When Politics Drive Program Innovation

Abstract

This article presents a discussion of the evaluation of an educational intervention introduced by the Ministry ofEducation in response to social and political pressure. The social protest that started in Israel during the summerof 2011 addressed a variety of social issues, lasted through 2016 and led to the Ministry of Education decision toopen a new training programme for teachers. One of the aims of the intervention was to provide an additionaladult in classrooms of more than 32 pupils. To meet this goal, the Ministry required third-year student teachers towork at schools co-teaching with the classroom teacher three days a week. Twenty-five institutions of higherlearning representing 81 cities and communities responded “yes” to the call for a pilot programme. Using mixedmethods, the evaluation of the pilot was attentive to the voices of all participants and revealed the complexity ofthe programme. The conclusions and suggestions of the evaluation were supposed to feed into a policy decision,but unfortunately did not. Through a presentation of the evaluation of the programme and the issues it raised, thearticle contributes a significant example of how political constraints prevent institutions from dealing withevaluation conclusions and unintended outcomes of programs.