executive summary, sample and empirical approach, student findings, conclusions and Appendix A (PDF pp. 1–4, 9–11, 26–38, 50–53, 56–60).",
      "limitations": "Designation requires evidence of sustained implementation and prior student growth. Selection and unmeasured differences remain concerns; a designated model is not any meeting called a PLC.",
      "reviewed": "2026-10-12",
      "reviewUrl": "https://files.eric.ed.gov/fulltext/ED679058.pdf",
      "producer": "Center for Innovative Research in Change, Leadership, and Education (CIRCLE), Texas Tech University.",
      "funding": "Commissioned and supported by Solution Tree, the provider of the PLC at Work model. Report states conclusions are the authors’ own."
    },
    "eef": {
      "label": "Education Endowment Foundation. (2024). A School’s Guide to Implementation (third edition). Published 24 April 2024. Web overview and recommendations on behaviours, contextual factors and process.",
      "shortLabel": "EEF (2024)",
      "url": "https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation",
      "design": "Evidence-informed implementation guidance, not a trial of a Cited Leadership resource.",
      "setting": "Guidance developed for schools and other education settings in England.",
      "materialReviewed": "Original HTML overview and all three recommendation pages: behaviours, contextual factors and process; full PDF and underlying review not reviewed for this refresh.",
      "limitations": "A framework for implementation decisions does not establish an effect for a particular programme or validate these worksheets.",
      "reviewed": "2026-10-12",
      "reviewUrls": [
        "https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation/behaviours",
        "https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation/contextual-factors",
        "https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation/process"
      ]
    },
    "ib": {
      "label": "Gardner-McTaggart, A. (2026). IB international schools’ leadership reviewed. Educational Management Administration & Leadership. Published online 7 September 2026. DOI: 10.1177/17411432261477911.",
      "shortLabel": "Gardner-McTaggart (2026; abstract)",
      "url": "https://doi.org/10.1177/17411432261477911",
      "design": "Interpretive review; abstract reports 18 empirical investigations using a PRISMA-informed methodology.",
      "setting": "Leadership in international schools offering IB programmes; reviewed studies published 2000–2025.",
      "materialReviewed": "Publisher-deposited abstract and bibliographic metadata retrieved through Crossref; publisher full text was inaccessible. Full article not reviewed.",
      "limitations": "Abstract-only access cannot verify study appraisal or all underlying findings; it cannot validate a governance protocol.",
      "reviewed": "2026-10-12",
      "reviewUrl": "https://api.crossref.org/works/10.1177/17411432261477911",
      "accessScope": "abstract-only"
    },
    "gem": {
      "label": "UNESCO Global Education Monitoring Report Team. (2026). Global Education Monitoring Report 2026: Access and equity — Countdown to 2030. Access and equity web chapter. UNESCO.",
      "shortLabel": "UNESCO GEM Report (2026)",
      "url": "https://www.unesco.org/reports/gem-report/en/2026-access-equity",
      "design": "Global monitoring, policy synthesis and country comparisons.",
      "setting": "National education systems worldwide; not an individual-school intervention trial.",
      "materialReviewed": "Original web chapter, particularly key trends and equity-monitoring discussion. Full report PDF and underlying country studies not reviewed.",
      "limitations": "Indicator choice, missing data and context-specific categories limit comparisons; national policy evidence cannot directly predict a school-level effect.",
      "reviewed": "2026-10-12"
    },
    "gemRec": {
      "label": "UNESCO Global Education Monitoring Report Team. (2026). Global Education Monitoring Report 2026: Access and equity — Countdown to 2030. Recommendations web chapter. UNESCO.",
      "shortLabel": "UNESCO GEM recommendations (2026)",
      "url": "https://www.unesco.org/reports/gem-report/en/2026-recommendations",
      "design": "Monitoring and policy recommendations accompanying a global report.",
      "setting": "National policy and global monitoring.",
      "materialReviewed": "Original web recommendations: monitoring and response to monitoring evidence.",
      "limitations": "Recommendations concern policy packages, context and long-term change; school applications below are editorial proposals.",
      "reviewed": "2026-10-12"
    },
    "oecd": {
      "label": "OECD. (2026). Education at a Glance 2026: OECD Indicators. OECD Publishing, Paris. Published 29 September 2026. DOI: 10.1787/b4968bbc-en.",
      "shortLabel": "OECD (2026)",
      "url": "https://doi.org/10.1787/b4968bbc-en",
      "design": "International comparative indicators and policy analysis.",
      "setting": "OECD and partner education systems; headline teacher figures refer to school year 2024/25.",
      "materialReviewed": "Original publication overview: key figures and teacher-shortage sections. Full 558-page report, chapter tables and country notes not reviewed for this refresh.",
      "limitations": "Headline cross-country figures are not a local school benchmark; definitions and coverage need checking before numerical comparison.",
      "reviewed": "2026-10-12",
      "reviewUrl": "https://www.oecd.org/en/publications/education-at-a-glance-2026_b4968bbc-en.html",
      "accessScope": "publisher-overview"
    },
    "workloadToolkit": {
      "label": "Department for Education. (n.d.). Workload reduction toolkit. Improve workload and wellbeing for school staff. Retrieved 12 October 2026.",
