The Revolution Will Not Be Evaluated and More Insights from Community Science

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September 2017

The Tragedy of Professionalizing Social Change: We Are the System We Seek to Change
By: David Chavis, PhD, President/CEO
There is little doubt that this country and this world are seeing monumental challenges that we have not seen in decades, if ever. Racism and other forms of hate have become legitimized in many more places than we have seen in a while. There is a rise of authoritarian rule, “bullyism,” and violence against women and minorities. In this country, the basic social contract of a caring state and a common community (e pluribus unum – or “out of many, one”) is being threatened on nearly an hourly basis. The good news is that there has been a large-scale outcry from all corners of our society over many of the abuses and abusiveness. People are organizing across race and class to try to turn these trends around, and to promote equality and inclusion in this great country…
Early this year, our friend and colleague Rodney Hopson came to speak to our staff on culturally competent evaluation, as part of our internal professional development series. Rodney ended his workshop by reading a poem based on the lyrics to a song by the great jazz artist Gil Scot-Heron entitled The Revolution Will Not Be Televised as part of a 2011 tribute to evaluation thought leader Michael Scriven. We have dedicated this issue of The Change Agent to Rodney’s message. That message is a wake-up call to all of us “professionals” that if we want to see change, it is not going to come in a contract, grant, or billable hour. It’s going to come only by rejoining the social justice movement, not as an expert, but as a participant.

The Revolution Will Not Be Evaluated
An ode to Gil Scot-Heron, Michael Scriven, and the future of evaluation
By: Rodney Hopson
Professor & Associate Dean for Research
College of Education and Human Development

George Mason University

“You will not be able to avoid the usefulness and ubiquity of evaluation,
You will not be able to mislabel, misappropriate, misconceive, misapply, or misuse
evaluation, limiting it to the settings of programs, policies, and personnel
You will not be able to refer to the usual distinctions between research and
evaluation, draw simple conclusions at the end of a program evaluation, or avoid
instances of bias and conflicts of interests, as if our only concern in the discipline
rests on value judgments or our only claim to fame is to inform decision-making
Because the revolution will not be evaluated.”

Staff Profile: Maria Fernanda Mata

Maria Fernanda Mata, MA Analyst, has experi-ence in social science research, program development, public policy, and advocacy, particularly in the areas of community engagement, access to healthcare and social support, immigration, and social mobility. She is particularly interested in the application of quantitative and qualitative research to improve programs and services that empower racially and ethnically diverse communities. At Community Science, Maria is working to develop a tool kit that community- and faith-based organizations can use to reach and increase healthcare access for the most vulnerable populations. As part of this project, she is helping to identify strategies to educate communities of color and individuals with limited English proficiency, low literacy, or low health insurance literacy about the importance of obtaining health insurance coverage and the benefits of accessing preventive healthcare. Prior to joining Community Science, Maria Fernanda served as programs research associate for the National Hispanic Council on Aging, where she led program and policy research on key issues impacting Hispanic communities, including health, retirement security, and access to social programs.

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Dr. Bowman Contributes to AEA Feminist Issues in Evaluation Newsletter

As we focus on intersectionality, we reached out to members of other TIGs to solicit their perspectives on and experiences with intersectionality. Three colleagues from different sectors and life experiences discuss how they address issues of diversity, equity, and justice in their evaluation work.
Nicole Bowman (Mohican/Lunaape), PhD is President of Bowman Performance Consulting and an evaluator/ researcher with the University of WI-Madison. She currently chairs the Indigenous Peoples in Evaluation TIG and is a member of the Independent Consulting TIG and Multi-ethnic Evaluation TIG.

In your own words, how would you describe intersectionality?
Intersectionality feels like linear lines but when I practice it, it is round and relational. I enjoy seeing where things “connect” and “are related” (like our Indigenous traditional teachings). So I conceptualize and practice intersectionality as paths crossing on our journey and hopefully paths that continue to circle around and back as I learn and grow from and with others.

