Bill & Melinda Gates Foundation Evaluation Reports
 

The National School District and Network Grants Program: 2006 Evaluation Reports

2006 evaluation reports have not yet been released. Once they are available, they will be posted on the project page at SRI International's CTL web site. Past reports are also posted there.


The National School District and Network Grants Program: 2005 Evaluation Reports

(2005) American Institutes for Research and SRI International

As part of the ongoing evaluation of the Bill & Melinda Gates Foundation's National School District and Network Grants Program, the reports produced in 2005 address three specific areas of the initiative. Creating Cultures for Learning: Supportive Relationships in New and Redesigned High Schools examined the progress of foundation-supported schools in implementing close, supportive communities focused on learning, paying special attention to the relationships between and among students and teachers. Rigor, Relevance, and Results: The Quality of Teacher Assignments and Student Work in New and Conventional High Schools considered the impact of school-level changes upon classroom innovation, and examined learning in these schools, describing the nature and quality of the work students produced. Getting to Results: Student Outcomes in New and Redesigned High Schools examined student outcomes in foundation supported schools during the early years of the initiative. The executive summary summarizes the evaluation findings across these three reports.

   

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pdf icon View Creating Cultures for Learning

pdf icon View Rigor, Relevance, and Results

pdf icon View Getting to Results

The National School District and Network Grants Program: Year 2 Evaluation Report

(2004) American Institutes for Research and SRI International

This interim report is a part of the ongoing evaluation of the Bill & Melinda Gates Foundation's National School District and Network Grants Program.

   

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pdf icon View the Report

pdf icon View the Technical Appendix

Exploring Assignments, Student Work, and Teacher Feedback in Reforming Schools: 2002-03 Data from Washington State

(2004) Karen Mitchell, Robert Murphy, and Amy Hafter, SRI International
Jamie Shkolnik, American Institutes for Research

This report is the first in a series of reports on teaching and learning in Foundation-supported schools. In this report, we take a careful look at instruction and students' academic work. In a subset of reforming schools, we examine whether students are exposed to challenging learning opportunities and whether challenging learning opportunities open the door to intellectually complex student work. We study samples of the assignments student tackle and the work that they produce. We examine the rigor and authenticity of assignments and the quality of the resulting student work. The data are coupled with information from jurisdiction-sponsored standardized tests and data from the broader evaluation.

   

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Technical Appendix: Exploring Assignments, Student Work, and Teacher Feedback in Reforming Schools: 2002-03 Data from Washington State

(2004) Karen Mitchell, Robert Murphy, and Amy Hafter, SRI International
Jamie Shkolnik, American Institutes for Research

This report includes detail on sampling and data collection for 2002-03, the teacher assignment and student work scoring data, the psychometric characteritics of the scoring data, and the estimation of Multi-Faced Rasch scores for assignments and student work.

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High Time for High School Reform:
Early Findings from the Evaluation of
the National School District and Network Grants Program

(2003) American Institutes for Research and SRI International

This report, like the other reports on this page, is one of a series that will be produced as part of the ongoing evaluation of the Bill & Melinda Gates Foundation's National School District and Network Grants Program. The program provides funding and support for the establishment of new small high schools and the conversion of large high schools into smaller learning communities. This report, reflecting results from the program's second year, focuses on the design and early implementation of new and converting schools, examining what it takes to bring small school visions into practice.

   

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Mapping the Terrain:
Year 1 of the Evaluation of
the Bill & Melinda Gates Foundation's
National School District and Network Grants Program

(2003) Linda Shear, SRI International
Becky Smerdon, American Institutes for Research

This paper is based on data from the first year of the National School District and Network Grants Program evaluation. The paper describes the initiative's goals and strategies, introduces its grantees, and describes the grantees' experiences and challenges in their first year as they embark on their mission of small school reform.

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Charting a Course:
Evaluation Design of the
National School District and Network Grants Program

(2003) Becky Smerdon, Mike Garet, Jennifer O'Day, Luke Miller, American Institutes for Research
Barbara Means and Karen Mitchell, SRI International

"Charting a Course" discusses the theory of change and conceptual framework for the evaluation of the National School District and Network Grants Program. It also describes the sampling, data collection, and analysis designs of the program evaluation, of an examination of teaching and learning in foundation-supported classrooms, and of a longitudinal study of the secondary and post-secondary experiences of students in participating schools.
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