Barbara Jordan's views are expressed regarding the merits of a clarification hearing (on the topic of minimum competency testing) over which she presided. The benefits of such a hearing as a process for illuminating educational policy issues are discussed. (Author/GK)

Concentrates on building a conceptual framework for policy research that would provide more useful information to policymakers. Examines four different policy instruments and specifies key relationships among them. (RB)

Meltsner classified evaluators as technicians, politicians, entrepreneurs, or pretenders, based upon differing expectations norms, training, and motivations. This role-perception study of evaluators in a large urban school district supported Meltsner, although few technicians or politicians emerged. (CP)

Chelimsky's five-part continuum--a model for the practice of evaluation in a political context--is reviewed. The model's conceptual framework and a question for education are discussed. By focusing on interactions between evaluators and policy actors, this model should prompt debates about unsettled issues in education policy making. (SLD)

Identifies, classifies, and describes the range of cost studies in education and how they may contribute to improved policy analysis. Presents three examples illustrating applications of cost analysis, and reflects on key issues from previous applications in educational policymaking and evaluation. (SLD)

While policy analysis is currently the most popular research strategy for educational administration, it is more effective when used in conjunction with program evaluation. The relationship between these methods is illustrated by examining alternative research designs for a hypothetical school drug abuse program. (BS)

The history of evaluation utilization in policy making and political features of program evaluation are discussed. A five-part continuum describes the evaluation process. Evaluation practice modifications contribute to real growth in evaluation use in congressional policy making as evaluation research improves the quality of information available…

A typology of educational monitoring systems is developed, emphasizing its usefulness for educational policymakers. Compliance monitoring, diagnostic monitoring, and performance monitoring are three major types, which are illustrated via case studies in New Jersey, Minnesota, and California, respectively. (SLD)

The Judicial Evaluation Method (JEM) is useful for aiding decision-making bodies to formulate policies. Broad public participation in complex issues is provided by JEM. (The conceptualization, policy formulation stages, and participant roles are identified; and the model is applied in two case studies). (MH)

An approach for involving beneficiaries in specifying program attributes for evaluators to address is discussed. Methods are outlined for sharing influence among program decision makers and beneficiaries. Application of this approach in the evaluation of a problem-based medical school curriculum is described, with evidence on the enhancement of…

This paper assesses the status of evaluation as a profession and examines the consequences of not attending to the manner in which the discipline evolves. Special concerns are (1) what the profession seeks to accomplish; (2) ways in which it functions; and (3) who can be identified as "professionals." (LMO)

Several validation methods for the identification and dissemination of exemplary educational programs are explored, and the rationales for methods developed by the Program Effectiveness Panel are discussed. Comparative advantages and disadvantages of four selected methods are reviewed, and recommendations are made for policymakers and…

Thirteen evaluation methods are analyzed by orientation. Typically, clients want politically advantageous studies; evaluators prefer questions-oriented studies; audiences favor a values orientation. Evaluators must recognize the narrow scope of question-oriented studies and the perspectives of client and audience. (CP)

Title I Evaluation models using uniform procedures and data collection for state and national comparisons are interpreted as federal endorsement of basic, common competencies in reading and mathematics. Basic competencies, content homogeneity, conversion methodology, and validity of the evaluation are discussed. (MH)

The author perceives the field of evaluation to be changing in several significant ways: (1) support for planning efforts is diminishing; (2) numbers of full-time staff working on these projects is diminishing; (3) personnel specialists are becoming generalists; (4) specialties are becoming blurred; and (5) conceptual and technical paradigms are…