Describe your feelings about intersectionality (particularly with gender/feminism) and its impact in/on your work?
Connecting and relations (AKA intersectionality) are central to my life (academic, professional, and personal). And these are not just thoughts but concrete activities and community-based or Indigenous concepts/frameworks that make my work with intersectionality multi-dimensional. They span the realms of physical, mental, spiritual, and emotional as I carry my work out with and in service to others/community. Gender and feminism are only things I have to think about when the western world impacts my life/work. Traditionally speaking there is balance and male/female (and all things) to keep life running smoothly (and work). Gender and feminism have become more important in my work as we seek to include diversity within all we do and gender, sexuality, (i.e. LGBTQF, etc.) really need to be considered more so that feminism also can be inclusive like evaluation should be with different notions of two spirit people.

How can work on intersectionality impact or propel learning to action (this year’s AEA theme)?
Gender and feminism have become more important in my work as we seek to include diversity within all we do within evaluation. Making feminism, gender, or sexuality primarily defined, represented by, and framed via a heterosexual lens is not sufficient and also is excluding a large percent of the population. Feminism, gender, sexuality, (i.e. LGBTQF, etc.) really need to be considered more so that evaluators and the field of evaluation is equipped with the skills, knowledge, and abilities to effectively work with, for, and value our two spirit brothers and sisters.

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EvalPartners Newsletter Released!

Editorial: EvalPartners Third Global Evaluation Forum Held in Kyrgyz Republic

EvalPartners Global Evaluation Forum III was successfully held in the Kyrgyz Republic in April. Delegates signed the Bishkek Partnership Statement at the Parliament of Kyrgyz Republic, in the presence of the Speaker and Vice-Speaker of the Parliament who hosted the closing ceremony held in the impressive setting of the national Parliament. Participants recalled the first Global Evaluation Forum, held in Chiang Mai, Thailand in 2012 where the Chiang Mai Declaration was made to pledge support to strengthen civil society capacity for evaluation. The second Global Forum was held at the Parliament of Nepal in 2015 in the context of the International Year of Evaluation (EvalYear) and made history by having the first ever international evaluation event held in a national parliament. The event was also significant as the Global Evaluation Agenda 2016-2020 (also referred to as EvalAgenda 2020) and new evaluation networks were officially launched.
We hope that the Bishkek Partnership Statement will inspire the continued collaboration of partners in making the Global Evaluation Agenda 2016-2020 a reality. We are looking forward to work with you all towards our common goal of strong evaluation systems worldwide.

*Click here to read more

Midwest Comprehensive Center American Indian Education Newsletter: May 2017

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Michigan: Michigan endorses its first K–12 Foreign Language-Native teacher in Anishinaabemowin, the native language of the Ojibwe people. Michigan Radio

Minnesota: Minnesota parents call for more K–12 teacher training on American Indian education. Education Week

New Mexico: American Indian students’ academic performance remains well below the national average for Native youth in New Mexico. Albuquerque Journal

Oklahoma: Tribal officials and Oklahoma educators met in Tulsa for a first-of-its-kind gathering to foster collaboration and develop strategies that strengthen education for the state’s American Indian students. Oklahoma State Department of Education


National and International

The Montana Office of Public Instruction developed a list of 10 ways to engage students and make rural schools more welcoming for Native children. Indian Country Today

Proposed federal school choice legislation may have negative impacts on American Indian students. Indian Country Today

Midwest Comprehensive Center American Indian Education Newsletter: April 2017

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Hawaii: Hawaiians try to convince the state legislature to continue Hawaiian native education at the college level. Hawaii Tribune Herald

Michigan: Malcolm High School uses Running Strong for American Indian Youth grant money to teach a new course on Native American culture. Sault Ste. Marie Evening News

Minnesota: Cultural liaison mends ties between the Native American community and the Burnsville-Eagan-Savage School District. Savage Pacer

Minnesota: A group of Rochester parents are pushing their district to provide trainings to teachers on American Indian education and to communicate more about the needs and progress of American Indian students. Education Week

Minnesota: Graduation rates for American Indian students increase as achievement gaps continue to close. Hometown Source

Montana: Teachers share creative ways to teach about the cultural heritage and history of American Indians at the 11th Annual Indian Education for All Best Practices Conference. Helena Independent Record

Oklahoma: A new report from the National Indian Education Study shows Oklahoma’s American Indian students leading the nation in fourth- and eighth-grade reading and math scores. Examiner Enterprise

South Dakota: Native American Education Program brings recognition to Native culture in the Hot Springs community. Rapid City Journal

Utah: The Nebo Indian Education program held a Title VI Storytelling Night featuring storytellers who shared their cultural knowledge through hand drum songs and dances. NEBO

Wyoming: Legislators pass an Indian Education for All bill that will provide education materials for the 48 school districts across the state. Billings Gazette



WestEd Justice & Prevention Research Center Update

The Justice & Prevention Research Center (JPRC) has as its core mission providing evidence-based information to help guide policy and practice in areas such as violence prevention, school safety, juvenile and adult criminal justice, and public health. This guidance can come in various ways: through reports and publications, webinars and presentations, technical assistance and training, and by serving on advisory panels and technical working groups.

