Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 8 website lists a variety of Education Partners: governments, school boards, and education authorities that are co-funding the cost of having Connected North in their schools. Program Performance to Date Connected North has been expanding since its creation in 2013. In 2023-24, Connected North delivered 6,000 sessions to a total of 170 schools across First Nations, Inuit, and Métis communities. These sessions were booked by 1,064 teachers. In the 2024-2025 school year, Connected North expanded to serve a total of 200 schools and 1,366 teachers, and delivered 7,750 sessions. The program collects extensive feedback from stakeholders. This information is collected through direct engagement including community visits and quality assessments (i.e., audits) of recorded sessions, but also on a large scale through surveys of teachers and Content Providers on their overall experiences, as well as surveys that collect feedback following individual sessions. The program produces synopses of its performance, which are published on its website and/or otherwise distributed to stakeholders. Performance on the metrics it collects is consistently high. In 2024-25, for example, the program reported that: ● 96% of teachers feel that Connected North sessions help to engage students, contributing to attendance in class and motivation for learning. ● 95% average teacher satisfaction. ● 96% of teachers feel that students have been inspired by the sessions. ● 89% of teachers say they feel more confident in using technology as an innovative learning tool. ● 95% of teachers feel the program supports student engagement through inquiry and project- based learning. ● 98% satisfaction with the variety of content 2 . ● 93% of teachers agreed that the program affirms students' identities and pride in their cultures. ● 69% of students are excited about what they learned in the session. Evaluation Methodology Evaluation Approach Despite the program's strong performance metrics, educational outcomes are widely recognized to result from a complex interplay of social, economic, and contextual factors (see, e.g., Landry et al., 2023; Finnie et al., 2023). As such, it is difficult to attribute improvements to any single intervention, including Connected North (Laursen et al. 2007). Recognizing these attribution challenges, this evaluation employs a Contribution Analysis approach, which is well suited to complex environments where multiple factors influence student outcomes. 2 This question was last asked in 2023-24.