Rigor and Relevance of Contextualized Measures in Mathematics, Literacy and Inquiry Learning for Rural Public Schooling in Medellin

摘要

The purpose of this article is to discuss a Fulbright Evaluation Framework and to analyze findings resulting from implementation of two contextualized measures designed as LEARNING BY DOING in response to achievement expectations from the National Education Ministry in Colombia in three areas. The goal of the Fulbright funded project was to explore, examine and analyze the structure and extent of implementation of the ALIANZA MODEL in five municipalities situated in southwest Medellin. The objectives of the ALIANZA MODEL were: 1) Enhancing learning in mathematics, literacy and inquiry learning; 2) Improving the processes of educational management and cultural transformation of public schools; 3) Creating inter-municipal networks to strengthen the quality and equity of education; 4) Strengthening the confidence of both private and public sectors in public education policies; and 5) Strengthening Teacher Professional Development Models. Findings revealed that students performed at higher levels across grade levels and municipalities in Inquiry Learning Projects; whereas students achieved lower levels of performance on expression of mathematical thinking in open-ended journals across municipalities. Finally, literacy achievement evidenced a need to focus on conventional written expression for students in rural public school south of Medellin. Colombia as a valid predictor of graduation from secondary education.