MEW Outcomes Report - Province of ManitobaPublished in 2013 by Proactive Information Services Inc. 101-478 River Avenue Suite 732 Winnipeg, Manitoba R3L 0B3 Tel: 204-943-2370 Web:

MEW Outcomes Report

Published in 2013 byProactive Information Services Inc.101-478 River AvenueSuite 732Winnipeg, ManitobaR3L 0B3

Tel: 204-943-2370Web: www.proactive.mb.ca

Kellett Copy Centres Ltd.

The opinions expressed in this research documentare those of the authors and do not representofficial policies of the Canada MilleniumScholarship Foundation or other agencies ororganizations that may have provided support,financial or otherwise, for this project.

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Published in 2013 byProactive Information Services Inc.

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1 The Canadian Millennium Scholarship Foundation closed at the end of its 10 year mandate in June 2010.

Making Education Work

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Making Education Work (MEW) was a five yearresearch project jointly funded by the Province ofManitoba and the Canada Millennium ScholarshipFoundation. The project involved high schoolstudents in six sites across Manitoba, consisting ofthree First Nations high schools and three provincialhigh schools.

The overall aim of the project was to evaluatewhether the provision of additional in-schoolsupports and services would assist Grade 10 to 12students in staying in school, meeting graduationrequirements and entering a post-secondary pro-gram. Program implementation began in the2006/2007 school year with students scheduled tograduate in 2009.

In partnership with their school divisions and/or localAboriginal communities, MEW was developed with aset of common components.

a MEW curriculum, with Aboriginal content forGrades 10 to 12,

career development and guidance,

tutoring and mentoring,

cultural development,

community service activities,

parental involvement,

personal development.

The position of MEW provincial coordinator was putin place by the project partners in order to overseethe development and implementation of the projectand its various components. The position wasessential in ensuring that the project was launchedand that the common components were developedand embedded within the project.

A MEW teacher oversaw the program at each site,acting as a mediator, mentor, liaison, and advocatefor students and parents. The MEW teacher was thekey support for the academic/career developmentcomponent of MEW. MEW teachers monitoredstudent attendance, progress and activities in all coresubjects and other areas. Each student was to have a

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Making Education Work personalized education plan, tailored to his/herneeds and aspirations. Visits were made to post-secondary institutions.

The MEW teacher also played a strong mentorshiprole, although others in the school and communitywould also act as mentors and role models (e.g.,community leaders, Elders, parents, universitystudents).

A MEW classroom was designated in each sitespecifically to give MEW program participants a placeto meet, receive academic support, do homework,and study as well as for the delivery of the MEWcurriculum. The program was to operate out of thisclassroom for the full three years. In addition, up to15 laptops were provided for MEW student use ateach site.

MEW program students were to register in all coresubject courses and electives of their choice. One oftheir electives was to be the MEW curriculum whichwas to run for three years with students obtainingthree full credits (six independent courses worth halfa credit per semester). The curriculum was developedby the MEW teachers along with the MEW provincialcoordinator and a curriculum writer, in consultationwith community leaders, school personnel, Elders,and First Nations organizations. The curriculum wastaught by the MEW teacher at each site.

Tutoring was a major focus and was provided, asrequired, to individual students. The MEW teacherwould assist with course work, homework assign-ments, and/or independent study courses. MEWteachers would also attend classes with students,when necessary. In addition, peer tutoring and peersupport was delivered individually and/or throughhomework clubs.

MEW students were also encouraged by the MEWteacher to participate in extra-curricular activities,field trips and other activities to support theirindividual development, build life skills and enhanceself-esteem. Additional monies were provided tosupport such activities, as well as annual MEWgatherings. Career development was also addressedboth through in-school guidance and field trips topost-secondary institutions.

The cultural development aspect of MEW wasanother key component. Students' Aboriginalidentity was to be strengthened through participa-tion in a variety of activities and opportunities, as

Introduction

2 Proactive was established in 1984 to provide social research and evaluation services to clients in the public and not-for-profit sectors. Proactive's clientsinclude ministries of education, school divisions/ districts, foundations, and other NGOs in Canada and internationally. For more information aboutProactive, please visit www.proactive.mb.ca.

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well as through their involvement with the MEWcurriculum. Participation in cultural activities (e.g.,sweat lodges, traditional teachings, music and dance)was encouraged, but was strictly voluntary.

The community service component was intended toassist students in developing leadership skills, a senseof community belonging and citizenship, as well asknowledge of Aboriginal communities in a globalsociety. The intent was to incorporate high schoolprogramming into the local community throughstrategies, such as work experience, volunteering,and job shadowing, in order to bridge the gapbetween the school and work environment, as wellas to support preparation for post-secondary studies.

Parental and family involvement was viewed as acrucial component for supporting student success. Avariety of strategies (e.g. workshops, meetings,personal contact) were used with the goal ofsustaining parental involvement for the duration ofthe project.

Local Advisory Groups (LAG) were to oversee theproject at the local level, making recommendationsand providing advice over the course of the project.The volunteers who formed the LAGs included theMEW teacher, school administration, school boardtrustees, school division/education authority person-nel, First Nations/Aboriginal representatives, Elders,program parents and youth. Each site determined itsown LAG membership.

Three areas of study and related questions wereidentified for the evaluation.

From the outset, MEW was intended as a researchproject to determine whether participation in MEWwould:

The Canada Millennium Scholarship Foundation wasresponsible for selecting and contracting the originalresearch firm who worked with the Foundation andthe MEW Management Team to develop the researchdesign. When project start-up was delayed, the

Increase Aboriginal students' high schoolretention rates,

Increase Aboriginal students' high schoolgraduation rates,

Increase enrollment of Aboriginal students inpost-secondary study.

Evaluation of MEW

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Evaluation of MEW

design which was ultimately selected called foreligible Aboriginal volunteer students to be dividedinto two groups: pilot students who would partici-pate in MEW and comparison students who were notintended to benefit from the suite of interventionsavailable. (Students were not to be consideredeligible for selection if they were in an individualizedprogram that involved a cognitive disability, studentswith a history of violence, or students over the age of18.) The research design was seen as congruent withone of the Foundation's goals which was to conductresearch to support the development of educationalpolicies and programs. It was believed that such adesign would explore cause/effect relationships andprovide credible evidence on which to base policy andprogram recommendations.

The original research firm randomly divided thestudents, conducted initial data collection, andtracked students over the first few years. Theircontract was ended in 2009 and a new firm wassought to complete the work. Proactive InformationServices Inc. , a Manitoba-based social researchcompany specializing in educational evaluation, wasawarded the contract. Proactive began work on theMEW evaluation in spring of 2009. In 2010, with theclosing of the Foundation, the Province of Manitobaassumed responsibility for managing the evaluation,in collaboration with Proactive.

This report represents the second of two reports onMEW. The Implementation Report addresses processquestions, as well as some of the initial outcomes.While this report provides a summary of the imple-mentation issues, it focuses on outcomes and lessonslearned.

1a) How was the program model implemented invarious sites?

1b) Did the program model and implementationevolve over time and, if so, how and why?

1c) How did the school's characteristics and cultureinfluence the pilot project?

1d) What was the role of resources in limiting orenhancing the ability of sites to implement themodel?

1e) What changes, if any, occurred in the attitudesand behaviours/practices of MEW students,parents/families, as well as MEW teachers andprincipals?

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Process Evaluation

MEW Outcomes Report2•••••••••

Student Outcomes

2a) How successful in high school were MEWstudents as compared to comparison students(credits acquired, marks, attendance, retentionand graduation rates, school engagement)?

2b) To what extent did involvement in MEWinfluence MEW students' post high schoolplanning and decision-making?

2c) Did involvement in MEW increase MEWstudents' enrolment in post-secondary educa-tion?

2d) Did involvement in MEW increase MEWstudents' success in post-secondary education?

Student Outcomes Lessons Learned

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3a) What has been learned about implementingeducation programs in diverse contexts?

3b) What has been learned about evaluatingeducation programs in diverse contexts?

3c) What has been learned about supportingAboriginal students' educational success?

In summary, it should be noted that:

In total, 146 MEW students participated in thepilot program at some point in time,

99 MEW students were still in school in June2009, of whom graduation data were availablefor 96,

Of the 96, 59 MEW students graduated on time,and 38 MEW students received bursaries forpost-secondary education.

Lessons Learned

MEW Outcomes Report 3•••••••••

Evidence Synthesis

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As part of the evaluation of Making Education Work,a brief synthesis of relevant research and literaturewas conducted in order to place the MEW model inrelation to validated practice and evidence. Thisevidence synthesis centered on several relevant areasof inquiry, including:

With high school completion and segue ways to post-secondary education being extensively covered andresearched topics, certain parameters were used tonarrow the search. Only sources dated between 2004to the present were used to ensure timeliness. Whererelevant sources were available, articles that focusedon a Canadian perspective were consulted. As well,language was restricted to those sources readilyavailable in English and French due to the limitedlanguage knowledge of the authors.

The process of gathering information for theevidence synthesis included searching the recoursesof Google Scholar, the websites of Canadian organi-zations, notably The Canadian Council on Learning,Statistics Canada, and The Learning Partnership,among others. Resources included unpublishedsources, individual conference presentations as wellas conference summaries and findings centred ondiscussing education. Search terms used includedAboriginal learning, Aboriginal education, highschool completion, high school dropouts, continuingeducation, and transition to post-secondary educa-tion.

The most current and applicable sources weresought, however this evidence synthesis cannot beconsidered comprehensive. Its function is to providea synthesis of supporting knowledge related to theMaking Education Work model and to place thismodel in the context of validated practice and whatis known regarding supporting students in highschool and beyond.

What supports students toward high schoolcompletion;

What supports/guides students toward post-secondary education and eases this transition;and,

What supports Aboriginal students toward highschool completion and post-secondary educa-tion?

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Evidence Synthesis

CONTEXT

High School Completion

Risk and Resilience

Much evidence exists that staying in school has manybenefits. The Canadian Council on Learning reportsthat staying in school makes people healthier and lesslikely to rely on a variety of public services andsubsidies, while high school leavers are disproportion-ately represented among prison populations (2009).

One of the major anticipated outcomes of MakingEducation Work was an increase in the graduationrate. Therefore, the MEW program included supportsto students in the six high schools in order to fostertheir success and increase the likelihood of studentscompleting high school on time. These supportsincluded tutoring and mentoring by the MEWteacher, access to a dedicated MEW classroom spacewhere students could work, access to laptops in theMEW classroom, A MEW curriculum with Aboriginalcontent, and parental involvement.

A discussion of supporting students toward highschool completion necessitates a brief mention ofwhat it means to be 'at-risk.' This term is extensivelyused to describe students who are at a higher risk ofnot achieving a high school diploma or its equivalent.The Learning Partnership, with funding from theCanadian Council on Learning, hosted The NationalDialogue on Resilience in Youth in November 2008.Information from this national dialogue revealed thatsome students have limited opportunities to achieveacademic success, as many of the current educationalprograms do not meet their needs. These youthexhibit behaviours often described as 'acting out,'disengagement from school, and involvement with anegative peer group. In addition, this source identi-fied factors that can increase the likelihood ofstudents being at-risk, including poverty, develop-mental delays, and community factors. These factorsare often broad-ranging, leaving educators andschools feeling that they are unable to make adifference in students' lives. Ben Levin's work on thenotion of students 'at-risk' seeks to reframe risk bylooking at broader life circumstances including“...past and present characteristic [that] are associ-ated with failing to attain desired life outcomes”(Levin, 2004, p. 6).

