Journal on Policy & Complex Systems Volume 3, Issue 2 | Page 86

Education System Intervention Modeling Framework
as shown in Figure 4 . Because of external trends and decreasing administrative support , the gaps increase and it appears that the intervention will not be sustained beyond the grant period . This is also consistent with reality — no aspects of the intervention were maintained at Suburban School after the SLIDER grant completed .
One of the most important contributions of ESIM is the identification of attributes that most likely influence the intervention ’ s sustainability . The Method of Morris ( MoM ) ( Morris , 1991 ) is a one-ata-time design of experiment technique for identifying the subset of variables having a statistically significant impact on a model outcome of interest . For SLIDER , the MoM experiment is conducted for the two schools with 43 different input variables in the initial state . The response variable used is overall fitness at the end of the intervention ,
an inverse linear combination of the three gaps . Figures 5 and 6 depict the means ( on the x-axis ) and standard deviations ( on the y-axis ) of the effects of different inputs on the overall fitness of Rural and Suburban School , respectively . In the figures , the dotted lines correspond to the equation : mean = ± 2 • SEM , where SEM is the standard error of the mean . Inputs lying outside of the “ v ” ( or far from zero ) have an impact on the response variable that is statistically different from zero . The major factors affecting a sustainable implementation of this intervention in both schools are the teacher ’ s inquiry teaching , content knowledge , and self-efficacy , relationship between the administration and GT , class duration , classroom space , availability of supplies , teacher preparation time , and time spent by GT on PD . All of these attributes are positively correlated with fitness .
Figure 3 . PM Gap , Ca gap , Cu gap in rural school . The gaps are normalized on a unitless scale where 0 is ideal and 2 is the most challenging .
Figure 4 . PM Gap , Ca Gap , Cu gap in suburban school . The gaps are normalized on a unitless scale where 0 is ideal and 2 is the most challenging .
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