After the evaluation day, there was what seemed like endless data to look over. We had over 75 copies of tests, art projects, and surveys, and some of them had ID numbers that did not match student names, not to mention a few duplicate copies (which could either be due to a student impersonating another student or one student taking an assessment twice – which begs the question of which copy to include in the data set). My partners and I logged in all of the data manually while in Liberia. Once we returned to the U.S., we scanned all of the documents into a password-protected Dropbox folder so as to have secure soft copies of the information. Then, it was time to analyze.  Not only did MFA students score better on the purely academic exam, they also scored higher on the gender section of the survey. The academic exam consisted of three different sections: 3rd, 4th, and 5th grade, and each included math, science, and English questions. We based the questions we included off of past MFA and B. W. Harris questions that we obtained through each school’s administration, making sure to change each one so as to not give MFA or B. W. Harris students an advantage.

Looking at the questions included in the survey that addressed gender, when asked “Do you think girls are as smart/clever as boys?”, MFA students were more than 45% more likely to answer yes than the control group. When asked if girls were as good as boys at football, MFA students were almost 60% more likely to say yes than the students in the control group. Additionally, male MFA students were 50% more likely than male control group students to say that they treated girls the same as boys in the classroom. They were also almost 75% more likely to answer yes that they treat girls the same as boys on the football pitch. These results are extremely promising, and I believe that more research into MFA’s educational model would allow such results to be recreated throughout the country.

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