High School Completion

Risk and Resilience

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3 Please note that some of the terms were used in conjunction with others or variations on the theme to ensure the search was broadly focused enoughto identify relevant sources.


At the opposite end of the spectrum from risk isresilience, often described as the ability of studentssucceed even though they may face issues that placethem at-risk. Youth that were resilient were found tofeel valued, safe, connected and engaged. Resilientstudents were found to come from familial environ-ments that had been nurturing and healthy sinceearly childhood. When this is not present in the lifeof a child, the community, including schools, can playa role in providing nurturing environment. Morespecifically, “...the presence of a positive relationshipwith a caring and nurturing adult” (The LearningPartnership, 2009, page number not available) isimportant in developing resiliency. While thepresence of nurturing adult is important, a partner-ship composed of “...families, schools, communities,researchers, policy–makers, governments and theyouth themselves” (The Learning Partnership, 2009,page number not available) further enhancesresiliency.

Schools can be important in developing resilience, asschools are often an integral component in the livesof children and youth. Schools can provide anenvironment where students feel they can succeed -both academically and socially - irrespective of astudent's plans to continue to post-secondary. Mostsignificantly, adopting a strength-based approachfosters a climate of success. Schools can furthersupport resiliency by adopting a holistic approachwhere they coordinate with other institutions inmeeting students' needs.

While The National Dialogue came to a consensusthat no one program can be singled out that helps todevelop resilience, it was determined that successfulmodels had universal features that included: beingcommunity-centric; being child and youth-centred;applying a positive approach; having a formalizedgovernance structure that integrated long-termservices and funding; and being founded on evi-dence-based research and evaluation. The child andyouth-centered approach included listening to theyouth and guiding them to resolving issues. Finally,the emphasis on a community-centred approach mayhave particular relevance in Aboriginal communities,largely through the inclusion of Aboriginal perspec-tives within the school.

In Canada, some groups are at higher risk of notsuccessfully completing high school. First, males aremore at-risk than females. As noted by Richards(2011), the 2006 Canada Census indicated that thepercentage of males in the general populationwithout a high-school certificate by the age of 24was approximately 50% higher (10.3%) as comparedto their female counterparts (6.6%).4

In addition, Aboriginal youth are further at-risk of notcompleting high school. In fact, Aboriginal popula-tions non-completion rates are considerably higherthan the national average: 20.3 percent of Métispeople aged 25 to 34 are without a high schooldiploma, while 28.3% of similarly aged off-reserveFirst Nations and 50.9% of on-reserved First Nationsindividuals have not completed high school.Furthermore, one-third of Aboriginal people live on-reserve, suggesting that approximately one in threeAboriginal individuals in Canada is without a highschool diploma (Richards, 2011).

The difference in non-completion rates betweenAboriginal people and non-Aboriginal peopleincreases when looking solely at a younger demo-graphic group.

While trends have implications for individualAboriginal students, the collective impact onAboriginal communities must also be recognized.

As previously stated, completing high school benefitsthe individual on a number of levels. The most easilyidentifiable of these benefits is income. According toa Human Resources and Skills Development Canadaspecial report (2008), higher education fostersincreased income throughout a person's life. Morespecifically, post-secondary education can lead tohigher earnings, greater savings and assets, highergrowth in earnings, and higher income at retirement:“Higher unemployment and lower incomes result inan estimated loss to individual dropouts of over$3,000 per year, compared to individuals with a highschool diploma and no post-secondary education”(Canadian Council on Learning, 2009).

This is further elaborated in the 2009/2010 StatisticsCanada Labour Force Survey which indicated anincome discrepancy between those who had com-pleted high school and those that did not. For thoseindividuals working full time, those who had notcompleted high school earned, on average, seventydollars less per week than high-school graduates,

Aboriginal people aged 25-64 are more thantwice as likely as non-Aboriginal people inthat age group to leave high school withouta diploma. Among those aged 25 to 34, theywere more than three times as likely(Parriag, Chaulk, Wright, MacDonald, &Cormier, 2010, p. 20).

Implications of HighSchool CompletionImplications of HighSchool Completion

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4 Non-completion rates reported from the Canadian Census may be the most reliable source of information, due to the coverage of the Census (Raymond,2008).


adding up to an over $3,600 dollar difference peryear. Income discrepancies further increase with theacquisition of a post-secondary degree or diploma.Based on the 2006 Canadian census, after-tax incomefor those with an apprenticeship or trades certificateor diploma was $10,732 higher than dropouts; with acollege; CEGEP or other non-university certificate ordiploma $12,373 higher; and with an universitycertificate, diploma or degree $24,318 higher.Therefore, should a student complete a college,CEGEP or non-university diploma, their income willlikely be almost double that of a student who doesnot complete high school, while the income of auniversity graduate will likely be more than doublethat of an individual without a high school diploma.

Furthermore, those with a high school diploma areless likely to be unemployed. Statistics Canada alsoreports that high school dropouts were more likelyto be unemployed than their graduate counterparts(not currently enrolled in educational programs).Before the recent economic downturn, StatisticsCanada reported those 20 to 24 years of age who didnot complete high school had an unemployment ratenearly 10% higher than high school graduates(18.0% vs. 8.4%). This expanded to a difference ofapproximately 11.5% at the end of the downturn in2009/2010 (23.2% vs. 11.9%) where one out of everyten high school graduates was unemployed, ascompared with one in four of those without a highschool diploma.

A 2006 Labour Force Historical Review conducted byStatistics Canada reported unemployment rates (forthose 15 years and over) by education level: thosewith no high school diploma at 12.3%, those with ahigh school diploma at 6.5%, those with a trades orcollege education at 5.1%, and those with a univer-sity degree at 4.0%. Thus, unemployment drops byapproximately half for those with a high school,trades, or college education and to a third for thosewith a university education.

The implications of high school completion areamplified for those who are Aboriginal. While theeducational outcomes for Aboriginal peoples haveimproved over the last decade, they still lag behindCanadian norms. “For example, in 2006 nearly 40%of Aboriginal people in Canada had not completedsecondary school, compared to just over 20% of thetotal population” (Levin, 2009). The 2007/2010Labour Force Survey reported that for 20-24 year oldsunemployment for First Nations People living off-reserve was 22.6%, nearly two and half times thatfor non-Aboriginals (8.5%). As improving high schoolgraduation rates particularly for Aboriginal studentswas (and continues to be) a provincial priority,Manitoba was interested in partnering with theCanada Millennium Scholarship Foundation toparticipate in the MEW research project.

Attending Post-Secondary

Supporting AboriginalLearners

The 2006 Canadian Census indicated that only 35%of Aboriginal people 15 years of age an older have apost-secondary degree, certificate, or diploma, ascompared with 51% for the non-Aboriginal popula-tion. Even when attending a post-secondary educa-tion program Aboriginal youth were likely to waitlonger to start on average as compared to non-Aboriginal youth (15 months compared to 4 months)(Hango, 2011).

The Youth in Transition Survey conducted in 2000through Human Resources and Skills DevelopmentCanada (HRSDC) and Statistics Canada found thatfemales in Ontario (58%) were more likely to haveeducation at the university level than males (41%).Higher parental education levels, family income,reading levels, and high school grades were alsofound to be related to a higher likelihood ofattending university (Lennon, Zhao, Wang, &Gluszynski, 2011). Other items related to universityattendance included living in an urban environmentand taking part in extracurricular activities orvolunteering, and having a peer group that com-pleted high school.

A great deal has been learned about how to supportthe success of Aboriginal learners: “It's primarily amatter of high-quality teaching, good awareness,respect for Aboriginal history and culture, and strongoutreach to parents” (Levin 2009). This is echoed in a2007 study which proposed the following recommen-dations in support of Aboriginal students: smallerclass sizes; activities outside of the school groundswith emphasis on cultural activities; involving Eldersin the educational experience directly with students;having mentors and/or tutors, especially Aboriginalmentors; using talking circles to involve parents,teachers, students, and community members indevelopment of curriculum; instruction for teacherson different learning styles; and diversity training fornon-Aboriginal staff (Fisher and Campbell, 2007).

Furthermore, the Canadian Council on Learning's2009 report on The State of Aboriginal Learning inCanada stated that Aboriginal learning should beholistic, lifelong, experiential, spiritually oriented,community based, rooted in Aboriginal languagesand cultures, and include integration of Aboriginaland Western cultures.

Attending Post-Secondary

Supporting AboriginalLearners


The Nunavut educational model frames strengthbuilding and inclusion within the culture of itspeople.

Grounded in a philosophy that acknowledgesthat “learning is based on and flows from afoundation of culture, tradition, heritage andlanguage”, the school system in Nunavut has avision, a plan and a curriculum to address theneeds of the unique culture in which it exists. Thegoal of the entire education system, the inclusionof all students… (Philpott, Nesbit, Dahill, &Jeffery, 2004, p. 94).

An examination of this model emphasizes theimportance of moving away from a deficit perspec-tive, where students are singled out for theirweaknesses, to an inclusive model, where diversity iscelebrated, building on students' strengths andmaximizing individual potential (Philpott, 2007).Optimally, this supportive learning environmentfilters down to every classroom, and is dependent onteachers taking responsibility for students' success byunderstanding their role in fostering each student'sstrengths.

Finally, the philosophy of inclusion has particularimplications for Aboriginal learners. While inclusionhas been the policy environment in which much ofCanadian education takes place, the early focus ofinclusion was on the education of students labelledas 'special needs.' More recently, inclusion haswidened its scope in an attempt to create learningenvironments that include all learners. In a globaland diverse Canadian society this broadening of whois included, “calls on educators to examine what roleracism, classism, sexism, and homophobia play ininhibiting the meaningful inclusion of all students”(Ryan, 2010, p. 6). Inclusion as a model embracesdifferences and includes an appreciation of indige-nous cultures.

MEW and Evidence-BasedPracticeAs previously stated, Aboriginal people do notcomplete post-secondary education at the same rateas the non-Aboriginal population in Canada. Despiteefforts to encourage post-secondary participation byAboriginal people, there is a 17 percent differencebetween Aboriginal people (44%) aged 25 to 64 yearsand the non-Aboriginal population (61%) from thesame age group in completing a post-secondaryprogram. Therefore, the intention of MakingEducation Work was to support Aboriginal studentsin high school completion and toward post-secondaryeducation.

The MEW model sought to incorporate the evidence-based principles of a youth and community-centredapproach, with an emphasis on Aboriginal perspec-tives combined with high quality academic support. Intheir 2007 study Fisher and Campbell further remindeducators of the need to incorporate culturalactivities and Elders into the learning experience.Furthermore, Making Education Work echoed theNunavut educational model in moving away from adeficit-based perspective, building on students'strengths.

While a number of factors known to influence thelikelihood of attending post-secondary educationwhere outside the scope of the MEW program (e.g.parental education level, and living in an urban area),others were fostered by MEW activities. Theseincluded supporting students' academic achievementand providing a peer group who themselves werefocussed on successful high school completion.Extracurricular activities and/or volunteering werealso intended to support the development of skillsthat would promote students' transition to post-secondary education. While some of these effectivepractices were known at the time of MEW's incep-tion, little research had been undertaken on theeffects of a suite of such interventions on theeducational success of Aboriginal students and theirpost-secondary participation.

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MEW and Evidence-BasedPractice

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5 As previously noted, this difference is even more acute for Aboriginal people living on reserve.


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6 Data collected by the original research firm never became available for inclusion in this evaluation.7 Student and parents were provided with incentives to encourage participation, as this protocol had been adopted during the initial phase of data

collection.