In this update, we describe a new Justice & Prevention Research Center (JPRC) effort to provide guidance to a large agency providing services across the U.S. to at-risk youth. We also put the spotlight on a National Institute of Justice-funded school safety project getting ready to launch next month in Texas.

Finally, we again underscore the importance of a multi-partner effort, involving the JPRC, to carefully synthesize research to inform the development of new guidelines for Juvenile Drug Treatment Courts. We conclude the newsletter by highlighting a recent blog article on WestEd’s use of regression discontinuity design in the educational context, and a upcoming presentation by WestEd staff at the upcoming crime prevention symposium at George Mason University.

To read complete update click here

WestEd is a nationally recognized not-for-profit research and services firm. The agency’s mission is to promote excellence, achieve equity, and improve social and learning outcomes for children, youth, and adults. WestEd has a long history of effective collaboration with local community, justice, and education agencies in implementing, and evaluating successful programs that promote positive youth development, physical health and well-being, and prevention of risk behaviors including violence.


Midwest Comprehensive Center American Indian Education Newsletter: February 2017

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Arizona: Native American students from the Havasupai tribe in Arizona have brought a lawsuit against the federal government for failing to provide necessary education support. Pacific Standard

California: The Paskenta Band of Nomlaki Indians are the only tribal group in the nation awarded a Promise Neighborhood Grant from the U.S. Department of Education. Red Bluff Daily News

Kansas: A group of University of Kansas researchers has coauthored a study demonstrating that the ways children learn and speak the language in a Cherokee immersion school are an ongoing process of renewal rather than a return to an idealized notion of “speakerhood.”

Minnesota: St. Paul’s 40 elementary schools are on Year 4 of a program to teach all children in St. Paul about the state’s Native peoples, particularly the Dakota. In These Times

Minnesota: The American Indian Education program at Forest Lake Area High School provides students an activity or project focused on the past, present, and future of Native American history, culture, and current events each week. Forest Lake Area

Wyoming: The Wyoming House has passed a bill requiring that the cultural heritage, history, and contemporary contributions of American Indians are addressed in the Wyoming social studies content and performance standards. Wyoming Tribune Eagle

Midwest Comprehensive Center American Indian Education Newsletter



Kansas: A University of Kansas study finds that the ways children learn and speak the language in a Cherokee immersion school make up an ongoing process of renewal rather than a return to an idealized notion of “speakerhood.” University of Kansas

New Mexico: Public and private partners create a high school curriculum designed to empower young Native Americans to make sound financial and career choices. Native Times

Wisconsin: The Wisconsin Indian Education Association launches a new website with resources for educators, parents, and students. Wisconsin Indian Education Association

Wyoming: A new video curriculum aligned with Wyoming state standards features Eastern Shoshone and Northern Arapaho native elders and educators discussing the history, culture, and government of each tribe. Wyoming Public Media

Wyoming: Northern Arapahoe Schools provide iPads with an Arapahoe language app to improve Native language acquisition. Wyoming Public Media

*Click here to view the newsletter in its entirety.

The Green Bay Packers Mentor-Protégé Program August Newsletter Available Online!


Inside the August issue of the Green Bay Packers Mentor-Protégé Program newsletter you will find information on networking, elevator pitch, business toolkit, and more!

