Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 22 Program Implementation Assumption #1: Sessions Provide Otherwise Unavailable Educational Opportunities The idea of providing opportunities that are otherwise unavailable is central to Connected North's delivery model; its value lies in bringing enriching educational experiences to schools that might not otherwise be able to access them. This section reviews the broader evidence on the value of the types of experiences Connected North delivers. The most extensive literature available was on the educational value of field trips. More comprehensive overviews include Whitesell (2016), who concluded that "taken together, the body of research indicates that field trips can influence students' knowledge and skills" (p. 1038) and whose own primary research found "small positive effects of exposure to field trips on students' science test scores and proficiency" (p. 1036). DeWitt and Storksdieck (2008) and Behrendt and Franklin (2014) likewise discuss the body of research suggesting positive effects of field trips; which is echoed in the findings of Greene et al. (2014). Importantly, many of these pieces highlight how these effects are contingent on the quality of the experiences and their integration into broader learning objectives, and note that some individual studies have shown no or even negative effects. Most recently, a longitudinal experiment found that students who attended culturally enriching field trips throughout the year "have fewer behavioral infractions, attend school more frequently, score higher on end-of-grade exams, and receive higher course grades" (Erickson, 2024, p. 879). Although the sources cited above focus on Connected North's target audience of K-12 students, other studies found similar positive effects among post- secondary students (e.g., Jones and Washko, 2022). Other relevant literature focuses on bringing outside experts into the classroom. The most directly relevant work is a study by Laursen et al. (2007), which examined the influence of a "Science Squad" program that brought scientists into classrooms for in-person sessions that were largely analogous to the virtual ones offered by Connected North. This study, which was based on interviews with participating scientists and teachers, found evidence of both increased student interest in, and understanding of, science 8 . Literature was also available on the effects of guest speakers focused on career opportunities or otherwise serving as role models. A review by the OECD indicated that, while studies on the long-term impacts of "career talks" on employment outcomes were rare, what evidence is available is positive. The piece pointed to longitudinal studies that found links "between teenage participation in career talks and some form of better employment outcome such as lower unemployment, higher wages or greater job satisfaction" (2023, p.2). Although not peer-reviewed, a study conducted by Education and Employers and Speakers for Schools (2019) suggests that guest speakers increase student understanding of their career options, while also increasing their motivation and confidence to overcome obstacles and pursue their career goals. 8 Apart from its in-person rather than virtual model, the program described in this study shares much in common with Connected North, and its findings foreshadow many of the themes in this evaluation. Abramowitz et al. (2021) describe a similar model in Florida that showed promising results, though it was still early in its implementation. Ufnar et al. (2018) describe a similar program that focused on the respective roles of teachers and expert guests.