AMERICAN INSTITUTES FOR RESEARCH Evaluating the Gates Foundation National School District and Networks Grant Program Foundation Theory of Change The American Institutes for Research and SRI International July 31, 2001

External Climate BMGF Program Strategies  Fund districts and intermediaries to create, support, and replicate small high schools with personalized learning environments  Create supportive infrastructure for school change (e.g. TA grants, performance assessments)  Advocate for educational policy changes  Leverage existing resources  Drivers of change  Targets of change  Barriers to change Attributes of Effective Schooling Effective districts and/or networks Effective schools Powerful teaching & learning Outcomes Demonstration of successful HS models Replication and proliferation of successful HS models Analysis and communication of what works and how to scale up Positive HS environment Improved student achievement Post-secondary outcomes Increased demand Increased supply Increased knowledge base Systems of choice that offer quality educational alternatives to all students, particularly the disadvantaged Initiative-level TOC

External Climate: Drivers and targets of change:  Large comprehensive high schools fail to serve all students well  Common belief that not all students can achieve dictates organization of schooling  Obsolete school designs; lack of personal attention  More diverse student population is underserved  Lack of HS capacity; poor infrastructure  Lack of systemic perspectives: “Random acts of innovation and heroic leadership”  Anxiety about US student achievement in global context  “New school reform economy”: change agents part of value chain  Technology challenges and opportunities Barriers to change:  Education highly politicized, with short-term (and often uninformed) political views  High-stakes testing stands in the way of reform  Standards that emphasis coverage rather than performance  Teacher shortage and teacher quality issues BMGF Program Strategies  Fund districts & intermediaries to create, support, and replicate small high schools with personalized learning environments  Create supportive infrastructure for school change (e.g. TA grants, performance assessments) Attributes of Effective Schooling Effective districts and/or networks Effective schools Powerful teaching & learning Outcomes Demonstration of successful HS models Replication and proliferation of successful HS models Analysis and communication of what works and how to scale up Positive HS environment Improved student achievement Post-secondary outcomes Increased demand Increased supply Increased knowledge base Systems of choice that offer quality educational alternatives to all students, particularly the disadvantaged Gates Program External Climate

BMGF Program Strategies  Fund districts and intermediaries to create, support, and replicate small high schools with personalized learning environments  Create supportive infrastructure for school change (e.g. TA grants, performance assessments)  Leverage existing resources  Advocate for educational policy changes BMGF Grants  District grants  Network grants  Urban HS grants  TA, advocacy grants Grantee Selection  Diverse grantee portfolio  Grantee beliefs & goals  Effective leaders  Realistic plans & goals  Community support  District leadership and vision  Others who will help fund  Qualified intermediary BMGF Grant Programs

Attributes of Effective Schooling Effective districts and/or networks Effective schools Powerful teaching & learning BMGF Grants  District grants  Network grants  Urban HS grants  TA, advocacy grants Grantee Support  Time & money to plan and implement school-based change  Outside help through TA providers Other BMGF supports:  Communication: regular meetings, newsletters, website  Evaluation feedback Planning & Design  Strategies for change: breakup vs. startup  School-based planning, with teachers as architects  Coherent guiding principles Implementation  Network, district, school, classroom activities Promoting Effective Schooling

Attributes of high-achieving districts:  Distributed leadership  Performance accountability  Effective governance  Shared values  Learning partnerships  Staff development  Tech infrastructure Attributes of high-achieving schools:  Common focus  High expectations  Personalized  Respect & responsibility  Time to collaborate  Performance based  Technology as a tool Components of powerful T & L:  Active inquiry  In-depth learning  Performance assessment Attributes of successful networks:  Coherent organizing principles  Well-specified performance contract: non-negotiables for network participation  Judicious replicate selection  Credible replication plan: defined IP, demonstrated replicability, plan for sustainability  Quality support services Attributes of Effective Schooling

Effective districts and/or networks Effective schools Powerful teaching & learning Outcomes Demonstration of successful HS models Replication and proliferation of successful HS models Analysis and communication of what works and how to scale up Positive HS environment Improved student achievement Post-secondary outcomes Increased demand Increased supply Increased knowledge base Systems of choice that offer quality educational alternatives to all students, particularly the disadvantaged Promoting Desired Outcomes

School outcomes:  Positive school climate  Reduced discipline incidents  Safety  Staff satisfaction, collaboration  Parent/community involvement  Parent satisfaction Outcomes Demonstration of successful HS models Replication and proliferation of successful HS models Analysis and communication of what works and how to scale up Positive HS environment Improved student achievement Post-secondary outcomes Increased demand Increased supply Increased knowledge base Systems of choice that offer quality educational alternatives to all students, particularly the disadvantaged Target Outcomes Near-term outcomes:  Literacy: reading, writing, presentation  Problem-solving  Good citizenship  Working knowledge of content  Ability to use tech as a learning tool Student outcomes: Intermediate outcomes:  Demonstrated competence thru a variety of measures  Attendance, retention  Graduation with a meaningful diploma  College acceptance  Scientific literacy  Mathematical competence  College-prep activities Long-term outcomes:  College matriculation  Labor market participation  “Good citizen” (employment, civic involvement, no criminal record)  College graduation