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In 2017, the BHP Foundation launched its Education Equity Global Signature Program, which is meant to enhance opportunities for disadvantaged young people to access a quality education and, through this, strengthen the civil and economic components of society. It does so through investing in efforts that increase the use of evidence to improve education. In support of the BHP Foundation's goals, RAND Corporation researchers are conducting a five-year evaluation of the program. The aims of the evaluation are to contribute to the development and evolution of the program's strategy by articulating a theory of change, assess the impacts of the program across funded partnerships and inform learning and continuous improvement for both the BHP Foundation and its partners, share lessons learned with the global education community about the results of a social investment initiative that aims to translate evidence into practice, and develop a model for evaluating a foundation's portfolio of investments. The evaluation will result in three public reports. This initial report describes a framework to evaluate the BHP Foundation's program, explains researchers' methods for assessing progress over the five-year period, and presents some preliminary results after the first year of evaluation.

Educational equalization --- Evaluation.

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This report is one in a series of case studies RAND researchers are conducting as part of an independent evaluation of the BHP Foundation's Education Equity program. This case study focuses on efforts made by the Queen Rania Foundation (QRF) in Jordan to contextualize and mobilize the Education Endowment Foundation (EEF)'s Teaching and Learning Toolkit for a Middle East and North Africa (MENA) audience. The original Toolkit, which EEF developed to increase the use of evidence in education decisionmaking in England, is a free online compendium of evidence-informed approaches for improving teaching and learning. EEF is seeking to disseminate the Toolkit for audiences beyond England by collaborating with regional partners, such as QRF, to translate its body of evidence into local languages, add culturally relevant content, and disseminate the Toolkit to regional partners (i.e., global evidence brokers). By increasing the availability of evidence, QRF and EEF are aiming to increase the capacity of education leaders and practitioners to identify cost-efficient and effective practices to improve teaching and learning in the MENA region. EEF's theory is that contextualized content will be more meaningful, actionable, and influential to local decisionmakers. With the support of EEF-funded fellows and local partners, QRF completed their translation and contextualization of the Toolkit for an Arabic-speaking audience by Winter 2021 and is now building and leveraging local networks to disseminate the Toolkit.

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This report is one in a series of case studies RAND researchers are conducting as part of an independent evaluation of the BHP Foundation's Education Equity program. This case study traces the development of two efforts by UN Women's Second Chance Education Programme (SCE) in India to support policy changes that improve women's access to education and vocational opportunities. UN Women works to influence governments to support and sustain "second chance" education solutions through writing, adopting, and implementing regulations, procedures, laws, or other administrative action. To influence policy change, SCE India leveraged a common set of strategies across the two cases featured in this research. Specifically, SCE worked with stakeholders who were already engaged with the topic, embedded technical consultants within the partner agencies, supported policy enactment by facilitating productive conversations and the logistical aspects of policy formation, and promoted structures to institutionalize proposed reforms. This case study demonstrates that, through the provision of specialized technical guidance to high-level decisionmakers, organizations such as UN Women's SCE India can facilitate productive conversations that lead to policy change initiatives. At the same time, the prospects for these efforts remain uncertain. As explained by multiple stakeholders, SCE India faces deeply ingrained resistance to change. Moreover, SCE India and its partners are still working to develop appropriate metrics and indexes to measure change and have realized that impacts may take considerable time.

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In this report, part of a series on professional development for school principals, the authors analyze the effects of a large-scale implementation of the National Institute for School Leadership's (NISL's) Executive Development Program (EDP) and paired coaching for middle school principals in three states. The EDP is a widely used principal professional development program that previously has been shown to have a positive influence on student achievement outcomes. For this study, NISL-certified coaches offered at least 60 hours of one-on-one coaching to principals. The implementation of the EDP and coaching spanned three states, 332 schools, and 118 school districts. The study examined the implementation of the EDP and coaching, the perceptions of participants, and the impacts of the professional development. The authors considered both the impacts of the offer of and the full participation in the EDP and coaching on student academic outcomes and on school practices, as measured by principal and teacher surveys.

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"As part of its effective-teaching initiative, Intensive Partnerships for Effective Teaching, the Bill & Melinda Gates Foundation has partnered with three urban school districts across the United States and a group of four charter management organizations to undertake a set of strategic human-capital reforms. The reforms are intended to improve teachers' overall effectiveness and to ensure that low-income minority (LIM) students have access to highly effective teachers. Lack of access to effective teaching has been identified as a possible contributor to the well-documented achievement gap between LIM students and their more-advantaged peers. This report attends to the distribution of effective teachers within and across schools in the Intensive Partnership sites. The authors first examine the trends in the distribution of effective teachers between LIM students and other students. They also examine whether any of a variety of mechanisms can explain changes in LIM students' access to effective teaching. These mechanisms include increasing the percentage of LIM students whom effective teachers teach, increasing the effectiveness of teachers with large percentages of LIM students, and replacing less effective teachers of LIM students with more-effective teachers."--

Education --- Teacher effectiveness --- Effective teaching --- Educational change --- Research --- United States.