Context: For decades, educational leaders and researchers have faced a puzzle: Too often, promising new initiatives are adopted only to be quickly discontinued, while other longstanding practices persist despite efforts to undo them. Purpose: We provide a framework for analyzing both change and persistence that we argue can shed new light on what sticks and why. Our MoRe institutional approach focuses analytic attention on self-activating modes of reproduction and their observable outcomes. Doing so allows for engagement with processes of both institutionalization and de-institutionalization. Research Design: We make the case for our MoRe institutional framework by synthesizing across theoretical and empirical literature from both within and outside education. We address common treatments of persistence and change, as well as briefly review scholarship on institutional theory, and identify seven modes of reproduction structuring educational outcomes. We illustrate the utility of our approach concretely using the case of high-stakes testing. Synthesizing existing research across multiple levels of analysis, we demonstrate the ways that high-stakes testing is institutionalized via multiple mechanisms at multiple levels, while also analyzing possibilities for its de-institutionalization. Recommendations: We conclude with implications for using the framework, focusing on strategies for supporting transformative equity-oriented change. These include processes for analyzing existing educational structures and identifying possible avenues for change, as well as design principles for protecting new practices from churn.