Student Learning

2016 Participate Impact Report

Students deserve authentic learning opportunities that involve them in both their communities and the broader world.

Educators teach in complex environments. We know that effective teachers are the main drivers of student success and can be the agents of change in every classroom. This is only possible if teachers have autonomy and trust from their school systems to use innovative and authentic curriculum, to employ inquiry-based and culturally responsive teaching strategies, and have the ability to experiment with new technologies.

Learning in complex spaces

“It is extremely important for our children to learn about other cultures. It makes for a better future when we see each other as one.”— Cultural exchange teacher

When teachers are active participants in global and dual language programs, their students outperform peers and are more engaged learners. Students are more sensitive to different cultures in and beyond their schools, and broaden their understanding of other countries.

The majority of administrators and teachers indicate that students are better prepared to participate in an increasingly interconnected world.

The majority of participating teachers report students are:● More engaged with learning—66%.

● More open to investigating global content—69%.

● Better prepared for an interconnected world—68%.

● Sensitive to diverse cultures—74%.

Global student outcomes according to the 2016 Participate end of year survey:

Participate

Student achievement

of students with teachers using Participate global PD met or exceeded their academic growth goals*

*A positive correlation was demonstrated between PD participation and student outcomes in North Carolina. Students met or exceeded their academic growth targets (measured by standardized assessments using the Education Value-Added Assessment System (EVASS)).

75%

Dual language teacher Claudia Morales discusses the moments students realize there are opportunities for them beyond the classroom.

Cultural exchange teacher Amy Beckett talks about her students’ growing curiosities.

Global studies teacher Lashaun Jenkins explains how his class has taught students empathy and compassion for others.

First grade teacher Sandra Bays talks about the pride Spanish-speaking students take in their language and culture now that her school has implemented an immersion program.

Students in Participate’s dual language programs in North Carolina consistently score higher on end-of-grade tests than their peers who are not in a program.

Participate dual language students who met or exceeded the North Carolina state proficiency level in:

The ACTFL AAPPL assessment is administered to test the level of proficiency achieved by fifth grade Spanish immersion students. This was based on intermediate low-high proficiency.

● Interpersonal listening and speaking—82%.

● Presentational writing—77%.

● Interpretive listening—95%.

● Interpretive reading—85%.

Administrators strongly agree, or agree that as a result of teacher participation in Participate's online platform, students are:

● More open to experimenting and taking risks to investigate global content—87%.

● More engaged with their learning—71%.● Taking more initiative in learning about other

cultures or countries—91%.● Better prepared to participate in an increasingly

interconnected world—75%.● More sensitive to the different cultures within and

beyond their school—82%.

“Lessons and activities have become more engaging, enriching and authentic. This has increased meaning within the lessons and has excited learners!”

— Global educator

Want to learn more? Emails us at

partnerships@participate.com

2016 Participate Impact Report