Approach

Instrument Development

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In March 2009, Proactive was contracted to completethe MEW research study. Given the students werescheduled to graduate in June 2009, only a shorttime was available for data collection beforestudents left their schools. Relationship building,obtaining consent, making the initial arrangementsfor the site visits, and developing a workplan werethe foci of the first phase of Proactive's involvement.These activities were closely followed by instrumentdevelopment and site visits.

The second project phase occurred between July2009 and April 2010. Administrative data werecollected from schools and additional interviewswere conducted with other key informants (i.e.,superintendents/education directors, the MEWProvincial Coordinator). The development of theImplementation Report and the consultation withcommunities represented Phase 3 of the MEWevaluation process. Consultation, in various forms,was conducted in October/November 2010.

Phase 4 was the follow-up of MEW and comparisonstudents to determine their post-secondary statusand success. This included a follow-up questionnaireto all MEW and comparison students for whomcontact information was available. Then interviewswere conducted with 16 MEW students who com-pleted the follow-up questionnaire and indicatedthey would participate in an interview.

Proactive developed primary data collection instru-ments including:

Student Questionnaire (MEW and comparisonstudents),

MEW Student Interview Instrument,

Comparison Student Focus Group Moderator'sGuide,

MEW Parent/Family Focus Group Moderator'sGuide,

Approach

Instrument Development

Methodology

MEW Teacher Interview Instrument,

Principal Interview Instrument,

Community Partner Interview Instrument,

Superintendent/Director of Education InterviewInstrument,

MEW Coordinator Interview Instrument,

Student Follow-up Questionnaire 2010 (MEWand comparison students),

MEW Student Follow-up Interview Instrument2010.

Various consent forms were also developed to ensureparental and student consent for evaluation activities,as well as release of school administrative informa-tion, use of photographs, and use of previouslycollected data should they become available.

The on-site data collection occurred in May and June2009. At the final MEW gathering, the MEW gradua-tion ceremony, attending students were asked tocomplete questionnaires. Then professionals fromProactive visited each of the sites to undertake theremainder of data collection, with the exception ofCross Lake. Due to an H1N1 outbreak, interviews witheducators were conducted by telephone. No inter-views were possible with students. The MEW teacherin Cross Lake facilitated the completion of question-naires by the MEW and comparison students.

Interviews were undertaken with the MEW teachers,school administrators, and selected communitypartners, primarily Local Advisory Group (LAG)members. MEW and comparison students wereinterviewed individually or in small groups, depend-ing upon what could be scheduled. Interviews rangedfrom 20 minutes to an hour and a half. At the time ofthe interviews, students were also asked to completea questionnaire (if they had not already done so), as

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Data Collection

On-Site Data Collection

Data Collection


well as a consent and contact form to facilitatefurther research.

Focus groups were also held with MEW parents and,in one site, the MEW teacher also invited parents ofcomparison students to attend a focus group.Discussions with parents ranged from 45 minutes toan hour and a half, depending on the situation andsize of the group.

Table 1 illustrates the total number of students bysite and the number of students for whom Proactivewas able to collect or retrieve some information.

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Over the years, 34 MEW students were known tohave either moved (11) or otherwise left the school(23). (For example, Swan Valley lost students whenSapotawayak First Nation moved all their students toa new First Nations school in September 2007.) It wasnot possible to determine whether students whomoved away stayed in school or not. Out of the 112remaining MEW students, data were available on 99,with graduation data available on 96. There were noschool records for the other 13 students nor werethey at the participating schools at the time of theinterviews. The same holds true for the 27 missingcomparison students.

A short questionnaire was mailed to all MEW andcomparison students for whom mailing addresseswere available in June 2010. Two reminders were alsosent. A web-version was also available. A Facebookpage and blog were created with links to the web-survey with the intention of generating interest inthe survey.

All of the MEW students (41) who completed thefollow-up questionnaire were also asked if theywould be willing to participate in an interview. While

Follow-up Data Collection

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8 The term “parents” is used to refer to parents, legal guardians, or other primary caregivers.

an attempt was made to include a balanced mix offour MEW students from each of the six communities,this was not possible due to a limited pool ofcandidates and changes to phone numbers and/oraddresses. Therefore, interviews were collected fromas many MEW students as possible who had agreedto be interviewed. Attempts to contact studentsincluded up to four phone calls, two emails, a textmessage, and a letter asking them to contactProactive if interested in taking part in the interview.Sixteen interviews took place in November and earlyDecember of 2010.

In addition to the school/community data collectionthat occurred in May and June 2009, other keyinformants were interviewed. They included superin-tendents and directors of education, as well as theMEW provincial coordinator. Four of the six superin-tendents/directors of education made themselvesavailable for an interview. It should be noted thatfour of the superintendents/directors of educationhad not been in their position since the inception ofMEW, which may explain why two chose not to giveopinions on the program. Interviews were in-personor by telephone depending on the preference of theperson being interviewed. These interviews occurredin autumn 2009.

Schools were asked to provide information from thestudents' school records. Information requested onMEW and comparison students was credits acquired,marks, attendance, and graduation status. Data werereceived from schools over a number of months, withthe final data received from schools in April 2010.

Other Key Informants

Administrative Data

Other Key Informants

Administrative Data

Table 1: Overview of Student Data Available in 2009........................................................................................................................................................................................................................................................................

SiteNumber of MEW and Comparison Students

Total # MEW Total # Comp. # Comp. with Data# MEW with Data

Cross Lake 27 24 14 9

Norway House 28 16 16 10

Peguis 19 13 15 4

Selkirk 27 21 25 25

Swan River 15 7 11 6

Thompson 30 18 29 29

Total 146 99 110 83


Summary of Data Collection

The initial interviews/focus groups (which included142 individuals) provided qualitative informationthat deepens or further explains the quantitativedata collected through the surveys and administra-tive data.

Summary of Data Collection

Table 2: Overview of Interview/Focus Group Participation: June 2009 and November/December 2010........................................................................................................................................................................................................................................................................

SitesMEW

TeacherMEW

TeacherAdmini-strator

Admini-strator Community

MEWParentsMEW

ParentsMEW

StudentsMEW

StudentsComparison

StudentsComparison

Students

Total Participatingin Initial Data

Collection 2009

Total Participatingin Initial Data

Collection 2009

MEW StudentFollow-Up Interviews

2010

MEW StudentFollow-Up Interviews

2010

Cross Lake 1 1 0 0 0 0 2

Norway House 1 1 1 14 13 1 3

Peguis 1 1 0 3 11 4 2

Selkirk 1 1 2 10 13 8 7

Swan River 1 1 2 8 5 4 0

Thompson 1 3 2 10 14 3 2

Total 6 8 7 45 56 20 142 16

Table 3: Overview of MEW Student Data 2009 and 2010

Table 4: Overview of Comparison Student Data 2009 and 2010

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Site

Site

Number of Students

Number of Students

CompleteData*

CompleteData*

CompleteData*

CompleteData*

*Note: Complete data means for these students the survey and administrative data were available.both

Admin.Data Only

Admin.Data Only

Admin.Data Only

Admin.Data Only

Total Some Data 2009

Total Some Data 2009

Follow-up SurveyData 2010




Initial SurveyData Only

Initial SurveyData Only

SurveyData Only

SurveyData Only

Cross Lake 21 0 3

Norway House 16 0 0

Peguis 13 0 0

Selkirk 12 2 7

Swan River 6 0 1

Thompson 13 0 5

24 8

16 6

13 6

21 11

7 3

18 7

Total 81 2 16 99 41

24 8

16 6

13 6

21 11

7 3

18 7

Total 81 2 16 99 41

Cross Lake 6 0 3

Norway House 1 0 9

Peguis 2 2 0

Selkirk 5 1 19

Swan River 3 0 3

Thompson 4 0 25

9 5

10 1

4 3

25 4

6 2

29 5

Total 21 3 59 83 20

9 5

10 1

4 3

25 4

6 2

29 5

Total 21 3 59 83 20

*Note: Complete data means for these students the survey and administrative data were available.both

In total, 107 initial questionnaires (surveys) werecompleted, representing: 83 MEW students and 24comparison students. Forty-one MEW students and20 comparison students completed the follow-upquestionnaire. Of the 61, four completed the web-based survey while the remainder responded byreturn mail.


Data Decisionsand Analysis

Administrative Datafrom School Records

While schools had originally been given direction onhow to submit administrative data for the researchstudy, by 2009 this was not in evidence. Therefore, in2009, schools provided their best available data oncredits acquired, marks, course selection and atten-dance to Proactive. The result was a mix of differentformats and differing levels of detail. The variabilityof school record (administrative data) meant thatcertain decisions had to be made in order to createcomparable data sets for analytical purposes.

An in-depth review was conducted of all dataprovided from the six schools to determine whereindicators were similar enough and consistentlyprovided. Selecting items that could be interpretedto be consistent from school to school allowed forcross comparison between schools and the ability toprovide similar analysis and results for each school. Itshould be noted that, even with this selectionprocess, there are still gaps in the analysis for someschools due to lack of sufficient data. The followingdiscussion explains the items selected for analysis.

All schools provided marks for the 2008/2009 schoolyear, and due to graduation requirements, themajority of students completed one or more EnglishLanguage Arts (ELA) course and one or moreMathematics course. Due to this consistency, thesecourses were selected as the measure for comparisonof marks.

Most schools provided the number of absences percourse or semester allowing for a comparison ofoverall average absences in a semester/course, as wellas absences specifically for ELA and Mathematicscourses.

Schools provided the number of credits for eachschool year, with the exception of two schools thatdid not provide credits for 2005/2006, one of whichdid not provide 2006/2007 credits for the comparisonstudents. With an adjustment for this one school,analysis was performed for total number of creditsreported. Further analysis was completed for numberof credits acquired across the 2007/2008 and2008/2009 school years due to data being providedfor all students from all schools.

9

Data Decisionsand Analysis

Administrative Datafrom School Records

As much as possible, school records were also used todetermine retention rates; that is, the number ofstudents who had remained in school. Finally,graduation status was compared between thosestudents graduating at the end of the 2008/2009school year and those who did not.

Data from the initial and follow-up questionnaireswere combined with the administrative data from theschool records to create a profile for each youth,including both MEW and comparison students.Statistical analysis was undertaken to address the keyoutcome questions.

Given that MEW was built on what was known abouteffective practice, the key findings of the evidencesynthesis were also considered. The evidence synthesisindicates the importance of providing a caring andsupportive environment, and particularly the pres-ence of a supportive adult as fostering studentsuccess and build resiliency. In addition, helpingstudents develop self-confidence and a sense of theirown identity, including their cultural identity, isknown to foster student achievement. Therefore,using this evidence as a foundation, the MEW datahelped inform whether certain elements of the MEWmodel were correlated to the outcomes of creditsearned and on-time graduation (June 2009). In orderto further explore these questions, a total of five ofscales were constructed. These scales provide insightinto students' involvement in their culture, MEWstudent's connection to MEW, students' confidence aslearners, as well as two scales related to schoolclimate.

The first challenge to creating this evaluation reportwas that Proactive only became involved in theevaluation in the spring of the MEW student'sgraduation year (2009). No data collected over thefirst years of MEW were available, with the exceptionof the school record (administrative) data whichschools could provide. Therefore, no baseline data onstudent engagement or post-high school intentionswere available. The lack of consistency in schoolrecord keeping and some years of missing data alsolimited the analysis that could be performed on theschool record data.

10

Quantitative Analysis

Challenges and Limitations

Quantitative Analysis

Challenges and Limitations

........................................................................................................................................................................................................................................................................

9 In the interests of making the process as easy as possible for schools, school record data was accepted in the format used by each individual school.10 More information on scale construction is found on page 17 & 18.


