Legitimate knowledge claims about causation have been a central concern among evaluators and applied researchers for several decades and often have been the subject of heated debates. In recent years these debates have resurfaced with a renewed intensity, due in part to the priority currently being given to randomized experiments by many funders…

This paper presents a retrospective explanation as to how evaluation culture has been slowly incorporated into politics and public institutions in Spain during the last three decades. Evaluation, quality, and excellence are relevant concepts embedded in the design of current political programs. At this moment in history, it is important to ask,…

The field of evaluation faces a number of serious challenges in light of No Child Left Behind legislation, among them feasibility, resources, and blurring lines among research, evaluation, and assessment. At the same time, these challenges open the door for opportunities in evaluation. Now more than ever, the expertise of evaluators is needed and…

Donald W. Compton, the first director of evaluation services at the National Home Office (Atlanta) of the American Cancer Society, tells the story of building the unit in conditions of high demand and a limited budget. Along the way, evaluation was brought to regional divisions and to local offices in part as a response to United Way and to his…

A critical historical review of the tensions in American governance places the method choice debate in a broader perspective. This chapter reviews the factors that influence the evaluation questions posed to evaluators and, in turn, the methods choices that stem from it. Political and professional pressures on the evaluators also influence methods…

A core component of the No Child Left Behind Act (NCLB, 2001) is the provision of free after-school tutoring services, labeled "supplemental educational services" (SES), to eligible students. Importantly, an explicit NCLB requirement makes each state responsible for evaluating individual SES providers with regard to effectiveness in…

The manner in which results and methods are reported influences the ability of the synthesis of prior studies for planning new evaluations. Confidence ratings, coding conventions, and supplemental evidence can partially overcome the difficulties. Planners must acknowledge the influence of their own judgement in using prior research. (Author)

Focuses on ethical issues that can arise in the collection and analysis of data in evaluations. Addresses four issues: (1) the application of cost-benefit thinking to judgments about research ethics, (2) the quality of research design, (3) the need to explore the data, and (4) the censoring of data. (Author/SLD)

Describes the collaborative process and the lessons learned when the staff of a family-literacy program and an evaluator worked together to design and implement a portfolio assessment that was used to collect program-evaluation information for the Even Start program over two years. Discusses opportunities to collaborate in the development of this…

The work of the Program Effectiveness Panel (PEP) of the United States Department of Education was examined. The PEP is the Department of Education's primary means of certifying or validating the effectiveness of educational programs. Thirty-three educational programs were validated by the PEP between January 1988 and December 1990. Over time,…

The author describes potential evaluation capacity-building activities in contrast to the specifics of an evaluation design. Her response to the case of the Bunche-Da Vinci Learning Partnership Academy is developed in three parts: (1) an initial framing of the Bunche-Da Vinci situation; (2) what should be done before signing a contract; and (3)…

A set of 13 key characteristics is presented as a framework for educational evaluation studies: (1) program's stage of development when evaluator is appointed; (2) program's openness to revision; (3) program uniformity from site to site; (4) specificity of program objectives; (5) evaluator's independence; (6) evaluator's orientation to value…

Examines fundamental conceptions regarding the role and nature of evaluating and researching music education programs. Questions the common idea that evaluative criteria for programs should focus primarily on the students' level of musical skill. Argues that consideration should be given to personal growth and other issues. (MJP)