View full newsletter here:

Midwest Comp Center Newsletter

Midwest Comprehensive Center
American Indian Education Newsletter
July 2016



Hawaii: Language immersion programs at public schools are bringing back the Hawaiian language after it was nearly wiped out by colonialism. Slate

Michigan: Title VII funding is being credited for the highest graduation rate among Native American students that Suttons Bay High School has seen in years. 9 & 10 News

Minnesota: Historical trauma contributes to high dropout rates; only slightly more than half of American Indian high school seniors in Minnesota graduated on time in 2015.Minnesota Public Radio News

New Mexico: A new ethnic studies program that includes a Native American course will be launched for all 13 of Albuquerque’s public high schools in August 2017. NBC News

New Mexico: The first Native Youth My Brother’s Keeper Hackathon provided a template for Native science, technology, engineering, and mathematics engagement.Education Dive

Montana: The Blackfeet Tribe will soon offer a full four-year degree program that will allow local residents to become fully qualified teachers without leaving the reservation, with the goal of having more Native teachers available to teach Native students.Montana Public Radio

Montana: The Stabilizing Indigenous Language Symposium focuses on saving Native American languages and immersion schools. Billings Gazette

National and International

The U.S. Department of Education 2013–2014 Civil Rights Data Collection report shows Native students continue to face obstacles that impact their academic success. Tribal Education Departments National Assembly

President Barack Obama honored two remarkable American Indian teachers at the White House on National Teacher Appreciation Day. Indian Country Today

A coalition of civil rights organizations, including the National Indian Education Association, says that while some of the proposed accountability regulations for the Every Student Succeeds Act are promising, they need to be clarified and strengthened. Education Week

Canada: New degree program in Indigenous Education puts indigenous knowledge and perspectives at the forefront of teacher training. Trent University News

Canada: Prime Minister Justin Trudeau says restoring indigenous languages is key to preventing youth suicides in First Nation communities. The Star



2016 National UNITY Conference (NEW!)
July 22–26, 2016, in Oklahoma City, Oklahoma
Conference website

From the website: “Celebrating 40 Years of UNITY! The national conference gathers more than 1,800 Native youth and advisors from across the country. UNITY’s mission is to foster the spiritual, mental, physical and social development of American Indian and Alaska Native youth, and to help build a strong, unified and self-reliant Native America through involvement of its youth. The five-day agenda will feature several nationally known keynote speakers, more than 30 workshops, a cultural exchange night, talent show, and awards banquet and dance.”

Indigenous Arts and Sciences Summer Workshop (NEW!)
July 25–29, 2016, in Baraboo, Wisconsin
Informational brochure

From the flyer: “Indigenous Arts and Sciences seeks to:

  • Bring people together interested in linking environmental and health concerns to academic achievement in science, math, social studies, language and the arts.
  • Integrate Indigenous perspectives and experience with Earth Partnership’s ecological restoration education programs in diverse watersheds and ecosystems.
  • Partner with communities to broaden participation and generate enthusiasm among Native youth for careers science and technology.
  • Address the needs of K–20 educators for culturally accurate and authentic resources across the curriculum.”

7th Annual Wyoming Native American Education Conference
August 10–11, 2016, in Riverton, Wyoming
Conference website

From the website: “Acquire tools for engaging students and improving achievement. Learn successes in reaching at-risk or traumatized children and unique needs of American Indian pupils. Understand what drives myths about Native American history and learn about Indian Education for All efforts in Montana. Special activities for students will be offered Aug. 11.”

2016 Native American Conference on Special Education
September 14–16, 2016, at the Sheraton Albuquerque in Albuquerque, New Mexico
Conference website

From the website: “The conference is designed to provide resources to families of children with disabilities, developmental delays, and special healthcare needs. Parents are taught skills and provided with information that will aid them in advocating on their child’s behalf, thus creating opportunities that will positively impact systems, policy, and delivery of services that promote equal and quality service. Tribal leaders and special education professionals will learn from their peers, constituents, students, parents, and other advocates in promoting equal education opportunities for students with special needs.”

2016 National Indian Education Association (NIEA) Convention and Trade Show
October 5–8, 2016, in Reno, Nevada
Conference website

From the website: “2016 NIEA Convention theme: ‘Building Education Nations by Engaging Families, Educators, and Leaders,’ brings together educators, students, and advocates sharing promising teaching strategies and seeking solutions for challenges faced by Native students. The three-day convention includes over 100 participatory workshops, research presentations, poster sessions, and keynote addresses by prominent educators and advocates.”

