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Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in greater Minnesota. The program is designed so that student participants benefit developmentally with gains in executive functioning, social-emotional skills, foundation in musical concepts, and cognition and language development through musical learning experiences. The evaluation gathers qualitative and quantitative data to answer outcome and implementation research questions.

Mill City Museum and Wilder Research collaborated to facilitate focus groups with local elementary school educators to learn about their experiences with virtual in-school programs, what motivates them to consider and schedule a program, and what barriers prevent or deter them from pursuing these types of programming options. This report presents the results of the focus groups.

This report presents findings from the annual evaluation of the MacPhail Center for Music Online School Partnerships and Sing Play Learn programs. Results are reported in aggregate, across all schools that participated in the evaluation this year. The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in greater Minnesota. The program is designed so that student participants benefit developmentally with gains in executive functioning, social-emotional skills, foundation in musical concepts, and cognition and language development through musical learning experiences. [For the 2020-21 report, see ED619857.]

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2021-22 school year. [For the 2020-21 report, see ED619377.]

The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in Greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. The MacPhail Teaching Artists work collaboratively with school music educators to develop curriculum, implement the Online School Partnerships program, and work with students individually, in sectionals, or in large group settings on their music lessons via the internet. Teaching Artists teach classes at the partner schools remotely and in real time through teleconferencing technology. Wilder Research worked with the Online School Partnerships program to develop an evaluation to answer the following questions about the program: (1) How well is the Online School Partnerships program being implemented? What are aspects of the program, if any, that need to be adjusted over time? (2) How well does the collaboration between MacPhail and the schools function, and how can it be strengthened? (3) To what extent does student participation in the Online School Partnerships program affect their interest, motivation, knowledge, and skills in music? (4) To what extent does student participation in the Online School Partnerships program affect their attitudes about school (school motivation and engagement) and student non-academic skills? and (5) To what extent does music educator participation in the Online School Partnerships program affect their growth as an educator, job satisfaction, and ability to handle many aspects of their work assignment? Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in Greater Minnesota. The virtual musical play experiences are customized to support classroom goals via collaboration with the early childhood classroom teachers and taught by MacPhail-trained early childhood music specialists. Wilder Research worked with the Sing Play Learn program to develop an evaluation that answers the following questions: (1) Do child development centers benefit from their partnership with the MacPhail Center for Music? (2) Do classroom teachers and Teaching Artists develop useful and meaningful relationships? (3) To what extent does participation affect students' listening skills? (4) To what extent does participation affect students' self-regulatory skills? and (5) Does students' level of engagement with the lessons grow over the course of the year? This annual report describes the findings from Teaching Artist, ninth- through twelfth-grade student, and classroom teacher surveys; music educator, parent, and Teaching Artist interviews; and music skills assessments. [For the 2019-20 report, see ED619845.]

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2020-21 school year. [For the 2019-20 report, see ED619376.]

Wilder Research supported the Sawtooth Mountain Clinic Hub Team in planning the future HUB Model with data collection and interpretation. This report provides demographic data for Cook County children and families, a list of programs available for families, families' awareness of programs and challenges accessing them, and family needs and supports. [This report was prepared for the Sawtooth Mountain Clinic Community HUB grant.]

In late 2020, Indiana's Ivy Tech Community College participated in a national study of community college workforce education. Indiana was one of 14 states where education authorities encouraged colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Indiana to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Virginia community colleges participated in a national study of community college workforce education. Virginia was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Virginia to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Pennsylvania community colleges participated in a national study of community college workforce education. Pennsylvania was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Pennsylvania to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Nevada community colleges participated in a national study of community college workforce education. Nevada was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Nevada to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, New Hampshire community colleges participated in a national study of community college workforce education. New Hampshire was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares New Hampshire to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Kentucky community and technical colleges participated in a national study of community college workforce education. Kentucky was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Kentucky to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community and technical colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Texas community and technical colleges participated in a national study of community college workforce education. Texas was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Texas to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, the Community College of Rhode Island participated in a national study of community college workforce education. Rhode Island was one of 14 states where education authorities encouraged colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Rhode Island to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Maine community colleges participated in a national study of community college workforce education. Maine was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Maine to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Montana two-year campuses participated in a national study of community college workforce education. Montana was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Montana to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Louisiana community and technical colleges participated in a national study of community college workforce education. Louisiana was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Louisiana to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community and technical colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Kansas technical colleges participated in a national study of community and technical college workforce education. Kansas was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Kansas to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community and technical colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Hawaii community colleges participated in a national study of community college workforce education. Hawaii was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Hawaii to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

