W.K. Kellogg Foundation awarded $1.5 Million to Dr. Jean Madsen, Dr. Mario Torres, and Dr. Wen Lou to develop an exploratory school improvement model called “Strategies for school Improvement and Inclusion in Schools with Demographically Diverse Students.” The primary goal of this project is to develop an exploratory school improvement model which will lead to school inclusion. School participants are struggling with school improvement efforts to meet their students’ of color needs. The researchers believe once we have completed the school inclusion cycle, we have a model which other schools with similar student demographics will be able to apply in their schools. The school inclusion model will emphasize feelings of inclusion for all stake holders. Implicit in the model is an evidence based process that relies on multiple types of data reflecting school inclusion followed by the implementation of interventions to address the model’s three dimensions of outcome awareness, perceptions of organizational justice, and building leadership capacity.
In the next stages, the research team will work toward the following goals:
1. developing a broader awareness of inclusion among leaders, teachers, parents, and staff
2. building leadership skills to collect, analyze, and interpret various forms of data relating to school inclusion
3. fostering leadership skills to partner with universities, agencies, and community groups and businesses in supporting the needs of children
4. fostering leadership skills to improve parent and family engagement
5. fostering leadership skills to improve career and college readiness
6. fostering leadership skills to more fully understand and respond to contrasting perspectives on workplace fairness
7. fostering leadership skills to safeguard and protect civil liberties for all students, teachers, and staff
8. improving academic outcomes and school experiences for children
Evaluation of these goals will be conducted using both quantitative and qualitative measures. Assessment efforts will be conducted throughout the study. However near the end of the project surveys will be sent to measure the degree of inclusion to teachers, leaders, parents, and students. Analysis of survey results will be used to determine if there was an increase of inclusion for each participating school. Qualitatively interviews will be conducted with other school participants to validate survey results. The process of evaluation will include: (a) assessments of school inclusion through the use of surveys and interviews of school participants, (b) the development of research grounded interventions tied to school inclusion (c) creating conditions for authentic engagement between the university and districts to implement interventions, (d) building capacity in schools to enable implementation of school inclusion, and (e) building a lasting framework so that inclusion needs are continually met. The final step involves evaluation of the inclusion model with an emphasis on sustaining school inclusion.
The goal of improving the academic and school experiences of children (goal #8) is correlated strongly with measureable outcomes that reflect an organization’s commitment to inclusiveness. As such, this goal largely reflects the project’s pledge to minimize the disparate impact of school actions and policies on historically underrepresented groups.Indicators for school inclusion indicators would include reducing drop out and discipline rates, increasing the diversity of students in AP classes, dual credit, and gifted classes, working with parents and students to assist them with transitions from elementary through high school, and increasing the number of students for post-secondary schooling. Relying on multiple sources of data, interventions would be tailored to target the inclusion areas (leadership capacity, organizational justice, and performance indicators) in need of support and assistance.