The timing also meant that site visits took place latein the school year, making it difficult to scheduledata collection with certain students who hadacademic or other conflicts. Finding students in thecomparison group was particularly difficult.Therefore, the limited data from the comparisongroup inhibits analysis for some school communities.

While the original research design had been adoptedwith the intention of providing credible evidencethat would support the policy mandate of theCanada Millennium Scholarship Foundation, itbecame evident during the final data collection stagethat the design presented dilemmas. The designrandomly placed eligible students into the MEW orthe comparison group, the intent of which was tocreate a situation where the comparison groupreceived none of the MEW interventions. However,in four of six sites, the MEW teacher provided somelevel of support to at least some of the students in

the comparison group. In small communities withcaring teachers who know the young people in theircommunities, it is not surprising that the teacherwould provide support to any student requestinghelp, particularly where pre-existing (sometimesfamilial) relationships exist. Therefore, the potentialfor finding differences in the outcomes between thetwo groups was reduced, as the chance of educa-tional success for students in the comparison groupwas increased.

Finally, engaging students in the follow-up surveyand interviews a year post-high school was alsochallenging. Despite having collected contactinformation and multiple attempts to reach theyouth, through both traditional means and socialmedia, it was difficult to connect with large numbersof youth. It is suspected that many were mobile,living in outside their home communities in order toattend school or obtain work.


Summary of Process Issues

Implementation andEvolution of MEW

Program implementation was to begin in January2006 when students were in Grade 9. However, inNovember it was decided that the program wouldbe pushed back a half year, making the start dateSeptember 2006 (Grade 10). The decision was madebecause work had to be done to identify eligiblestudents, conduct the selection process, and preparefor implementation. In retrospect, many of theeducators interviewed suggested that a programsuch as MEW should begin in Grade 9 or even earlier,in middle years.

The MEW teachers worked with the MEW ProvincialCoordinator to develop a curriculum which includedsix half credit courses, focused on Aboriginal cultureand heritage. MEW students were to take two ofthese courses each year as part of their high schoolprogram. While these courses were certainly valued,as students progressed through their high schoolprogram, it became more and more difficult forsome students to take the MEW courses, usuallybecause of timetable conflicts. However, all sitesmaintained a focus on cultural activities. While thespecific activities varied according to local adapta-tions, attention to cultural learning and experienceswas common to all sites.

The importance of having the same teacher and thesame group of students over multiple years createdimportant bonds and relationships for MEW studentsin all sites. Although it should be recognized thatthe MEW room was not equally utilized in all sites,having a designated classroom for MEW was anaspect of implementation that strengthened thissense of belonging for many students.

Recognizing the variability across sites, the programmodel also underwent evolution over the years ofimplementation. While MEW was intended to beintegrated into the school, in some sites it evolved asa more isolated project and was not incorporatedinto the school and community as originallyintended.

Summary of Process Issues

Implementation andEvolution of MEW

Discussion of Findings

A number of contextual factors appeared to have animpact on implementation.

The computers were viewed as an important resourcein a number of sites, although they did not alwaysarrive when anticipated. The access to computers wasdeemed important by students as well who ratedcomputers as the third most important element thatsupported their learning. Having funding available totake students on field trips was also mentioned asimportant by several MEW teachers.

Size of school (MEW was more likely to beisolated in larger school contexts, recognizingthat three of the six sites operated in largeregional secondary schools where Aboriginalstudents were in the minority. In the smallerFirst Nations schools, while Aboriginal studentsare the majority, fewer supports and servicesare available),

Support of school administration (in some sitesadministrative turnover or lack of support fromadministration were a hindrance, while inothers, supportive administration was a positiveinfluence),

Connection with other programs was a positive(e.g., a breakfast program operating out of theMEW room),

Students' personal realities (as one MEWteacher noted, when reflecting on the numberof young people who were young parents, “myprogram has eight babies”),

Buy-in of other school staff (in some sites MEWoperated in isolation from the rest of theschool, occasionally with other staff showingsome resentment towards the program,particularly at the outset),

In some sites financial resources were easilyaccessed by the MEW teachers to support theprogram, while in other sites teachers werefrustrated by the difficulty of gaining access tothe financial resources that were allocated totheir school.

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Role of Resources


A number of administrators perceived that MEW was“richly resourced” and voiced concerns regardingpotential replication. This refers to money for laptopcomputers and field trips, as linking students to acaring, supportive adult in the school does not haveto be costly.

MEW students identified improvements in theiracademics, including listening and speaking skills.Changes identified by MEW students included bothacademic and personal changes. Many students,when asked what they wished had been different,replied that they wish they had “tried harder” inhigh school.

Parents noted that their child had gained confidence,as well as motivation, determination, and hope.Other parents noted the importance of the culturalaspects of MEW in their child's development.

In many sites, the improved relationship betweenhome and school was noted, along with parents'increased trust in the school. Parents concurred,indicating that the MEW teacher had been a greatsupport to them. One father noted that it made himwant to become an educational role model for hischildren, supporting the contention that MEW notonly had an impact on students, but on some familiesas well.

In some communities, the MEW teachers indicatedthat it helped them connect more closely with thecommunity. School/community connections (at leastthrough the MEW program) were solidified.

While the original identification of eligible studentsand sample selection may have been consistently andappropriately applied across sites, this was notperceived to be the case. In a number of the sites,

Changes in Attitudes,Behaviours, and Practices

MEW Students

Parents/Families of MEW Students

MEW Teacher

Research Design and Application

Changes in Attitudes,Behaviours, and Practices

MEW Students

Parents/Families of MEW Students

MEW Teacher

Research Design and Application

interviewees also felt that MEW should have beenavailable to all eligible students, rather than creatinga comparison group where students could not(theoretically) access support.

A number of measures constituted success in highschool.

From 2006 to 2009, MEW students earned, onaverage, approximately five and a half more creditsthan comparison students. The mean number ofcredits for MEW students was approximately 24,while the mean number for comparison students wasapproximately 18 credits.

From 2007 to 2009, MEW students earned, onaverage, four more credits than the students in thecomparison group. The mean number of credits forMEW students was 12, as compared to eight forcomparison students.

Included in their high school credits, MEW studentshad most frequently taken three or four MEWcourses (n=56 or 69%). MEW courses were notavailable to comparison students.

A Confident Learners Scale was created to explorewhether students who felt more confident earnedmore credits. Scale scores were compared againsttotal credits earned in 2007/2008 and 2008/2009.

Credits acquired,

Marks and course selection,

Attendance,

Graduation rate,

Engagement in school.

11

Student Outcomes

Success in High School

Credit Acquisition

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MEW students acquired more high school creditsthan did comparison students.

Student Outcomes

Success in High School

Credit Acquisition

MEW students acquired more high school creditsthan did comparison students.


........................................................................................................................................................................................................................................................................

11 Analysis was adjusted to take into account missing data from one site for the 2005-2006 school year.

Results indicated there was a low, though statisticallysignificant, relation between learner confidence andcredits earned for MEW students, and a negligiblerelation for comparison students.

Students are able to take a wide range of coursesover their high school careers. In order to havesufficient and comparable data for analysis, thedecision was made to focus on English Language Arts(ELA) and Mathematics courses.

When all students'ELA marks were analyzed (including non-Grade 12courses), MEW students, on average, had 7% highermarks than comparison students (58% versus 51%).The similar result was found when only students' ELAGrade 12 courses were considered (average mark of63% for MEW students versus 57% for comparisonstudents).

When students'Mathematics marks were analyzed (including non-Grade 12 courses), MEW students, on average, had7% higher marks than comparison students (58%versus 51%). When only Grade 12 Mathematics markswere considered, MEW students' average marks were9% higher than comparison students (65% versus56%).

The level ofcourses selected by students may affect their marks.Therefore, the level/type of English Language Arts(ELA) and Mathematics courses selected by MEW andcomparison students at the Grade 12 level is pre-sented. The number (n) represents the number ofstudents who took each level/type of course. Thepercentage represents the average grade achievedfor MEW students and comparison students.

12

The higher credit acquisition by MEW studentsappears to be related to their confidence as learners.

Marks and Course Selection

English Language Arts (overall):

Overall Mathematics (overall):

Grade 12 Course Selection and Marks:

The higher credit acquisition by MEW studentsappears to be related to their confidence as learners.

Marks and Course Selection

The following are brief descriptions of the differentELA and Mathematics courses.

Students develop andrefine a range of literacy skills that deepentheir engagement with and appreciation of avariety of texts and that help them functionmore effectively in their private spheres and inthe global community. Students engage withand compose texts that inform, persuade,analyze, foster understanding and empathy,reflect culture, express feelings and experi-ence, and bring enjoyment.

Students develop andrefine a range of knowledge, skills, strategies,and attitudes that help them function effec-tively in various communities. Students engagewith and compose texts primarily for prag-matic purposes.

is intended for students whose post-secondaryplans do not include a focus on mathematicsand science-related fields. It emphasizesconsumer applications, problem solving,decision making, and spatial sense.

is intended forstudents considering post-secondary studiesthat do not require a study of theoreticalcalculus. It is context driven and promotes thelearning of numerical and geometricalproblem solving techniques as they relate tothe world around us.

is designed forstudents who intend to study calculus andrelated mathematics as part of post-secondaryeducation. It comprises a high-level study oftheoretical mathematics with an emphasis onproblem solving and mental mathematics.

ELA - Comprehensive:

ELA - Transactional:

Mathematics – Essential (formerly Consumer):

Mathematics – Applied:

Mathematics – Pre-calculus:

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ELA - Comprehensive:

ELA - Transactional:

Mathematics – Essential (formerly Consumer):

Mathematics – Applied:

Mathematics – Pre-calculus:

........................................................................................................................................................................................................................................................................

12 Results of statistical tests for MEW students were: = 0.234, N = 65, p = 0.008, and for comparison students were:= 0.081, N = 19, p = -.640.

Kendall tau-bKendall tau-b


Table 5: Grade 12 Course Selection and Average Marks in English Language Arts and Mathematics for MEW andComparison Students*Table 5: Grade 12 Course Selection and Average Marks in English Language Arts and Mathematics for MEW andComparison Students*........................................................................................................................................................................................................................................................................

Courses Selected

Courses Selected

MEW

MEW

Comparison

Comparison

n=99

n=60

*A few students took other ELA courses and one MEW student took calculus. However, the small numbers do not support furtheranalysis

n = 64

n = 39

Mark

Mark

Mark

Mark

ELA: Comprehensive 46 68% 33 54%

ELA: Transactional 43 63% 23 57%

29 64% 21 54%

Mathematics: Applied 16 61% 8 52%

Mathematics: Pre-Calculus 15 71% 11 60%

Mathematics:Essential (Consumer)

When analysis was done to differentiate betweenGrade 12 ELA Comprehensive and Transactionalcourses, MEW students had higher marks, onaverage, in both courses; 68% versus 54% inComprehensive and 63% versus 57% in Transactional.

When analysis was done to differentiate betweenGrade 12 Mathematics courses, MEW students markswere consistently higher; 64% versus 54% inEssential, 61% versus 52% in Applied, and 71%versus 60% in Pre-Calculus.

Given the difficulties in creating comparable atten-dance statistics across schools, attendance was onlyanalyzed for the 2008/2009 school year.

On average, MEW students had 17 absences, ascompared to 20 absences for the comparison group.

When absences in ELA and Mathematics wereconsidered separately, MEW students had two fewerabsences in ELA and one fewer absence inMathematics. However, these differences were notstatistically significant.13

On average, MEW students had higher marks inEnglish Language Arts and Mathematics than didcomparison students.

