Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 74 Notwithstanding this positive indication, the strength of evidence is considered mild as it is derived from a single line of evidence, based on a limited number of cases, and reflects teacher perceptions rather than direct measures of student outcomes. While these perspectives are valuable—given teachers' high levels of professional training and experience with what does and does not work in education—they cannot readily resolve the core attribution challenge associated with long-term outcomes such as graduation. Program Theory Assumption #2 and #4: The Program is Effective for All Age Groups and Targeted Students; and Subject Areas The aforementioned research on the value of enriching educational activities like field trips touched on the question of whether they are equally beneficial for all students. Stern et al. (2022) described various studies that suggested the value of field trips could vary depending on student characteristics, with their own primary research suggesting that field trips led to more positive outcomes for younger students, students with lower socioeconomic levels, and for non-white students when the instructors were non-white. Other aforementioned studies on the value of field trips and guest speakers also highlighted potential differences across age groups and other factors (e.g., Koçoğlu and Haidari 2025; Erickson 2024; Cassady et al. 2008), with greater potential impacts among less advantaged students, or less engaged students, being a notable theme (DeWitt and Storksdieck 2008; Greene, Kisida, and Bowen 2014; Behrendt & Franklin 2014; Erickson 2024). However, as mentioned, the need to tailor these experiences to the students in question was also a theme, suggesting that where sessions are appropriately tailored, positive effects should be realized. Indeed in Laursen et al., " several teachers reported that all their students were engaged—despite variations in grade level, course titles, audiences, and levels…and ascribed this engagement to the inquiry style of the presentations" (2007, p.53). In interviews, teachers were asked whether the delivery or effectiveness of Connected North sessions varied across contexts, and the teacher survey responses were mined for references to contextual variation. Reflecting the literature, a common emergent theme was that the program seemed especially valuable for students who had fewer opportunities owing to their personal circumstances, or were less responsive to traditional classroom education. One teacher interviewee stated, for example, that "I've seen students who are normally withdrawn in the classroom, quiet in the classroom…Come alive in some of these presentations." The teachers' survey, which included a modest number (99% positive) of responses related to contextual variation, reflected similar sentiments. In addition to the qualitative analysis, the evaluation included a multivariate analysis of the scale-based questions on the teacher and student surveys, to explore whether certain contextual factors were related to people's perceptions of and feelings towards the program. "I have 3 extremely sensitive students who prefer to not partake in discussion, but they engaged whole heartedly in Connected North sessions" - Teachers' Survey Respondent