Developing Indicators of the “More and Better Learning Time” Zone of Mediation

• In Event: Implementing More and Better Learning Time: Understanding the Actors, the Stage, and the Setting

Abstract

This paper reports on the More and Better Learning Time (MBLT) Indicators Framework we developed for the Ford Foundation. Ideally, in a reform like MBLT, multiple partners work together to build what we call a ‘Smart Education System’ (SES)—a system of cross-sector partnerships collaborating to increase opportunities and outcomes for low-income students and students of color, including English language learners (Simmons, 2007). Such systems address persistent achievement gaps and the development of sustainable education reforms through the combined commitment, efforts, and investment of an entire community (National Commission on Civic Investment in Public Education, 2011; Warren, 2005).

SES reforms assume that technical solutions alone will not improve the conditions and outcomes of schooling. Effective solutions should also involve building the social, cultural, and political capital of impacted communities (Hubbard & Stein, 2006; Renée, Welner and Oakes, 2009, Welner, 2001). SES reforms also focus on a broad set of positive outcomes and on indicators and measures that foster shared accountability across partner organizations and groups (Foley, et al., 2008; Mishook, 2012).

We conceptualize the indicators’ framework at three levels: for individual youth, for the school setting, and for all the organizations and systems that impact schools. At each level, we defined what counts as an indicator by first developing a set of criteria, starting with the definition from Shavelson, McDonnell, and Oakes (1991): “an indicator is an individual or composite statistic that relates to a basic construct in education and is useful in a policy context.” Specifically:

1) Indicators themselves help define and clarify the educational conditions and outcomes that should be aimed for. In this way the indicators will help illustrate Ford’s core values and goals to grantees and the education field as a whole.
2) Indicators can offer timely information that educators and community members can use to understand and improve practice.
3) Indicators provide key stakeholders and the public with an understanding of whether, and in what ways, the initiative is creating change across important dimensions.

The framework is based on an extensive review of existing literature on measurement, expanded learning time, educational equity, and research on Ford’s investments across the initiative’s six focal urban centers, as well as state and national grantees. We generated clear definitions of each level and an initial list of indicators that could be included in the framework. Next we engaged in a collaborative process, to narrow the list of included indicators, with different groups of MBLT grantees in interviews and national convenings, to reflect on and refine the proposed indicators.

Based on this information, and applying the above theory and criteria, we developed a multi-layered framework that tracks measures like academic progress, child and youth development, different models for changing the school day, increases in funding, the presence of collaboration between the school district and community organizations, and changes in public discourse around programs and policies. We will share the final framework as well as reflections on our process in this paper.

Authors

• Michelle Renee, Brown University

• Jaime Del Razo, Brown University

• Warren Simmons, Brown University

• Marisa Saunders, Annenberg Institute for School Reform