The number 3 dominated the thinking and actions of the more than 400 participants of the annual meeting of the Investing in Innovation (i3) grantees on May 20-21, in Arlington, Va. Let’s start with three examples:
They represented three years of funding (2010-2012) for this Office of Innovation and Improvement (OII) program that supports the development and scaling of ambitious, effective practices that improve student achievement.
The 92 projects represented spanned three levels of federal support for i3 — 59 Development, 28 Validation, and five Scale-up projects.
Each project came to the meeting with three objectives: share best practices they have developed as well as challenges they face; learn about evaluation methods and receive technical assistance to improve their evaluations; and explore strategies for sustaining their projects’ impacts through private-sector support.
Almost as if to build on the theme of 3, Acting Deputy Secretary Jim Shelton, who led OII’s efforts to create and support i3 as the assistant deputy secretary for innovation and improvement since 2009, encouraged the meeting attendees to share their stories and learn three new ones to take home with them.
When Wolf Trap Teaching Artist Amanda Layton Whiteman arrives at the preschool classroom, all the children are excited that it’s time for dance — and for math. The teacher is amazed at how much the children love math, she tells Whiteman. She’s astonished that certain children who once showed little interest in school are absorbed and attentive during the classroom residency sessions. What’s happening in this Fairfax, Va., classroom to spark such a change?
Working side by side with the teacher in the classroom twice a week for approximately eight weeks to introduce the children to early math concepts through dance, Whiteman’s challenge is to “put math in their bodies.” How, she’s asked herself, can she use dance to help them make connections to math concepts?
Whiteman leads the young learners in the dance experiences they love to do, knowing they’re making important discoveries in the process. When she asks them to make a curvy or angular shape with their arms, they’re grasping the earliest concepts of geometry, while also learning to regulate their own bodies. When she asks them to alternate making high shapes and low shapes, they gain the vital math skill of pattern recognition as well as learning to create a dance phrase.
A recent study of middle-school students attending KIPP charter schools compared their performance in four core academic subjects over a three-year period and found that they gained between 11 and 14 additional months of learning over students in comparable traditional public schools. The study, “KIPP Middle Schools: Impacts on Achievement and Other Outcomes,” was conducted by Mathematica Policy Research (Mathematica), using multiple research strategies, including a rigorous, random-assignment methodology that compared students admitted to KIPP schools through its lottery system with students who applied to KIPP but were not admitted.
In the past 10 years, the Arts in Education Model Development and Dissemination (AEMDD) and Professional Development for Art Educators (PDAE) grant programs have unleashed the creative minds of students, deepened their learning experiences in core academic subjects through arts integration, and enhanced the knowledge and skills of teachers to meet high standards in the arts. Both programs emphasize collaborations between school districts and non-profit organizations that result in a well-rounded education for all students as well as greater student engagement across the curriculum and increased school attendance by both students and teachers. In addition, AEMDD projects, using rigorous evaluation measures, have documented gains in academic achievement by students involved in arts-integrated teaching and learning compared to their peers.