MEW students had fewer absences than didcomparison students.

Attendance

On average, MEW students had higher marks inEnglish Language Arts and Mathematics than didcomparison students.

MEW students had fewer absences than didcomparison students.

Attendance

Retention and Graduation Rates

Engagement in School

According to school records, 84 or 88% of MEWstudents were in still in high school during the2008/09 school year, as compared to 52 or 64% ofcomparison students.

For this report, “on-time” graduation rate wasassessed; that is, what percentage of studentsgraduated in June 2009, after their fourth year inhigh school. In June 2009, 59 MEW students or 62%graduated “on-time,” as compared to 35 comparisonstudents or 48%; a difference of 14%.

A variety of questionnaire items provide insightsregarding students' engagement in school. First, itmay be worthy to note that while students wererandomly assigned to the two groups, in retrospectthere appear to be some underlying differences. Forexample, MEW students were more likely thancomparison students to indicate that, at sometime intheir school career, they had 'seriously thought aboutquitting school” (an 18% difference). This raises thequestion as to whether the MEW group mightactually have been at higher risk regarding schoolsuccess than the comparison group.

14

MEW students had higher retention and “on-time”graduation rates than did comparison students.

Retention and Graduation Rates

Engagement in School

MEW students had higher retention and “on-time”graduation rates than did comparison students.

13 Where differences are cited above these differences are statistically significant, unless otherwise noted.14 School record data are from the six participating sites and do not include students who may have transfered to other schools.


........................................................................................................................................................................................................................................................................

On numerous items, MEW students were less positivethan comparison students regarding their highschool experience. For example, MEW students were:

MEW students were also 14% more likely to 'dis-agree' that staff in the school care about students,although they were 19% more likely to report that ateacher (likely the MEW teacher) helped or sup-ported them in understanding and respectingthemselves. These findings may point to a differencebetween MEW students' view of their school andteachers in general, and their view of the MEWteacher.

A positive school climate, where students feel valuedand respected, supports student success. Therefore,two scales were constructed from items included inMay/June 2009 survey which inform aspects of schoolclimate. The first of these was the Caring andRespect Scale which included four items that tookinto account if students felt there was a caringand/or respectful environment between staff andstudent and among students.

Again, this scale was compared with outcomes forMEW. There was no relationship between the Caringand Respect Scale on on-time graduation for eitherMEW or comparison students. However, there was arelationship between students scores on the Caringand Respect Scale and the number of credits earned.Interestingly, analysis for these two groups producedopposing results - the higher MEW students scoredon the Caring and Respect Scale score the morecredits they earned, while the higher the score forcomparison students the fewer credits earned.

A second school climate scale was constructedincluding questions that focused on students' beliefsabout staff expectations, and whether they feltunderstood and respected. This scale, named theExpectations/Valued Scale, included three items:'teachers seem to understand me,' 'teachers holdhigh expectations for my academic performance,'and 'some of the staff in this school really care aboutme.' When averages for this scale were calculated,most MEW or comparison students indicatedteachers understood and cared about them, as wellas held high expectations for their academic perfor-mance.

When the Expectations/Valued Scale was compared

18% more likely than comparison students to'disagree' that the school helps students torespect individual differences,

16% more likely to 'disagree' that their schoolhelps students appreciate cultural differences.

15

16

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with on-time graduation, a positive relationship wasfound for both MEW and comparison students;however, this was only statistically significant forcomparison students. Nevertheless, the combinedresults of relational analysis of the two school climatescales echo what is found in educational literature,that understanding and supportive teachers whowant students to succeed is a positive force instudents' lives and fosters their success towardgraduation.

MEW students participated in peer support orleadership programs at a 13% higher rate than didcomparison students. Also, 19% more MEW studentsindicated that “love of learning” was one of theirstrengths.

MEW students were also asked about their participa-tion in MEW, what they had learned as a result, howbeing in MEW had supported their learning, and howthey would rate MEW.

As a result of being in MEW, students were mostlikely to report they had learned about:

Also, 96% (n=78) 'agreed' that being in MEW hadhelped them “gain a better sense of my Aboriginalidentity.” As MEW students confirmed in the inter-views:

To further explore cultural involvement and MEW

Aboriginal worldview (n=70 or 90%),

Aboriginal ceremonies/gatherings (n=69 or90%),

Traditional arts and crafts (n=63 or 83%),

Traditional herbs and medicines (n=51 or 72%),

Pow Wows (n=54 or 72%),

Traditional feast/pot luck food (n=55 or 72%).

17

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Most Aboriginal students don't get achance to learn about their cultures.[The MEW teacher] explained ourtraditions to us.

I learned about my heritage and that,all over the country and the world,there are Indigenous peoples.

The most important thing in MEW waswhat I learned about my culture …[and] how to deal with racism and notflip out.

15 This represents a combination of "disagree" and "strongly agree.”16 There was a low level relationship between Caring and Respect Scale scores and credits earned for MEW students and a moderate relationship for

comparison students. However, results were statistically significant for comparison students, but were not significant for MEW students.17 This represents a combination of “strongly agree” and “agree.”

........................................................................................................................................................................................................................................................................


18 These 15 items asked students about the frequency of their participation in: fasting, Festival du Voyageur, local Pow Wows, making traditional music,National Aboriginal Day, other cultural ceremonies/gatherings, Pow Wow Trail, Red River Métis Day, sweat lodges, traditional arts and crafts,traditional dance, traditional feast/potluck, traditional hunting/trapping/fishing, using traditional herbs or medicines, and wearing traditional clothing.

........................................................................................................................................................................................................................................................................

outcomes, further analysis was undertaken on 15items that asked both MEW and comparison studentshow often they participated in different culturalactivities. These items were used to create aCultural Involvement Scale which measures students'involvement in Aboriginal culture. The CulturalInvolvement Scale was compared against total creditsearned by students in the 2007/2008 and 2008/2009school years. Results indicate that there was norelation between students' involvement in culturalactivities and the number of credits they earnedduring their high school careers or their on-timegraduation.

In addition, in order to discover whether there was arelationship between participating in the MEWprogram and students' involvement in their culture,a second scale was constructed entitled the MEWInvolvement Scale. Students were asked if participat-ing in MEW was related to an increased likelihood ofparticipating in cultural activities such as: Aboriginalmusic, Aboriginal dance, ceremonies/gatherings,fasting, sweat lodges, Pow Wows, and traditionalarts and crafts, using traditional herbs, medicineslearning more about Aboriginal world views, andlearning/using an Aboriginal language. When theCultural Involvement Scale was compared againstMEW Involvement Scale, there was a moderaterelation between the two that was statisticallysignificant. This positive relationship suggests thatMEW students credit MEW with increasing theirinvolvement in cultural activities.

MEW students indicated that numerous MEWprogram elements “often” supported their learning(Graph 1).

Ninety-two percent of MEW students (n=75) indi-

18

cated that the MEW teacher cared about them. Thiswas often confirmed in the interviews wherein manyMEW students commented on the importance of theMEW teacher, both personally and educationally.

Overall, 98% of MEW students (n=79) “agreed” thatbeing in MEW helped them with “skills for highschool success.” Finally, 85% of MEW students (n=67)rated MEW as “great” or “good” (Graph 2).

The interviews with MEW students confirmed thefindings from the surveys.

I didn't have support before I camehere. [MEW teacher] helped me outand if I had troubles I wasn't afraid toask him.

We wouldn't be where we are without[the MEW teacher]. S/he encourages usto do everything perfectly.

The MEW class has been a big part ofhigh school [for me] … I always come todo my homework here [MEWclassroom].

MEW did what I expected, anything Ineeded, food, a place to vent, help withmath. It gave me a place to sit andthink. I always knew I could come hereand count on this room … I can counton [MEW teacher] for everything; he isalways there.

If I fall behind in assignments, I cancome here [MEW classroom] and gethelp. I do better. I didn't expect thatfrom my classes.

MEW is one of the main reasons I amgraduating on time.

Graph 1Supported MEW Students' Learning

(n=82)

Graph 1

75 68 62 62 54 49 42

100%

80%

60%

40%

20%

0%

Carin

gM

EWte

acher

Quietplac

e towork

Acces

s toco

mpute

rs

Place

withfri

ends

MEW

curri

culu

m

Talki

ngwith

teac

hers

Tuto

ring

Actual number of students is shown in the bars.

Graph 2Rating of MEW

Graph 2

Great

Good

OK

Not too good/terrible

11150

17

Note: actual numbers of students shown on the graph.


In some sites, the comparison students wished theyhad been in MEW. They believed they would have

Prior to leaving high school the majority of MEWstudents for whom data were available (n=76 or94%) 'agreed' that being in MEW helped them withadvice on course choices. High school courses need tobe selected to ensure students have the prerequisitesfor their desired post-secondary program; this is oneaspect of post-high school planning. Again, almost allMEW students (n=77 or 95%) 'agreed' being in MEWhad helped them know what courses they needed tograduate. Also, 96% (n=78) of MEW students'agreed' that MEW had helped them with “skills tohelp me continue with my education.” As one MEWstudent concluded:

When they were followed up a year later, most MEWstudents agreed their participation in MEW benefit-ted them by learning or developing skills that wouldhelp them continue their education (n=37 or 88%)and getting information on post-secondary educa-tion (n= 39 or 91%). When needing to decide whatthey would do the year after high school, themajority of MEW students also agreed that participa-tion in MEW helped them make their decision (n=34or 79%).

Prior to leaving high school 88% (n=71) of MEWstudents for whom data were available believed thatMEW helped them with “getting information onpost-secondary options.” Data from post-secondaryenrollment and bursary access (provided by ManitobaEducation) indicates that MEW students were morelikely to be enrolled in a post-secondary program: 38MEW students, as compared to 16 comparisonstudents.

“received more help, got better grades and morepeople would have graduated.”

While MEW students overall appeared less engagedwith several aspects of their high school experiencethan were comparison students, they were verypositive about their experiences and learnings frombeing in MEW.

Post-high School Planning

Enrollment in Post-Secondary

MEW helped me a lot with myself, myschooling and my future. It was a greatprogram.

While MEW students overall appeared less engagedwith several aspects of their high school experiencethan were comparison students, they were verypositive about their experiences and learnings frombeing in MEW.

Post-high School Planning

Enrollment in Post-Secondary

As of September 2009, MEW students were morelikely than comparison students to have enrolled in apost-secondary program.

Bursary Supports

Success in Post-Secondary

Bursaries to individual students were not part of theoriginal project design. When it was determinedthere would be sufficient funds available to supportstudents' post-secondary participation, both MEWand comparison students were told of the opportu-nity to receive a $6,000 bursary. However, thisdecision was made late in the spring of 2009,students' graduation year. The timing may haveaffected the post-secondary plans of some students.

When asked the importance of the bursary inpursuing further education/training, only one MEWstudent and no comparison students said that it was“not very important;” the remainder said that it was“important/very important.” The one student whosaid that the bursary was “not important” explainedthat s/he was determined to attend post-secondaryeducation with or without the bursary.

When surveyed in June 2010 (one year after gradua-tion) 61 young people responded to the question-naire of whom 41 were former MEW students and 20were former comparison students. Of those respond-ing to the follow-up survey, 15 MEW students tookpart in some form of post-secondary educa-tion/training along with seven comparison students.In the follow-up survey, six MEW students planned oncontinuing their education/training in the fall of2010, while no comparison students planned to do so.One member of each group did not know if theywould continue or not.

When considering both MEW and comparisonstudents, more females than males reported continu-ing their formal education/training. Those who tookpart in further education or training chose a varietyof different avenues to take after high school (Table7). Of females who did continue their education ortraining, none decided to take training or to appren-tice in the trades.

