SABES Research and Evaluation addresses:
Three Implementation Questions
- What does “doing SABES” look like in each of 9 schools?
- How do actions and resources from a school district, a school, or the people working with SABES affect the way the model gets put into place?
- What do teachers, community members, afterschool staff and others think about SABES?
Five Impact Questions
- Is there an impact of SABES on test scores, grades during elementary and middle school, and middle school destinations? Does SABES help close achievement gaps associated with race or family income?
- Does SABES help students improve their skills in working as part of a team to design like engineers or conduct experiments?
- Does SABES help teachers improve their knowledge of science, technology, engineering, and math?
- Does SABES affect the way teachers teach, and talk to each other about teaching?
- Will Johns Hopkins University and Baltimore City Public Schools see changes to how they do their work as a result of the SABES project?
Three “How, Why, and Where” Questions
- If SABES affects some of its targeted outcomes but not others, why is this?
- Of the many elements or parts of the SABES model, which are most important in changing the ways schools and communities relate to science, technology, engineering, and math?
- If SABES seems to be working better in some schools or neighborhoods than others, why is this?