Transformational partnerships: translating research into practice through culturally competent evaluation practices in American Indian communities
Historically, program evaluation has held a place in education reform that, while valued, has not been at the forefront of attention from state or the federal government. This changed with the 2001 passing of No Child Left Behind, which called for increased accountability and research-based program implementation that led to evidence-based school reform initiatives. Additionally, this legislation called for greater disaggregation of data to include representation of school-level subgroups that had previously been rolled over into collective school-level data. This was beneﬁcial for states serving populations of American Indian students for two reasons. First, it provided educators and policy-makers with a more accurate set of data from which to make decisions for improving these students’ academic achievement. Second, it allowed state education agencies to target federal funding opportu-
Hollie J. Mackey
nities that directly aligned with state strategies for deﬁned subgroup interventions to improve student performance.