Early Learning Innovation Fund Evaluation Final Report

This is a formative evaluation of the Hewlett Foundation's Early Learning Innovation Fund that began in 2011 as part of the Quality Education in Developing Countries (QEDC) initiative.  The Fund has four overarching objectives, which are to: promote promising approaches to improve children's learning; strengthen the capacity of organizations implementing those approaches; strengthen those organizations' networks and ownership; and grow 20 percent of implementing organizations into significant players in the education sector. The Fund's original design was to create a "pipeline" of innovative approaches to improve learning outcomes, with the assumption that donors and partners would adopt the most successful ones. A defining feature of the Fund was that it delivered assistance through two intermediary support organizations (ISOs), rather than providing funds directly to implementing organizations. Through an open solicitation process, the Hewlett Foundation selected Firelight Foundation and TrustAfrica to manage the Fund. Firelight Foundation, based in California, was founded in 1999 with a mission to channel resources to community-based organizations (CBOs) working to improve the lives of vulnerable children and families in Africa. It supports 12 implementing organizations in Tanzania for the Fund. TrustAfrica, based in Dakar, Senegal, is a convener that seeks to strengthen African-led initiatives addressing some of the continent's most difficult challenges. The Fund was its first experience working specifically with early learning and childhood development organizations. Under the Fund, it supported 16 such organizations: one in Mali and five each in Senegal, Uganda and Kenya. At the end of 2014, the Hewlett Foundation commissioned Management Systems International (MSI) to conduct a mid-term evaluation assessing the implementation of the Fund exploring the extent to which it achieved intended outcomes and any factors that had limited or enabled its achievements. It analyzed the support that the ISOs provided to their implementing organizations, with specific focus on monitoring and evaluation (M&E). The evaluation included an audit of the implementing organizations' M&E systems and a review of the feasibility of compiling data collected to support an impact evaluation. Finally, the Foundation and the ISOs hoped that this evaluation would reveal the most promising innovations and inform planning for Phase II of the Fund. The evaluation findings sought to inform the Hewlett Foundation and other donors interested in supporting intermediary grant-makers, early learning innovations and the expansion of innovations. TrustAfrica and Firelight Foundation provided input to the evaluation's scope of work. Mid-term evaluation reports for each ISO provided findings about their management of the Fund's Phase I and recommendations for Phase II. This final evaluation report will inform donors, ISOs and other implementing organizations about the best approaches to support promising early learning innovations and their expansion. The full report outlines findings common across both ISOs' experience and includes recommendations in four key areas: adequate time; appropriate capacity building; advocacy and scaling up; and evaluating and documenting innovations. Overall, both Firelight Foundation and TrustAfrica supported a number of effective innovations working through committed and largely competent implementing organizations. The program's open-ended nature avoided being prescriptive in its approach, but based on the lessons learned in this evaluation and the broader literature, the Hewlett Foundation and other donors could have offered more guidance to ISOs to avoid the need to continually relearn some lessons. For example, over the evaluation period, it became increasingly evident that the current context demands more focused advance planning to measure impact on beneficiaries and other stakeholders and a more concrete approach to promoting and resourcing potential scale-up. The main findings from the evaluation and recommendations are summarized here

Standards Based Interactive Bilingual Math Centers for the Kindergarten Classroom

Statistical data from various research sources indicate a large discrepancy between mathematical achievement levels of Hispanic students. The project is significant in that it integrates current research on early learners, educational pedagogy, ELL teaching strategies, and mathematical learning to ensure success in mathematics for young Hispanic students. Toward this end, the purpose of this project was to develop bilingual math centers using a constructivist approach and the latest research on second language acquisition and teaching for the early childhood classroom. This project is also unique because it supplements current math curriculums used throughout the state while providing the necessary scaffolds ELL students need in order to succeed at mathematics

Improving Care for Individuals With Limited English Proficiency: Facilitators and Barriers to Providing Language Services in California Public Hospitals

Evaluates twelve public hospitals' efforts to improve language services for patients with limited English proficiency: policies and procedures, organizational commitment, strategies for change, training, effectiveness, and facilitators and barriers

Educating English Language Learners: Grantmaking Strategies For Closing America's Other Achievement Gap

This study draws upon two sources of data: an online survey and telephone interviews. In spring 2012, GFE selected 138 grantmaking organizations to participate in an online survey. The sample was composed primarily of GFE members who had indicated in GFE's 2010 and 2011 benchmarking surveys that they made grants to English learners or immigrants, but it was supplemented with funders identified as significant investors in English learners by Grantmakers for Children, Youth and Families and Grantmakers Concerned with Immigrants and Refugees. Fifty-seven grantmakers completed responses to the survey, representing diverse grantmaking entities including family foundations, private foundations, community foundations and corporate funders. Researchers supplemented the survey by conducting in-depth phone interviews with 24 survey respondents selected to represent a range of foundation sizes, organization types, geographic regions and ELL funding priorities. The study also convened an Advisory Committee comprising GFE members who are experienced funders of English learners. The advisory committee offered advice on research design, interpretation of research findings, and supplemental resources (listed in report appendix)

Multilingual classrooms: opportunities and challenges for English medium instruction in low and middle income contexts

This report is the product of a research collaboration between Education Development Trust, the British Council and The Open University. Its starting point was to consider the complex field of English Medium Instruction (EMI) policies in low and middle income countries (LMICs). Its purpose is to provide insight and support to those responsible for setting policy or enacting it in complex language environments around the world. The work recognises the importance given to English language by governments in the future development of intellectual and economic capital, and to accessing opportunity in an increasingly global world. It also recognises and respects the strong argument calling for education and learning to be conducted in a language spoken by learners and teachers. Navigating these two influences can appear impossible at times as they can be unhelpfully positioned as opposites. This research study set out to do two things: • Look at the global literature and draw on the lessons from existing research. • Focus on illustrating the operational enactment and levels of understanding of EMI polices in schools in two primary school contexts – Ghana and Bihar, India. These very different contexts provide valuable lessons that will help policy makers, educators, teacher trainers and schools to navigate the complexities of multilingual EMI environments

Starting Out Right: A Cluster Evaluation of the Early Childhood Grants of the John S. and James L. Knight Foundation: Year 3 Final Report

Evaluates Knight's early childhood grantmaking in twelve communities, with a focus on grants that transform systems and build networks at a scale sufficient to create meaningful change. Presents grantee results and lessons learned

The Academic Outcomes of Dual Language Programs in Mathematics and English Language Arts

This paper focuses on Dual Language students in both elementary and secondary schools and their academic outcomes in the content areas of mathematics and English language arts. Positive benefits of Dual Language Programs are highlighted in both content areas acorss various grade levels, locations, and states