Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 4 Executive Summary Connected North uses two-way interactive videoconferencing to offer engaging learning experiences for kindergarten to Grade 12, with a focus on students in remote Indigenous communities. The program aims to broaden access to diverse, culturally relevant learning opportunities that enrich and complement classroom teaching, spark curiosity, and deepen learning. In doing so, it seeks to contribute to student engagement, confidence, and overall educational success. Connected North's performance data show consistently strong results. For example, based on data from 2023-24, 96% of teachers report that sessions help engage students and support their motivation for learning. At the same time, the organization recognizes the difficulty of attributing changes solely to its sessions and is seeking new ways to better understand its contribution. This evaluation uses a Contribution Analysis approach, which is well suited to complex contexts like education, where many factors influence student outcomes. Following the Contribution Analysis approach outlined by Mayne (2001, 2011, 2012, 2019), this evaluation developed a Program Theory that articulated the process through which participation in Connected North is expected to benefit students and teachers in the short, medium, and long term, with a particular focus on improved graduation rates as a key long-term goal. Using various lines of evidence, the evaluation found that because the program design and the mechanism through which it is expected to influence graduation rates are supported by pedagogical research; and because the program is being implemented with fidelity; and because there is evidence that the shorter-term, more readily observable effects are manifesting; it is therefore reasonable to conclude that Connected North is making a positive contribution to improved graduation rates among participating students. A notable feature of the program is its full-service delivery approach, which requires ongoing collaboration among Connected North staff, teachers, and Content Providers, and adaptability to diverse school environments and the logistical challenges of providing virtual educational services in remote northern communities across Canada. While the dynamism of this model meant delivery was not always optimal, disappointing sessions appeared to be rare, and teacher responses consistently indicated that any occasional issues were minor in comparison to the overall value of the program. Recommendations focused on potential vulnerabilities for the program to consider as it continues to expand, to ensure it can maintain its accustomed high level of service. Introduction and Purpose of the Evaluation Connected North uses interactive videoconferencing to offer engaging learning experiences for kindergarten to Grade 12, with a focus on remote Indigenous communities. The program aims to broaden access to diverse, culturally relevant learning opportunities that enrich and complement classroom teaching, spark curiosity, and deepen learning. In doing so, it seeks to contribute to student engagement, confidence, and overall educational success. Although the program collects extensive performance data, these positive results cannot be assumed to demonstrate impact given the many factors that shape student learning and engagement. This evaluation is intended to support Connected North in navigating that