Despite major changes to teacher evaluation since 2009, scant research examines how principals enact these policies. Drawing on qualitative interviews with 44 principals in 13 Connecticut districts, we use structure-agency theory to characterize how principals improvised when implementing the state evaluation model. We find that principals' use of…

Based on experiences of the American Institutes for Research in conducting evaluability assessment (EA), common problems include: finding client programs, balancing standardization and flexibility needs, satisfying two clients, maintaining schedules, and demise of client programs. Their successes include: surmounting bureaucratic complications,…

External and implementation factors and their potential threats to field test validity and the practical realities of the field testing process on results are discussed. External factors include site selection, negotiations, contracts, site monitoring, training, and type of product. Implementation factors include motivation, dependence on local…

An outline and example of a field-based program implementation evaluation model and rating scale are described. Teacher, parent, and other influences on the implementation level of the program are discussed. Multiple measures are provided as sources of implementation data. (CM)

The evaluation of the reading programs in the Eugene, Oregon, public schools is described. Emphasis is placed on the eclectic approach to reading in the district prior to the evaluation and on the effect of using staff members as evaluators in their own district. (CTM)

An intergovernment program implementation framework is shown to be strongly affected by the way federal expectations and administrative actions interact with the state and local education agency programs. They can influence the components of categories of implementation factors, process variables, and the agency role orientations. (CM)

A multilevel analysis strategy developed by Leigh Burstein termed slopes-as-outcomes provides a means to address questions concerning equity in educational research. This potential strategy for studying differences in program implementation relates to differences in program effectiveness across sites. (SLD)

An evaluation research capability was used to document the design and implementation of two programs in a large urban school district. This paper describes the research context, the origins of the role of resident evaluator, the broad functions of this role, and factors contributing to the usefulness of this approach. (BW)

Implementation of schoolwide projects in Philadelphia (Pennsylvania) illustrates some of the conceptual problems associated with the Hawkins Stafford accountability amendments to the Chapter 1 supplementary education program. Unintended negative consequences are discussed, and recommendations are made to overcome these problems, including the…