This paper synthesizes the existing literature on stakeholder involvement in program evaluation, drawing a basic distinction between deep involvement of a few versus less active involvement of a broad range of stakeholders. The paper then comments on the case studies described in this special issue and integrates them with previously published…

The state-of-the-art in program evaluation and the latest approaches to teacher evaluation are described. A general model for personnel evaluation is presented, and a design is suggested for merging the two. The basic premise is that all educational evaluation rests on the evaluation of student needs. (SLD)

The Center for Research on Educational Accountability and Teacher Evaluation (CREATE) completed a meta-evaluation of school evaluation models in 1992. The procedures, categories, standards, and criteria of this study, which reviewed 51 models, are described. The results of the study, which reflect broadened dimensions of school evaluation, are…

The education evaluation efforts of the federal government are discussed, focusing on the question of their effectiveness in informing the policymaking process. Successful evaluation criteria are outlined. An evaluation must provide useful information to policymakers to be a success. (DWH)

Programs to educate severely handicapped children have usually been evaluated with respect to student achievement. Although this approach is reasonable, a multivariate approach that examines the impact on the child's family may be more relevant. Programs to teach the parents and to reduce institutionalization should also be studied. (GDC)

This overview of educational evaluation in the Netherlands provides background and details the state of the art in student, curriculum, and innovation evaluation. The role of international evaluation issues (such as evaluation criteria and the decision-making process) in evaluation theory and practice in The Netherlands is discussed. (BS)

The Learner Report (LR) (A. D. De Groot, 1974) is an instrument to identify educational objectives that resist obvious measurement. An overview is presented of studies using the LR and problems and solutions found in the literature and identified in a survey of 16 Dutch LR users. (SLD)

Factors associated with the use of program evaluation results are examined. Evaluation can serve a variety of educational management needs if (1) these needs are organized around a central concern, and if (2) stakeholders use evaluation information so that their decision making resolves the central concern. (GDC)

Changing views of models of evaluation are considered, with a review of models for program evaluation debated in the 1970s. The evaluation of a police probationer training program illustrates the relationship between the democratic evaluation advocated by B. MacDonald and action research. (SLD)

Factors which appear to affect learning are reviewed: student characteristics of age, ability, and motivation; amount and quality of instruction; home and classroom environment; peer influence; television; school and principal effects; and financial expenditures. (GDC)

Research and evaluation done in relation to the Israel High School Biology Project (IHBP) are summarized. The IHBP is located at a university and directed by university faculty but maintains direct contact with schools. The IHBP is characterized by its attention to ongoing evaluation. (SLD)