In late 2020, Connecticut community colleges participated in a national study of community college workforce education. Connecticut was one of 14 states where education authorities volunteered to encourage colleges to respond early enough in 2020 to receive preliminary statewide results in January 2021. This brief compares Connecticut to the 14 states in this early-responder group. The goal of the study: to explore the innovation under way at community colleges across the US and highlight what these institutions are doing to put Americans to work as the nation recovers from the COVID-19 pandemic. [For "Community College Workforce Education Study. Methodology Report and Data Book," see ED616824.]

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program. It includes satisfaction and outcome data for the 2019-20 school year.

The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in Greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. The MacPhail Teaching Artists work collaboratively with school music educators to develop curriculum, implement the Online School Partnerships program, and work with students individually, in sectionals, or in large group settings on their music lessons via the internet. Teaching Artists teach classes at the partner schools remotely and in real time through teleconferencing technology. Wilder Research worked with the Online School Partnerships program to develop an evaluation to answer the following questions about the program: (1) How well is the Online School Partnerships program being implemented? What are aspects of the program, if any, that need to be adjusted over time? (2) How well does the collaboration between MacPhail and the schools function, and how can it be strengthened? (3) To what extent does student participation in the Online School Partnerships program affect their interest, motivation, knowledge, and skills in music? (4) To what extent does student participation in the Online School Partnerships program affect their attitudes about school (school motivation and engagement) and student non-academic skills? and (5) To what extent does music educator participation in the Online School Partnerships program affect their growth as an educator, job satisfaction, and ability to handle many aspects of their work assignment? Sing Play Learn with MacPhail® Online Early Childhood Music Partnerships strives to increase access to high quality music education for early childhood students in Greater Minnesota. The virtual musical play experiences are customized to support classroom goals via collaboration with the early childhood classroom teachers and taught by MacPhail-trained early childhood music specialists. Wilder Research worked with the Sing Play Learn program to develop an evaluation that answers the following questions: (1) Do child development centers benefit from their partnership with the MacPhail Center for Music? (2) Do classroom teachers and Teaching Artists develop useful and meaningful relationships? (3) To what extent does participation affect students' listening skills? (4) To what extent does participation affect students' self-regulatory skills? and (5) Does students' level of engagement with the lessons grow over the course of the year? This annual report describes the findings from Teaching Artist, music educator, classroom teacher, and sixth- through twelfth-grade student surveys and interviews, as well as music skills assessments. [For the 2018-19 report, see ED619858.]

The MacPhail Center for Music Online School Partnerships program aims to increase access to high-quality music education for students who attend schools in Greater Minnesota in order to improve student interest and knowledge in music, and to improve or maintain positive school engagement and non-academic skills. The MacPhail Teaching Artists work collaboratively with school music educators to develop curriculum, implement the Online School Partnerships program, and work with students individually, in sectionals, or in large group settings on their music lessons via the internet. Teaching Artists teach classes at the partner schools remotely and in real time through teleconferencing technology. Wilder Research worked with the Online School Partnerships program to develop an evaluation to answer the following questions about the program: (1) How well is the Online School Partnerships program being implemented? What are aspects of the program, if any, that need to be adjusted over time? (2) How well does the collaboration between MacPhail and the schools function, and how can it be strengthened? (3) To what extent does student participation in the Online School Partnerships program affect their interest, motivation, knowledge, and skills in music? (4) To what extent does student participation in the Online School Partnerships program affect their attitudes about school (school motivation and engagement) and student non-academic skills? and (5) To what extent does music educator participation in the Online School Partnerships program affect their growth as an educator, job satisfaction, and ability to handle many aspects of their work assignment? This annual report describes the findings from a spring 2019 Teaching Artist survey; seventh- through twelfth-grade student survey; and music skills assessments. [For the 2017-18 report, see ED619860.]