Students’ plans for the upcoming year (September2010) varied, but were mostly focused on post-secondary education/training, while some chose towork full-time (see table 8).

19

As of September 2009, MEW students were morelikely than comparison students to have enrolled in apost-secondary program.

Bursary Supports

Success in Post-Secondary

19 It should be noted that not all respondents answered all questions.........................................................................................................................................................................................................................................................................


Table 6: Overview Graduation and Post-Secondary Participation........................................................................................................................................................................................................................................................................

SiteMEW

Total # Grad Data Graduated Bursary# with Data

Cross Lake 27 24 24 19 17

Norway House 28 16 16 9 8

Peguis 19 13 13 11 6

Selkirk 27 21 18 10 4

Swan River 15 7 7 5 0

Thompson 30 18 18 5 3

Total 146 99 96 59 (62%) 38 (33%)

SiteMEW Comparison Group

Total # Grad Data Graduated Bursary# with Data

Cross Lake 14 9 9 9 4

Norway House 16 10 10 5 3

Peguis 15 4 2* 2 2

Selkirk 25 25 18 10 5

Swan River 11 6 6 3 1

Thompson 29 29 29 6 1

Total 110 83 74 35 (47%) 16 (22%)

*The two students identified as having graduation data and graduating are only known because they were on the bursary list.

Table 7:Overview of Post-Secondary Education/Training ChoicesTable 7:Overview of Post-Secondary Education/Training Choices

Table 8:Overview of Future Activities for 2010Table 8:Overview of Future Activities for 2010

.............................................................................................................................. ..............................................................................................................................

Education/Training Education/TrainingNumber of Students Number of Students

MEW MEWComparison Comparison

Trades/Technology/Apprenticeship 3 0

Community College Courses 7 3

University Courses 3 3

General Studies 1 0

Katimavik Program 0 1

Other 1 0

Total 15 7


Community College Courses 1 0

University Courses 12 2

Upgrading My Courses 1 1

Training 1 0

Work Full Time 9 7

Work Part Time (less than 30 hrs. week) 1 0

Travel 0 1

Take Care of Family 1 0

Sports 1 0

Other 1 0

(30 hrs. week or more)

Total 30 16


Highest Planned Levelof Education

Respondents from both the MEW and comparisongroups had high hopes for their post-secondaryeducation/training regardless of their recent orcurrent plans. The majority of all students would liketo complete some form of further formal educa-tion/training after they complete high school; theirchoices range from trades training to graduatedegrees (see Table 9).

Highest Planned Levelof Education

Table 9: Highest Level of Education Planned..............................................................................................................................

Education/TrainingNumber of Students

MEW Comparison

I don’t know 4 0

Some High School 1 1

Complete High School 3 1

Pilot License 0 1


College Diploma/Certification 8 8

Professional Degree/Certification 5 0

Undergraduate University Program 7 2

University Graduate Degree 5 3

Total 40 20

MEW Student Stories

My MEW FamilySupported Success

Qualitative information gleaned from the interviews,coupled with other data in the student profiles,allowed for the creation of stories that shed light onthe importance of MEW. These stories provide amore in-depth look at the impact of participating inMEW on the lives of individual students.

The first two stories are centered on three students'stories in two different MEW sites. The third is thestory from the MEW follow-up interviews that wereconducted with 16 former MEW students, represent-ing five of the six communities.

MEW operated in high school settings from smallerremote First Nations communities to larger communi-ties of over 9,000 residents. This case study focuses

MEW Student Stories

My MEW FamilySupported Success

on students in one of the larger communities wherestudents have greater access to recreational activities,as well as to health and social services. In thiscommunity the school is large with a studentpopulation of over 1000. With its size the school canoffer English and French Immersion programming, aswell as technical vocational education.

The MEW classroom in this school is large, brightlydecorated and includes a small private room off theactual classroom space where we were able tointerview the MEW students. This case study exploresthe experiences of three MEW students, Brittany,Jessica and Tyler. Information about these youngpeople emerges from a variety of sources; in-personinterviews in June 2009, questionnaires from thespring of 2009, school administrative data, as well asa follow-up questionnaire and telephone interviewconducted in 2010.

20

Brittany, who identifies as being of First Nationsheritage, did well in high school, graduating on-timewith her welding ticket. She saw herself as curious,grateful, courageous, and a team player and leader.She was positive about her high school;

Brittany became involved with MEW because of hermother.

Despite her positive view on the school environment,having the dedicated MEW room was important toBrittany because it was

The friendships she made shedescribed as being like family.

“I like thisschool. There are a lot of clubs and it's really big, soyou can meet a lot of friends and always findsomewhere to fit in, no matter what kind of personyou are.”

“a place to come where wecan be ourselves and not worry about what otherpeople think.”

Brittany's Story__________________________

MEW was my Mom's idea but I felt if Iever had trouble I would get help andnot fail. . . . I didn't need tutors but Icould always come here and study.Having a room is important and youreally feel comfortable here. I kneweveryone and being with one groupwas good.

Our whole MEW class, we were like family, notfriends, because we had different groups we hungout with. But we became close, like cousins, and I stilltalk to them to this day.

Brittany's Story__________________________

Our whole MEW class, we were like family, notfriends, because we had different groups we hungout with. But we became close, like cousins, and I stilltalk to them to this day.

........................................................................................................................................................................................................................................................................

20 Student names are fictitious to preserve the anonymity of the students.


While Brittany was a strong student academically,MEW provided her with more grounding in herculture. Her active participation in cultural events,combined with her academics, made her an awardwinner.

While Brittany had post-secondary aspirations in thespring of 2009 and was optimistic about her future,her plans were uncertain.

However, Brittany did continue her education, goingon to Red River College and completing theEducational Assistant program, graduating withhonours. She credits MEW for her post-secondaryparticipation.

Brittany credited the MEW bursary as being animportant support. While she cited some confusionabout bursary availability

In retrospect, Brittany stressed the importance ofMEW, not only for herself but for others as well:

Looking forward, shealso saw the importance of keeping young people in

“I'm graduating but I'mnot sure what I'll do. I don't want to jump into post-secondary. I got my welding CWB ticket last week, soI'll do welding until I figure out what I want to do.”

“they told us finally wecould get it, but not until the last month or so toapply . . . . I would have liked to have gone into ateaching program at the university, but could not getin with that short a notice. The bursary was still asupport though.”

“Itreally helped people graduate. And it will help you inlater life, especially if you go to school. Also, theemployability skills portfolio taught us how to dogood portfolios and resumes.”

I was on the Committee for theAboriginal Pavilion for Culturama. Wehad music, art, and food in the school.It also promoted Aboriginal studentsuccess. It helped me out with that andI won an award.

Without MEW I probably wouldn't havegone on to post-secondary education. Ithink I would have still been working atthe gas station I worked at in highschool and not be a substitute E.A.[educational assistant] right now. Yeah,I definitely wouldn't have gone on topost-secondary education . . . I didn'tknow exactly what I wanted to do, butthey took us to colleges anduniversities. I didn't know what Iwanted to do, but after the field trips Ichose to go to college. I would have tosay, the field trips to the colleges andtalking about it with everyone had abig influence on my choice.

school and felt that a program like MEW would be astrong support to other young people.

Tyler, who identifies as being Métis, followed a similarpath to his friend Brittany. He too graduated on time,majoring in welding. Tyler described himself ascurious, fair, forgiving, spiritual, playful and a leader.Like Brittany, he became involved with MEW becauseof his mother;

In his Grade 12 year Tyler credited the MEW teacherwith helping him succeed.

Besides the MEW teacher, Tyler also mentioned howhe had learned about Aboriginal peoples around theworld (He strongly agreed that MEW helped him in gaininga getter sense of his Aboriginal identity.

In the follow-up interview, Tyler expressed the samesentiments, echoing the fact that he might have hadto stay in high school another year had it not beenfor MEW and that it was the MEW teacher who hadbeen key to his success.

“I got into MEW because of my Mom.She wanted me to graduate, to succeed, and I wantedto make her happy.”

“I learned about other cultures and my own”).

Society is getting worse, pregnancyrates are going up. I think they shouldwork really hard to keep kids in school.My younger brother has problems andhas come home drunk; projects likeMEW could help kids like him tostraighten out.

Mr. [MEW teacher] was a big help. Hecame to Math class to help me; both inGrade 11 and Grade 12 . . . without himhere it would have been different. Lotsof my friends are jealous that I was inMEW. . . MEW showed me how to workhard in my other classes. The firstcouple of years we had MEWassignments, but this year we prettymuch did other school work here tograduate. It showed me how to hustlein my other classes . . . I might not havegraduated if I had not been in MEW.

Tyler's Story _____________________________

I graduated a lot sooner. I wouldn’t be where I amnow without MEW. I’m still friends with people [theother students] and with the MEW teacher.

Tyler's Story _____________________________

I graduated a lot sooner. I wouldn’t be where I amnow without MEW. I’m still friends with people [theother students] and with the MEW teacher.


While Tyler was not certain as to what he was goingto do at the end of Grade 12;

However, like Brittany, he decided to go toRed River College to the para-educator programwhere he did very well, averaging 80% or better inhis courses.

In reflecting back on his MEW experience, Tyler alsospoke fondly of the friends he had made as a result ofparticipating in MEW.

Jessica, who identifies as being of First Nationsheritage, has similar but different story than herMEW classmates. While a strong student inMathematics, she passed Grade 12 English LanguageArts with a final mark of 58%. Jessica describedherself as fair, forgiving, truthful, responsible, andopen-minded. Jessica became involved in MEWbecause of the cultural component, the opportunityto get help with school work, and the opportunity tomake new friends,

Jessica credited MEW with helping her gain confi-dence and a better sense of her Aboriginal identity.She believed that MEW helped her graduate on time.She cited the importance of tutoring support and sheappreciated having the dedicated MEW classroom.When she looked back on her experience in MEW,Jessica explained that being in MEW had helped herwith:

“I majored in weldingand am going to try Red River College but I amwaiting for a year, so I might get a welding job in thesummer.”

“especially the friends.”

I ended up getting six grand from beingin MEW from the MillenniumScholarship Foundation and I'd have tosay it was a big part of why I went tocollege. . . If I was not in MEW I wouldhave had to have saved up for a yearbefore going into college. . . . I don'tknow at this point, I'm going to dosomething, something more. I don'tknow if I want to be a teacher, but I'mtrying it out. I want to do somethingmore though.

We were like a big family in theclassroom. Every year we went on anouting with other schools to Winnipeg.We went to cultural places all over thecity. We made friends from all overManitoba – a pretty cool experience.

Jessica's Story ___________________________

Learning more and learning to payattention. I usually don't pay attentionin class and they taught me how to payattention in class. It has been good forme to focus at work too. On focusing onwhat I need to do.

I probably wouldn't have graduated andwouldn't have had a job. I probablywould have still been in school workingat graduating. They helped us withgetting a job; they helped us to learnhow to make resumes and how to applyproperly, how to pay attention in theinterview and to pay attention duringthe job.

Jessica, as did the other students, mentioned theimportance of making friends through MEW, both ather school, but also meeting other students fromacross Manitoba;

At the end of her Grade 12 year, Jessica intended togo on to post-secondary education at Red RiverCollege. However, she did not immediately continueher formal education. In her follow-up interview,Jessica explained that she was working and wasapplying for courses at Red River the following year.She continued to credit the MEW program, not onlyfor her graduating but also for helping her withwork.