      "shortLabel": "DfE workload toolkit (n.d.)",
      "url": "https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/workload-reduction-toolkit/",
      "design": "Practice guidance and school-provided resources.",
      "setting": "England; marking, data, planning, communications and other areas of school work.",
      "materialReviewed": "Original toolkit overview and “How the toolkit was made and tested” page; every linked case or template was not reviewed.",
      "limitations": "Guidance can structure a review but does not guarantee savings or student outcomes in another setting.",
      "reviewed": "2026-10-12",
      "reviewUrls": [
        "https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/workload-reduction-toolkit/how-the-toolkit-was-made/"
      ]
    },
    "workloadIdentify": {
      "label": "Department for Education. (n.d.). Identify workload issues. Workload reduction toolkit. Retrieved 12 October 2026.",
      "shortLabel": "DfE: identify workload issues (n.d.)",
      "url": "https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/workload-reduction-toolkit/identify-workload-issues/",
      "design": "Guidance on diagnosis and prioritisation.",
      "setting": "England schools.",
      "materialReviewed": "Original HTML guidance and resource descriptions, not all downloadable templates.",
      "limitations": "Staff perceptions identify questions for investigation; they do not independently establish task costs or effects.",
      "reviewed": "2026-10-12"
    },
    "workloadAddress": {
      "label": "Department for Education. (n.d.). Address workload issues. Workload reduction toolkit. Retrieved 12 October 2026.",
      "shortLabel": "DfE: address workload issues (n.d.)",
      "url": "https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/workload-reduction-toolkit/address-workload-issues/",
      "design": "Guidance/resource directory.",
      "setting": "England schools.",
      "materialReviewed": "Original HTML resource categories; linked resources not all reviewed.",
      "limitations": "Categories are starting points, not a ranked list of interventions with comparative effects.",
      "reviewed": "2026-10-12"
    },
    "workloadEvaluate": {
      "label": "Department for Education. (n.d.). Evaluate workload measures. Workload reduction toolkit. Retrieved 12 October 2026.",
      "shortLabel": "DfE: evaluate workload measures (n.d.)",
      "url": "https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/workload-reduction-toolkit/evaluate-workload-measures/",
      "design": "Guidance on local monitoring.",
      "setting": "England schools.",
      "materialReviewed": "Original HTML guidance and listed evaluation methods.",
      "limitations": "A local before/after check alone does not show causality or rule out unintended effects.",
      "reviewed": "2026-10-12"
    },
    "workloadStudy": {
      "label": "Education Development Trust. (2020). Supporting teachers through the school workload reduction toolkit: March 2020. Department for Education. Published 15 July 2020.",
      "shortLabel": "Education Development Trust (2020)",
      "url": "https://www.gov.uk/government/publications/reducing-teacher-workload-education-development-trust-report",
      "design": "School-led projects using varied controlled and uncontrolled designs.",
      "setting": "36 school-led projects across England, 2019–2020.",
      "materialReviewed": "Original report executive summary and methodology/teacher-time findings (PDF pp. 4–10), plus DfE publication summary; individual posters and all pupil analyses not reviewed.",
      "limitations": "Short duration, varied tasks/designs and incomplete outcome coverage limit generalisation; measured task time is not total weekly workload.",
      "reviewed": "2026-10-12",
      "reviewUrl": "https://assets.publishing.service.gov.uk/media/5f08d616d3bf7f0416418520/Supporting_teachers_through_the_school_workload_reduction_toolkit_March_2020.pdf",
      "producer": "Education Development Trust, working with the Teaching Schools Council.",
      "funding": "Department for Education commissioned training and support, as described in the report."
    },
    "attendanceTrial": {
      "label": "Gold, N., Bowen, S., Ratajczak, M., Zhuo, S., Sexton, O., Stothard, P., Doran, H., Skowron, L., Bosch, O., & Cornel, P. (2025). BITUP: Updating parents on number of school days missed, a two-armed cluster randomised trial. Evaluation report. Education Endowment Foundation and Youth Endowment Fund. October 2025.",
      "shortLabel": "Gold et al. (2025)",
      "url": "https://d2tic4wvo1iusb.cloudfront.net/production/documents/projects/BITUP_evaluation-report_v.1.0.0.pdf",
      "design": "Two-arm trial with family-level randomisation within schools, plus implementation/process evaluation.",
      "setting": "Years 7–11 in England state-maintained secondary schools during 2023–2024; 108 schools initially, 105 in final analysis.",
      "materialReviewed": "Original report title, executive summary and outcome table, trial design and conclusions/limitations (PDF pp. 1, 7–8, 19–23, 89–92); source result table visually checked. Current EEF project summary also reviewed.",
      "limitations": "Overall absence estimate crosses no effect; developer-supported delivery, possible spillover and local messaging systems limit transfer. Outcomes do not establish student learning gains.",
      "reviewed": "2026-10-12",
      "reviewUrls": [
        "https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/bitup-updating-parents-on-number-of-school-days-missed-2022-23-trial"
      ],
      "producer": "Verian (independent evaluator); intervention developed by Behavioural Insights Team.",
      "funding": "Education Endowment Foundation and Youth Endowment Fund."