LaCosecha 2016—21st Annual Dual Language Conference (NEW!)
November 9–12, 2016, in Santa Fe, New Mexico
Conference information

From the website: “The Annual AISES National Conference is a one-of-kind, three-day event focusing on educational, professional and workforce development! Attendees include American Indian high school and college students, educators, professionals, tribal nations and tribal enterprises, universities, corporations, and government agencies! The AISES National conference has become the premier event for American Indian Science, Technology, Engineering and Math (STEM) students and professionals attracting over 1,800 attendees from across the country.”

2016 American Indian Science and Engineering Society (AISES) National Conference
November 10–12, 2016, in Minneapolis, Minnesota
Conference website

From the website: “The Annual AISES National Conference is a one-of-kind, three-day event focusing on educational, professional and workforce development! Attendees include American Indian high school and college students, educators, professionals, tribal nations and tribal enterprises, universities, corporations, and government agencies! The AISES National conference has become the premier event for American Indian Science, Technology, Engineering and Math (STEM) students and professionals attracting over 1,800 attendees from across the country.”


Alliance for Excellent Education (2016). Ensuring equity in ESSA: The role of N-size in subgroup accountability. Washington, DC: Author. Retrieved from

From the fact sheet: “This report recommends that states set their n-size as low as possible (ten or fewer students) to maximize the number of student subgroups created. This will ensure that states identify student subgroups with low academic performance and/or low high school graduation rates and provide targeted interventions to support the schools those students attend. Specifically, states should not require a subgroup to include more than ten students in order to include that subgroup for reporting and accountability purposes.”

National Indian Education Association. (2016). Native nations and American schools: The history of Natives in the American education system. Washington, DC: Author. Retrieved from

From the website: “NIEA [National Indian Education Association] has created the Native Nations and American Schools: The History of Natives in the American Education System to share information about the historical context and current status of Native Education. Our hope is that this document can serve as a guide for educators to utilize responsive education strategies and understand their Native students. This publication provides:

  • An Essential Understanding of Native Education
  • Promising Practices in Native Education
  • Key Native Education Legislation and Executive Orders
  • Current State of Native Education
  • Resources”

Wisconsin Department of Public Instruction. (2016). Promoting excellence for all e-course. Retrieved from

From the introduction: “This eCourse will help educators explore existing beliefs, performance data, and instructional strategies, in order to build the skills of being a race-conscious educator, a competent data user, and an agile instructor responsive to the reality of Wisconsin’s achievement gaps. This learning is intended to have relevance to teaching, leadership, or school improvement planning.”


Cwik, M. F., Tingey, L., Lee, A., Suttle, R., Lake, K., Walkup, J. T., & Barlow, A. (2016).Development and piloting of a brief intervention for suicidal American Indian adolescents. Retrieved from

From the abstract: “American Indian (AI) adolescents have the highest suicide death and attempt rates of any U.S. group, yet few interventions have been developed or evaluated for this population. This paper presents the first adaptation of a brief evidence-based intervention for AI adolescents from one reservation who made a suicide attempt.”

Ngai, P., & Koehn, P. (2016). Teacher/family partnerships for student learning: Lessons from Indian education for all in Montana. Journal of American Indian Education, 55(1), 23–48.

From the abstract: “The article reports learning outcomes from a program aimed at creating partnerships among middle-school teachers and Native families in a western Montana urban school district involved in implementing the Indian Education for All Act.”

MWCC is unable to locate a link to a free, full-text version of this resource.

Van Ryzin, M., Vincent, C., & Hoover J. (2016). Initial exploration of a construct representing Native language and culture (NLC) in elementary and middle school instruction. Journal of American Indian Education, 55(1), 74–101.

From the abstract: “In this study, we take the first steps toward a formal exploration of the effects of NLC on AI/AN performance by attempting to define a scientifically defensible set of variables that can measure the degree to which teachers and schools make use of NLC in instruction.”

MWCC is unable to locate a link to a free, full-text version of this resource.


This work was originally produced by the Midwest Comprehensive Center at American Institutes for Research and Bowman Performance Consulting with funds from the U.S. Department of Education under cooperative agreement number S283B120020. The content does not necessarily reflect the position or policy of the Department of Education, the Midwest Comprehensive Center, Bowman Performance Consulting, or AIR, nor does mention or visual representation of trade names, commercial products, or organizations imply endorsement by the federal government.


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