Interestingly all deviated from their Grade 12 post-secondary intentions. While all considered post-secondary as a viable option, the two students whoattended college sequentially had thought in Grade12 that this opportunity would have to be postponed.The availability of the MEW bursary supported theirsequential participation.

Perhaps most striking was the importance of relation-ships, both with the MEW teacher and with the otherstudents. The friends they made through MEW wereoften described in family terms. Echoing the research

“I'm still friends with some of themand I keep in touch through the Internet and throughinstant messaging.”

Clearly, the three young people whose experiencesare described in this case study all highly valued theirparticipation in the MEW program, including thesupport from the MEW teacher, the dedicatedclassroom, and learning more about Aboriginalcultures. They credited MEW with supporting theiracademic achievement and the ability for them tograduate on time.

**************************


literature, a relationship with a relentlessly caringadult is a key to school success, which becomesparticularly powerful when coupled with the senseof belonging that was fostered by being part of the“MEW family.”

There is always a bit of apprehension when visiting acommunity for the first time. How will people in thecommunity react to another researcher coming tointerview them? The trip to the community is spentwondering, but any worries are dispelled uponseeing the MEW teacher. Although not surprising, asmile helps to dispel any apprehension and we headto the school to meet the students.

The classroom is small, but the walls are covered withart the students made reflecting the Seven SacredTeachings. Students come and go, picking up orputting away laptops as they finish. Even though it islate in the school year, there is still work to do, andstudents come to the teacher with questions. There isone group of three students in particular who areworking intensely together – one studying for asecond chance at a year-end math exam, while theother helps him prepare.

A lot has happened in this room over the past fewyears. This is where students from the MakingEducation Work program have been coming to gettutoring help, to have a quiet place to work, to usethe computers, and to be with friends. MEW studentsalso took classes here, the required MEW curriculumwhich focused on Aboriginal culture. As is the casewith many school-based programs, there is morehere than meets the eye. It is only through taking anin-depth look at the experience of particularstudents that a more complete picture of MakingEducation Work can be told. Seen through the eyesof three students from the same community, this casestudy will attempt to provide a glimpse of whatMEW provided to three young lives.

This case study includes information from a numberof sources. On a site visit to the community in June

On a bright autumn day, I went to the school topresent a draft of the MEW implementation reportto the community. The Superintendent, the formerMEW teacher, another teacher, two parents and twoformer students, including Tyler, were in attendance.During the discussion Tyler spoke of the importanceof the MEW experience: “It was about relationships.What you did in class built relationships . . . they arestrong friendships. It was like a big family. Those arestill the kids I hang around with.”

Lighting the Spark

On a bright autumn day, I went to the school topresent a draft of the MEW implementation reportto the community. The Superintendent, the formerMEW teacher, another teacher, two parents and twoformer students, including Tyler, were in attendance.During the discussion Tyler spoke of the importanceof the MEW experience: “It was about relationships.What you did in class built relationships . . . they arestrong friendships. It was like a big family. Those arestill the kids I hang around with.”

Lighting the Spark

2009, questionnaires and school administrative datawere collected and interviews undertaken, just beforeMEW students were graduating from high school. Inaddition, a follow-up questionnaire and telephoneinterview were conducted in 2010, one year aftergraduation. All of these sources help create thestories of these three students.

Although soft spoken, Michael had a lot to say abouthis experience as a MEW student. When asked aboutwhy he became involved in MEW three years ago, hisresponse was immediate and thoughtful:

In fact, Michaelcontinuously returned to the importance of culture inhis MEW experience. One year later, Michael returnedto this theme during a telephone interview, where hestated:

Michael identified 24 of 30 word or phases thatdescribed his strengths and these included the phrase'connected to traditional culture.' He 'stronglyagreed' that Making Education Work had helped himget a better sense of his Aboriginal identity.

While MEW helped Michael become more groundedin his cultural heritage, he also stressed that theprogram fostered his growth in more personal ways.He 'strongly agreed' that it had made him

possibly reflecting some of thestrengths he chose to describe himself as 'persistent,''self-controlled,' 'responsible,' 'a leader,' 'motivated,'and 'confident.' In fact, Michael mentioned the bestpart of the MEW program was

Michael's MEWjourney was one of self-discovery, where he deepenedan understanding of his past and fostered a strongervision of his present. The supportive environment thatMEW provided supported Michael, both educationallyand emotionally. He mentioned his relationship withthe MEW teacher and with the other MEW students.:

“...thecultural experience; I hoped it would help me getback in touch with my treaty roots.”

“...moreconfidence in myself,”

“Branching out andbecoming who I am right now.”

Michael's Story __________________________

They showed us in an Aboriginalprogram...a new way to look at lifethrough the Aboriginal way of life.Everything was volunteer in theAboriginal way of things. I’m more of atraditional person now; I appreciate myheritage and respect my elders.

The MEW teacher helped me through ahard time. One was like a grandmotherfigure when mine died; not replacingher, but sort of filling the hole. All of usthat were friends felt extra good in

Michael's Story __________________________


graduating and 50-65% went on to postsecondary; I'm still close friends withthem when they come home fromschool.

I would have quit school, but theteacher they brought in was alwaysthere for all of the students; s/he wasnot there for themselves and theyhelped with the class and gave us someplace to go...I wouldn't have finishedschool on time. I would have struggledand would have still been in school nowworking. It helped me to graduate ontime.

I started working at an elementaryschool as an educational assistant. It isnot really a career path. I am waitingfor another career opportunity. Withthe MEW program I was able to learnabout careers in heavy machinery,automotive, and trade schools. TheMEW program made me realize I couldgo there when I am ready; it gave meoptions.

When probed to further describe how MEW supportshad impacted his high school career, Michael spokecandidly.

In addition, Michael mentioned on a number ofoccasions that the support he received from MEW

He credits his participation in MEW tomaking him aware of post-secondary opportunitiesand to helping him realize that potential was therefor him. At the time of his high school graduation,Michael plans included attending post-secondary andcontinuing to pursue athletics. He was contemplatingattending university to study for a Bachelor of Arts ora business degree. In speaking with him one yearlater, Michael's life circumstances had changed, ashad his post high school plans.

In addition to changes in life circumstance, Michaelmentioned there were to himfollowing through on his plans. However, it was clearhe felt his experience in MEW had supported himthrough high school graduation and had fostered thechoices that followed.

“...opened my eyes to where I can get this trainingand stuff.”

“financial roadblocks”

“I understand my culture better now. I'm Aboriginaland I understand the struggles we went through as apeople and the things we have fought for. I'm a moreenlightened person.”

“I understand my culture better now. I'm Aboriginaland I understand the struggles we went through as apeople and the things we have fought for. I'm a moreenlightened person.”

Samantha's Story ________________________

Samantha credits her experiences in the MEW projectwith having changed the course of her life. She spokefondly of her MEW teacher and of how she supportedher throughout high school. At the time of hergraduation Samantha admitted she had

However, one yearlater, upon reflection, she mentioned that it was theencouragement and support of the MEW teacher thathad helped her stay on course and complete highschool.

She mentioned that she was optimistic about herfuture, and strongly agreed that her time in the MEWproject had helped her to have more confidence inherself and in what she wanted to do during the yearfollowing her high school graduation. The environ-ment of the MEW classroom was also a support toSamantha providing a place where she

Shedescribed the MEW classroom as something of a“home” within the school setting.

MEW also provided Samantha with opportunitieswhich shaped her post-secondary aspirations. As partof the leadership aspect of the program, Samanthavolunteered in a Grade 3 classroom. While she hadthought about becoming a nurse, this experience

A yearafter her graduation, Samantha is still enrolled atuniversity and pursuing her dream of becoming ateacher. She also credits the MEW teacher as influenc-ing this change of course:

In fact, Samantha would like to see allstudents in her community have access to the benefitsshe had under the MEW project.

“seriouslythought about quitting school.”

“...could goand talk to my classmates and my teacher.”

“...influenced me into becoming a teacher.”

“I want to be a teacher,probably a grade school teacher. My MEW teacher islike a role model, [showing me] how I could help myown students.”

My MEW teacher, my MEW mother,helped us a lot with counselling, one onone. She did tutoring and she helped alot. We called her MEW mother becauseshe looked after us; she wouldn't judgeus, she was like an academic advisor, butmore spiritual and introducedAboriginal ways to us.

“In the end it was my choice to not pursue post-secondary right away. It had nothing to do withMEW, it was a personal choice. [MEW] gave me whatI needed to know so I could make the choice.”

Samantha's Story ________________________

“In the end it was my choice to not pursue post-secondary right away. It had nothing to do withMEW, it was a personal choice. [MEW] gave me whatI needed to know so I could make the choice.”


“I think the MEW project was a great experience andhelped me a lot. If it was introduced as being aregular part of school, it would be a greatadvantage, and keep kids in school to learn aboutthemselves. Kids might think twice about what theycan do, they just need to find it, and the MEWproject helps with that. It was a great experience; allkids should have it.”

“It taught me to be a stronger person and taught mea lot about my culture I didn't know.”

“I learned a lot about my culture. It made me notashamed of my culture. I will always remember it,especially my teacher and my friends.”

Like Michael, Samantha also stressed the culturalcomponent of the MEW program as influencing whothey were becoming as individuals.

Like her peers Michael and Samantha, Alyssa stronglyagreed her participation in the MEW program hadbolstered her confidence in herself, helped her havea better sense of her Aboriginal identity, andprovided her with information she needed to makedecisions regarding post-secondary education. At thetime of her graduation, she was optimistic about herfuture. But that was not always the case:

The following fall, Alyssa enrolled in seven courses atuniversity as part of her plan to become a teacher: “

One yearlater, her situation had changed. Due to 'personalissues' she had to withdraw from post-secondary.Nevertheless, she had continued to work in the fieldof education:

Alyssa sees this as atemporary interruption in her educational career:

“At onepoint I felt like quitting school. My teacher talked tome and kept me from quitting and kept me going.”

Iknow I wanted to be a teacher, but MEW gave memore motivation to go through with it, sharing withothers motivated me to pick my career.”

“I am working full time as an educa-tional assistant for experience.”

“Iam working on an application and an acceptance

If we don't learn it [our culture] inschool it will die off. We should learn itin school. I wouldn't have learned somuch about my culture and howinteresting it is - and learning aboutindividuals from different communities.It made me learn about howcommunities have different settingsand different strengths. We learnedfrom each other.

Alyssa's Story____________________________

“I think the MEW project was a great experience andhelped me a lot. If it was introduced as being aregular part of school, it would be a greatadvantage, and keep kids in school to learn aboutthemselves. Kids might think twice about what theycan do, they just need to find it, and the MEWproject helps with that. It was a great experience; allkids should have it.”

“It taught me to be a stronger person and taught mea lot about my culture I didn't know.”

“I learned a lot about my culture. It made me notashamed of my culture. I will always remember it,especially my teacher and my friends.”

Alyssa's Story____________________________

letter to get sponsored. Once sponsored, it will not bea problem, if not I will apply for a student loan. I'mtrying to pay off my debts and get the loan if I needto.” This application process is for a program of studytoward getting her Bachelor of Education degree.

Students' life choices are as individual as they are.Nevertheless, examining their journeys as MEWstudents tell the story of the impact the program hadon their lives. For these three youths, the presence ofa supportive and caring adult not only helped themto continue their high school studies, but also madethem aware of their post-secondary potential. Allthree admitted they had contemplated leavingschool, but the supportive intervention of the MEWteacher changed their minds, and they all graduatedon time. This echoes the research outlined in theevidence synthesis, which indicates supportive adultscontribute to youth resilience.