    },
    "attendanceWorks": {
      "label": "Attendance Works. (n.d.). Principals. Guidance for educators. Retrieved 12 October 2026.",
      "shortLabel": "Attendance Works (n.d.; guidance)",
      "url": "https://www.attendanceworks.org/take-action/educators/principals/",
      "design": "Practitioner guidance, not an impact evaluation.",
      "setting": "United States schools/districts.",
      "materialReviewed": "Original principals page and linked strategy descriptions; full toolkit not reviewed.",
      "limitations": "Tiered support is a practice framework; local definitions, duties and support systems differ across jurisdictions.",
      "reviewed": "2026-10-12"
    },
    "magenta": {
      "label": "HM Treasury & Evaluation Task Force. (2026). Quality in policy impact evaluation (QPIE). Supplement to the Magenta Book. Updated 15 May 2026.",
      "shortLabel": "HM Treasury & Evaluation Task Force (2026)",
      "url": "https://www.gov.uk/government/publications/the-magenta-book/quality-in-policy-impact-evaluation-qpie-html",
      "design": "Evaluation-methods guidance.",
      "setting": "UK government policy evaluation; applied here as a methodological analogy.",
      "materialReviewed": "Original HTML executive summary and sections 2–4 on attribution and research designs.",
      "limitations": "An appropriate comparison can strengthen attribution; it does not automatically remove confounding or establish transfer to another school.",
      "reviewed": "2026-10-12"
    }
  },
  "pages": [
    {
      "path": "/blog/teacher-retention-strategies-school-leaders/",
      "published": "2026-10-04",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "retentionReview",
        "withdrawal"
      ]
    },
    {
      "path": "/blog/professional-learning-communities-student-learning/",
      "published": "2026-10-04",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "plc",
        "eef"
      ]
    },
    {
      "path": "/blog/international-school-leadership-board-market-purpose/",
      "published": "2026-10-04",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "ib"
      ]
    },
    {
      "path": "/blog/school-equity-data-beyond-averages/",
      "published": "2026-10-04",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "gem",
        "gemRec"
      ]
    },
    {
      "path": "/blog/teacher-shortage-workforce-dashboard/",
      "published": "2026-10-04",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "oecd"
      ]
    },
    {
      "path": "/blog/reduce-teacher-workload-school-leaders/",
      "published": "2026-10-12",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "workloadIdentify",
        "workloadAddress",
        "workloadStudy",
        "workloadEvaluate",
        "workloadToolkit"
      ]
    },
    {
      "path": "/blog/school-attendance-improvement-strategies/",
      "published": "2026-10-12",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "attendanceTrial",
        "attendanceWorks"
      ]
    },
    {
      "path": "/blog/apply-education-research-school-context/",
      "published": "2026-10-12",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "magenta",
        "eef"
      ]
    },
    {
      "path": "/resources/teacher-stay-conversation/",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "iesStay"
      ],
      "type": "Existing original editorial discussion aid; source-context refresh"
    },
    {
      "path": "/resources/pd-offer-evidence-check/",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "iesReadingPd",
        "iesMathPd"
      ],
      "type": "Existing original editorial discussion aid; source-context refresh"
    },
    {
      "path": "/resources/instructional-coaching-cycle-review/",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "coaching"
      ],
      "type": "Existing original editorial discussion aid; source-context refresh"
    },
    {
      "path": "/resources/school-improvement-progress-review/",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "sourceIds": [
        "eef"
      ],
      "type": "Existing original editorial discussion aid; source-context refresh"
    },
    {
      "path": "/resources/teacher-workload-review/",
      "published": "2026-10-12",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "type": "Original editorial discussion aid; not a validated instrument"
    },
    {
      "path": "/resources/plc-meeting-agenda/",
      "published": "2026-10-12",
      "modified": "2026-10-12",
      "reviewed": "2026-10-12",
      "type": "Original editorial discussion aid; not a validated instrument"
    }
  ],
  "corrections": [
    {
      "date": "2026-10-12",
      "paths": [
        "/blog/teacher-retention-strategies-school-leaders/"
      ],
      "change": "Added full titles, actual review scope and limits; distinguished related outcomes/intentions from actual retention."
    },
    {
      "date": "2026-10-12",
      "paths": [
        "/blog/professional-learning-communities-student-learning/"
      ],
      "change": "Disclosed Texas Tech producer, Solution Tree funding and prior-growth designation criterion; qualified generalisation to generic PLC meetings."
    },
    {
      "date": "2026-10-12",
      "paths": [
        "/blog/international-school-leadership-board-market-purpose/"
      ],
      "change": "Explicitly limited refreshed source account to publisher-deposited abstract; labelled new example as fictional."
    },
    {
      "date": "2026-10-12",
      "paths": [
        "/blog/school-equity-data-beyond-averages/",
        "/blog/teacher-shortage-workforce-dashboard/"
      ],
      "change": "Separated reviewed web chapters/overview from whole-report review and local proposals; retained denominator/definition limits."
    }
  ]
}