MacPhail Online School Partnerships: 2023-2024 Evaluation Results
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| Title: | MacPhail Online School Partnerships: 2023-2024 Evaluation Results |
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| Language: | English |
| Authors: | Julia Miller, Amherst H. Wilder Foundation, Wilder Research, MacPhail Center for Music |
| Source: | Wilder Research. 2024. |
| Availability: | Wilder Research. Available from: Amherst H. Wilder Foundation. 451 Lexington Parkway North, Saint Paul, MN 55104. Tel: 651-280-2700; Fax: 651-280-3700; e-mail: research@wilder.org; Web site: http://www.wilder.org/Wilder-Research |
| Peer Reviewed: | N |
| Page Count: | 34 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education Grade 9 High Schools Grade 10 Grade 11 Grade 12 |
| Descriptors: | Music Education, Partnerships in Education, Educational Quality, Learner Engagement, Well Being, Access to Education, Student Interests, Social Emotional Learning, Electronic Learning, Student Participation, Skill Development, Program Evaluation, Program Implementation, Online Courses, Program Effectiveness, Program Improvement, Music Teachers, Teacher Attitudes, Student Attitudes, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12 |
| Geographic Terms: | Minnesota |
| Abstract: | This report presents findings from the 2023-2024 MacPhail Online School Partnerships (OSP) evaluation, focusing on outcomes and satisfaction for participating students and schools. The key findings include: (1) In terms of school engagement, student survey data suggests some positive impact. About half of students surveyed report that participating in OSP motivated them to do well in school; (2) For social connections, over half of students report OSP makes them feel more connected to other students in their classes; (3) Students highlight the relationship with their teaching artist when asked about their favorite parts of OSP, such as having access to a specialized instructor or receiving support from a trusted adult; (4) Through teaching artist assessments, music educator data, and student self-reported surveys, students demonstrate improved musical skills and increased musical interest; (5) Music educators report that MacPhail is an appreciated partner and collaborator, noting that the specialized instruction MacPhail teaching artists provide is important for students and extends their own capacity as teachers; and (6) Findings for students receiving individual lessons and students in sectional or group lessons differ in a few key areas. Students in sectionals, compared to those in individual lessons, generally report lesser impact related to positive school engagement, mental health, music skills or abilities, and general satisfaction with the program. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED677624 |
| Database: | ERIC |
| Abstract: | This report presents findings from the 2023-2024 MacPhail Online School Partnerships (OSP) evaluation, focusing on outcomes and satisfaction for participating students and schools. The key findings include: (1) In terms of school engagement, student survey data suggests some positive impact. About half of students surveyed report that participating in OSP motivated them to do well in school; (2) For social connections, over half of students report OSP makes them feel more connected to other students in their classes; (3) Students highlight the relationship with their teaching artist when asked about their favorite parts of OSP, such as having access to a specialized instructor or receiving support from a trusted adult; (4) Through teaching artist assessments, music educator data, and student self-reported surveys, students demonstrate improved musical skills and increased musical interest; (5) Music educators report that MacPhail is an appreciated partner and collaborator, noting that the specialized instruction MacPhail teaching artists provide is important for students and extends their own capacity as teachers; and (6) Findings for students receiving individual lessons and students in sectional or group lessons differ in a few key areas. Students in sectionals, compared to those in individual lessons, generally report lesser impact related to positive school engagement, mental health, music skills or abilities, and general satisfaction with the program. |
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