Through the MEW teacher's encouragement, Michael,Samantha, and Alyssa found the information theyneeded to pursue plans of post-secondary education,even if these plans were delayed. All three studentsidentified “personal issues” as contributing to theirchange in plans. Furthermore, two MEW studentsincluded in the case indicated that financial consider-ations had contributed to changes in their lifetrajectory.

The cultural learning MEW provided was alsoimportant to all three students. They credited MEWwith lighting the spark which ignited their desire tolearn more about their Aboriginal roots. Connectingwith culture instilled a sense of pride and remindedthem of the importance of their heritage.

In the end, their voices clearly speak to the value theyplaced on their participation in MEW and that itprovided a context for their success which will notsoon be forgotten.

“I am still in touch with my friends and with myteacher. S/he knows I've been through a lot and shestill supports me.”

“I had a good experience in MEW - the trips, tours,and cultural [activities], meeting kids from otherschools, and making friends for a lifetime. It's anexperience I'll never forget. I'd like to see it a realityfor other students who might need it.”

Michael

The Impact of MEW on Three Young People

“I am still in touch with my friends and with myteacher. S/he knows I've been through a lot and shestill supports me.”

“I had a good experience in MEW - the trips, tours,and cultural [activities], meeting kids from otherschools, and making friends for a lifetime. It's anexperience I'll never forget. I'd like to see it a realityfor other students who might need it.”

Michael

The Impact of MEW on Three Young People


In Their Own Words -Reflections on MEW

Completing High School

Post-High School Plans

'In their own words' summarizes the themes thatemerged from the follow-up interviews conductedwith former MEW students in 2010.

Thirteen of the 16 MEW students interviewed inNovember/December 2010 graduated either on timein 2009 or one year later, June 2010. The remainingthree were either still working to get their Grade 12equivalent or had plans to go back to school in thefuture. Reasons for not having yet graduated were;leaving school, having a child, and the loss of MEWsupports after leaving the program in Grade 12.

Many of those interviewed credited MEW with eitherkeeping them in school or helping them graduate ontime.

All but one of the students said that MEW helpedshape their after high school plans and influencedtheir choice to pursue post-secondary educa-tion/training.

While most of the students succeeded in movingforward in some aspect with their post high schoolplans, others have experienced challenges.

I wouldn't have finished school on time.I would have struggled and would havestill been in school. It helped me tograduate on time.

I knew I wanted to be a teacher, butMEW gave me more motivation to gothrough with it, sharing with othersmotivated me to pick my career.

I wanted to get into a trade. I just feltlike that was what I wanted to do.Maybe plumbing or heating, that sortof thing. They helped me figure outwhat I wanted to do.

I took the fitness instructor course; it'sjust a weekend course… I failed the firstexam and got scared since you only gettwo chances. I want to retake thecourse again before taking the examthe second time, to make sure I pass.

In Their Own Words -Reflections on MEW

Completing High School

Post-High School Plans

I took a break because I had a son. He'ssix months old now. I'm waiting untilnext year to apply to college.

I made friends from the other MEWcommunities. I see them once in a whileevery three months or so, I'll see them inthe city; I stay in touch by texting andsometimes phoning.

It helped me learn more about myculture too. I went to a couple ofsweats. It was different, I liked it. Iprobably will continue to do that.

I went to Manito Ahbee for the firsttime this year. It was interesting. I likedthe costumes and just started learningto make my own mukluks andmoccasins. The MEW teacher introducedus to Aboriginal culture; I might nothave gotten involved if not for [MEW].

My boyfriend and I started taking pow-wow during MEW, but I stopped when Istarted college. I didn't have the timefor it.

The [MEW] teacher encouraged me…told me to think about my future. Ithought about it. Maybe I'll go to schooland get a job.

The Lasting Influence of MEW

All but two of the MEW students felt that havingbeen in the MEW program had a lasting influence ontheir lives beyond their post-secondary planning. Themost common response was lasting friendships madewith other MEW students from their own school, andfor some from other MEW schools.

All those interviewed were exposed to learning aboutAboriginal culture as a component of the program.Some students felt that this had brought about apermanent change in their life.

While others indicated participating in MEW hadinfluenced their cultural understanding, their currentcircumstances challenged their ability to continue toparticipating in cultural activities.

MEW students mentioned a number of other lastingeffects that MEW had on their lives, includinglearning better focus, being positive about theirfuture and working hard in order to achieve theirgoals.

The Lasting Influence of MEW


Something we did in MEW was theYouth Aboriginal Council. I wasencouraged and [became involved]…I'm active in the University StudentCouncil because of my experience inthe Youth Aboriginal Council.

I think I would have been kicked out ofschool already. I think I wouldn't be inschool and not graduating. I'd say itsomewhat motivated me and make mewant to get it [completing school]done.

I would have dropped out and wouldhave got into drugs and alcohol, thosekinds of negative things. Along the wayI got into those things and the MEWproject helped me to get out of thosethings and I don't do them anymore.

It would definitely help the Aboriginalstudents who are struggling, or notfocusing on school, to keep on track. Itwould be good to provide for kids atother schools too.

I think it would help a lot. I think itwould help troubled kids… [those that]don't have supports like that at home.They need encouragement. Kids don'thave encouragement like that at home.

I think there is a class still like that atmy school. I guess basically is like MEW.If you are behind you can go there andcatch up.

Students were also asked how they thought theirlives might be different if they had not participatedin the MEW project. The most common responsesincluded not graduating, not continuing post-secondary education, not learning about theirculture, and having fewer close friends. Someresponses were particularly emphatic.

MEW students were asked how important it was thatschools provide some form of similar support to theMEW program. There was a unanimous response thatsupports similar to those provided for MEW shouldbe made available.

It was noted that there were attempts to bringcontinued supports, at least in some of the schools.

The Importance of Supporting Students

I know they have an Aboriginal classnow; the class is something like whatwe had with MEW… They also have ateacher that can help with tutoring. It isnot set into the student's schedule… Itis more of an elective, but they shouldmake it required.

A lot of the reason that people dropout is that they are overwhelmed andfeel that no one cares. In MEW theymade us feel like they cared, that wewere welcome, and that it wasimportant to be in class every day.

I think parents should do a lot morework. My parents didn't support me; ifthey had I would have maybe havegraduated on time. I think it would begood to have a class to teach them[parents] to encourage their children.

Sure, I'm planning to help the studentsout, tell those high school students tostay in school and not want to get outof the house at such a young age. Imight go to my old MEW teacher andask if I can talk to the students.

I was a good example of how well theproject worked. I'd consider being amentor or talking to the students.

When asked what should be done to make supportsavailable in the future, students emphasized supportsshould focus on encouraging youth and making themfeel as though someone cares. Those interviewedexpressed how important the MEW teacher was tothem because they showed a genuine interest in theirwelfare and cared about their success.

One student recommended having more informationavailable to parents about the importance ofencouraging their children.

Most former MEW students also indicated they wouldconsider volunteering or helping future students insome way, though some were not sure how theycould help. The most common response was to goback to their school and talk to the younger studentsand let them know the importance of staying inschool or to be a mentor or role model.


In Summary

The former MEW students that were interviewedwere positive about how MEW changed their livesfor the better. In their own words, these youth haveconfirmed the MEW program had achieved what ithad set out to do - keep youth in school, graduate,go on to post-secondary education/training, andbecome more aware of their Aboriginal heritage.

In Summary


Many also made close and lasting friendships withtheir MEW teacher and classmates. While each youthtook something slightly different or had otherpersonal circumstances that took them down anunexpected path, all valued their MEW experiencedand credited some aspect of it for having a lastinginfluence on their lives.

Program Implementationin Diverse ContextsWhile MEW experienced some of the growing painsoften inherent in pilot projects, in all sites the keyelements were implemented. MEW had sufficientflexibility to respond to different school and commu-nity contexts. While larger schools had more programofferings - a positive for students - this also increasedthe chance of timetabling conflicts between othersubjects and the MEW curriculum.

School culture and administrative support dictated,to some degree, how integrated MEW was into thedaily life of the school. However, these dynamics didnot appear to have any effect on actual studentoutcomes.

The presence of the MEW teacher and his/herconnection with parents/caregivers, as well as withstudents, was critical, regardless of context. Beingengaged as partners in their child's education wasvalued by parents, regardless of the communitycontext.

Therefore, it can be concluded that the MEW model,with some local adaptations, was a model whichcould be implemented in diverse contexts.

Program Implementationin Diverse Contexts

Lessons Learned

Research and Evaluation inDiverse ContextsThe original research design was intended to providecredible evidence of cause and effect that wouldinform policy and program decisions. The designcalled for creating a list of eligible students whowould then be divided into the MEW pilot group anda comparison group. While the selection may havebeen consistently applied across sites, this was notperceived to be the case in 2009. In most sites,regardless of school or community context, peopleraised concerns that the individuals hired to select thesample were not consistent in their approach and/ordid not apply the appropriate criteria. These percep-tions speak to confusion and distrust of the selectionprocess in a number of sites, but not necessarily tothe reality of the process.

In a number of the sites, people – students, parents,educators - felt that MEW should have been availableto all eligible students, rather than creating acomparison group where students could not (theore-tically) access support. However, in four of the sixsites, the MEW teacher supported some students inthe comparison group to varying degrees throughtutoring and mentoring.

While the variability in context across the MEW sitesdid not create disparities in the research, the MEWexperience speaks, first, to the need to communicateclearly and continuously with communities regardingany external research or evaluation process, andsecond, to the importance of understanding the reallife implications of excluding potential beneficiariesfrom participation in interventions developed toimprove people's lives. Denial of interventions whichhave a strong likelihood of positive effects raisesethical and practical questions, particularly in thecontext of small communities with limited resources.Finally, as 'belonging' is crucial in the Aboriginalcontext, research and evaluation studies need toconsider such cultural aspects in their design.

Research and Evaluation inDiverse Contexts


Supporting AboriginalStudents' EducationalSuccess

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Overall, the academic outcomes of MEW studentswere higher than those of students in the compari-son group, including credit acquisition, marks,graduation rate and post-secondary participationrate.

What factors supported MEW students' educationalsuccess? MEW combined many features about whatwas known to be effective educational practice forAboriginal students' school success. MEW confirmedthat:

Students benefit from a sustained, trustingrelationship with a caring adult in the school,

Students profit from a supportive academicenvironment (e.g., tutoring, mentoring, quietand safe place to work, a place to call 'home'),

Learning about one's culture and connecting toone's heritage and community supportsstudents' confidence,

Being a confident learner is related to schoolsuccess,

Building supportive trusting relationshipsbetween school and families supports studentsuccess.

Supporting AboriginalStudents' EducationalSuccess


There was also evidence that caring and supportiveteachers positively influenced outcomes for bothMEW and comparison students. Both groupsachieved higher rates of on-time graduation and themore credits they earned the higher they scored onthe Expectation/Valued Scale. However, results weremixed when looking at the Caring and Respect Scale,with MEW students showing higher graduation ratesand number of credits earned and comparisonstudents with lower rates and credits the higher theirCaring and Respect Scale score. Again, this reflectswhat educational literature suggest, namely thatpositive school climates foster student success.

One of the important aspects of the MEW programwas tutoring and mentoring by the MEW teacher.The student stories revealed that students felt theMEW teacher supported them and contributed totheir resiliency by holding high expectations of theirachievement and bolstering their confidence aslearners. A relentlessly caring teacher appears to bethe factor that is most powerful in creating positiveoutcomes for students; something which can andshould be replicated for all students. However, theimportance of the MEW teacher as a caring adult instudents' lives must be considered along with thesynergy created by the other supports embedded inthe MEW program.

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