It is difficult to gather evidence of the program’s longer-term impact on the career choices of girls or minority students. A final evaluation was not undertaken. However, the Bush Foundation can take some credit for improving math and science programming for girls and minority students in Minnesota, North Dakota and South Dakota.

Program grantees and their evaluators tended to report indicators of improved perceptions and willingness among girls to persist in science and math courses. Grantee reports also noted the high percentages of teachers who changed or adopted better practices following their attendance at teacher training institutes supported by the Bush Foundation.

The Foundation was one of a handful of organizations in Minnesota that supported math and science programs. In the Dakotas, Bush was the primary source of program funds for math and science, besides government agencies.

The key characteristics that stand out from this program include the following:

		It is beneficial to use experts in the creation and implementation of effective programs. The Bush staff relied on a network of national consultants to help develop program components and review grant proposals.
		Effective learning programs in math and science cross gender and ethnic lines. Teaching methods that engaged and sustained the interest of girls and minorities were equally effective for all students. These teaching methods were often first piloted by after-school programs and then filtered into the schools by the participating school districts.
		Working with schools or organizations on long-term planning is critical to ensure sustainability. Grantees took their work in this area seriously, producing curricula, audiovisual materials, as well as printed materials as part of their projects. However, sustainability was a major concern. Some programs did not continue once Bush program funds were depleted.