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.
“We’re in the middle of the work and it’s a time to look back, also see the finish line, review data we’ve gathered, and do some reflecting,” is how Acting Deputy Secretary Jim Shelton began a May 30th Education Policy Briefing that featured three Investing in Innovation (i3) grantees whose work began two-and-one-half years ago. All are working to improve student achievement in low-performing schools with the support of national reform networks.
The grantees ─ Schools to Watch: School Transformation Network; Diplomas Now; and The Achievement Network ─ shared data and lessons learned with an audience of both ED staff and interested stakeholders that included the International Reading Association, the Learning First Alliance, the National PTA, the National Title I Association, and the Rural Education Trust.
The School Transformation Network i3 project is building on the Schools to Watch (STW) initiative of the National Forum to Accelerate Middle-Grades Reform that began in 2002 to recognize academically excellent and socially equitable middle schools. With an i3 Development grant, the National Forum is engaging 18 high-poverty, low-performing middle schools in three states to adapt some of the core ideas that drove the Schools to Watch initiative and apply them to school turnaround.
This morning, the Department of Education announced the release of the Notices Inviting Applicants to the i3 program’s competition in the Scale-up and Validation categories.
Earlier this spring, the Department began the 2013 i3 competition with the release of the Notice of Final Priorities and the Notice Inviting Applicants to submit pre-applications for the Development category. Nearly 600 pre-applications were received.
Potential applicants for the Scale-up and Validation categories have until July 2, 2013, to submit an application. Click here for more information about the i3 program and competition.
Investing in Innovation (i3) Development grant projects allow school districts and their educational partners to take a good idea and make it better. In 2008, school leaders in California's Sonoma Valley School District launched an initiative to bring not just science instruction to the elementary grades, where it had been neglected, but to also combine hands-on science with English in a novel multidisciplinary approach that they knew had significant potential to help the district's growing population of English language learners (ELLs).
In 2010, the district's partner in this venture, San Francisco's Exploratorium museum, took the lessons learned from their combined efforts at an elementary school in Sonoma with the highest percentage of ELLs, applied for and received a five-year, $3 million i3 Development grant to expand the initiative to all five of Sonoma Valley's elementary schools. With matching funds contributed by two local philanthropies that began their support in 2008, the new collaborative project became Integrating English Language Development and Science: A Professional Development Approach.
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.