Support schools serving disadvantaged communities - NANS Project-Quebec M Janosz Sep 15-11

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Janosz 2010 Janosz 2010

Evaluation of the New Approaches, NewSolutions Intervention Strategy (NANS)

2002-2008

Overview

Preventing Shool Failure in DisadvantagedCommunities

Michel Janosz, Ph.D.

Groupe de recherche sur lesenvironnements / Research Group onSchool Enviornments (GRES)

Universit de Montral


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Evaluation Team

Under the leadership of Michel Janosz (UdeM)

Implementation Effects Jean Blanger UQAM Franois Bowen, UdeM

Christian Dagenais UdeM

Gilles Roy, Louis Turcotte ve Paquette, Clia Kremer

Frdric Brire, AlexandreChabot, Didier Dupont, Julie Dutil

Phil Abrami Concordia Sylvie Cartier UdeM

Roch Chouinard UdeM Nadia Desbiens UdeM Jean-Sbastien Fallu UdeM

Christiane Bouthillier Sophie Pascal, Larysa Lysenko Martine Lacroix, Cline Dufresne,

Isabelle Cagiotti, Marcela Quesada Marianne Dub, Annie Chartier

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co-chercheurs entre 2002-05 Marc-Andr Deniger (2002-2005; UdeM)Richard Bertrand

(2002-2004; U. Laval)

Michel Perron (2002-2004; C. Jonquire)


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Plan of presentation

1. What is the New Approaches, New SolutionStrategy?

1. Evaluation questions and methodology

3. A glimpse of results and recommendations


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What is the NewApproaches,New Solution Strategy?


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General

GoalsTo break the vicious circle of thePoverty-School failure relation.

To improve school success amongstsecondary school students from themost disadvantages communities (200middle and high schools)

Annual funding of 25M$ for 6 years distributedaccording to school size and level of poverty.

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Background

Schools as learning communities

Schools decide the interventions they wantto implement locally according to their specificneeds, strength and weaknesses.

Specific interventions are not prescribed,but schools have to follow a structuredcollective problem solving approach in order toselect, implement and evaluate them.

Model of

action

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Implementation national level

EFFECTS

Implementation schoollevel


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Evaluation questions and

methodology

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Implementation

Did the Strategy implemented itself asexpected at the Ministry, School board

and school levels?

What explain the gap between what wasplanned and what was realized ?

Annual self-reports questionnaires andface-to-face interviews (180 principals,2 000 teachers)

Questions andmethod

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School-level outcomes Did NANS have positive effects on the

educational potentialof schools withregard to school climate, school violence,

educational practices, school-community andschool-family collaboration?

Student-level outcomes Did NANS have positive effects on the

success of students with regard to learningand motivation, social relationships withpeers and teachers, psychosocial well-beingand life-styles, school perseverance? 1111 Janosz, 2010

Questions andmethod


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Longitudinal quasi-experimental designwith non equivalent group

Annual multiple surveys of 30 000students, 4 000 school personnel in 81schools (70 NANS sampled school, 11comparison schools)

Breakdown of the effects according tothe quality of implementation (alongitudinal index)

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Questions andmethod


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A glimpse of results and

recommendations

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The Strategy seemed to be effective atimproving the educationalenvironment but only in the peripheralaspects of the classroom (schoolclimate, violence, school-familycollaboration).

Consequently, it was no surprise thatimprovement at the student level wereconfined to the sphere of socialization

(misbehavior, drug use) and not in

Results

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When positive changes we observed,they were almost always stronger inschools that appeared to have better

implemented the NANS model.

Results


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Nevertheless, most schools hadsignificant difficulties at engagingsuccessfully into the NANS structured

process and many school boards failedat supporting their schools to do so.

The most significant changes inschools practices appeared wheresupport and guidance were provided inquantity and quality.

Results

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The evaluation of implementation revealed aseries of conditions (barriers, facilitators)explaining why, at the end, schools tendedto do more of the same instead of doing

things differently.

Not having taken the time to reflect on ones

practice and perceptions andunderstandings of what it meant to teach todisadvantaged students was one of themultiple barrier highlighted.

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Implications


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Interpretation of the results helped us tomake 13 recommendations to the Ministry,according to

1. What components of the Strategy tomaintain

1. What components to revisesignificantly

1. What new conditions to gather and1818 Janosz, 2010

Implications


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e

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MERCI BEAUCOUP

DE VOTRE ATTENTION

Reports can bedownloaded at

WWW.GRES-UMONTREAL.CA

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Table 2. Distribution of sampled NANS schools and comparison schools based on size andsociogeographic location

Location School size NANS schoolsSampled NANS

schoolsComparison

schools(n=197) (n=66) (n=11)

n(%) n (%) n (%)

Rural Small school 19 (9,64) 9 (13,64) - -

Medium school 12 (6,09) 4 (6,06) - -

Large school 3 (1,52) 1 (1,52) - -Total 34 (17,26) 14 (21,21) - -

Urban Small school 18 (9,14) 2 (3,03) - -

Medium school 31 (15,74) 11 (16,67) 1 (9,09)

Large school 58 (29,44) 24 (36,36) 9 (81,82)

Total 107 (54,31) 37 (56,06) 10 (90,91)Major City Small school 11 (5,58) - - - -

Medium school 11 (5,58) 1 (1,52) - -

Large school 34 (17,26) 14 (21,21) 1 (9,09)

Total 56 (28,43) 15 (22,73) 1 (9,09)

All locations Small school 48 (24,37) 11 (16,67) - -

Medium school 54 (27,41) 16 (24,24) 1 (9,09)

Large school 95 (48,22) 39 (59,09) 10 (90,91)


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Support schools serving disadvantaged communities - NANS Project-Quebec M Janosz Sep 15-11