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John Bowser; Amy Bellmore; Jim Larson – International Journal of Bullying Prevention, 2020
The Wisconsin School Violence and Bullying Prevention Study, funded by the National Institutes of Justice (NIJ), was a two-year case-control study in 24 Wisconsin middle schools (11 experimental; 13 control) seeking to understand the impact of a comprehensive bullying prevention program on bullying victimization rates. Participating schools'…
Descriptors: Prevention, Bullying, Middle School Students, Program Evaluation
Doorey, Nancy; Polikoff, Morgan – Thomas B. Fordham Institute, 2016
Approximately one-third of American freshmen at two-year and four-year colleges require remedial coursework and over 40 percent of employers rate new hires with a high school diploma as "deficient" in their overall preparation for entry-level jobs. Yet, over the past decade, as these students marched through America's public education…
Descriptors: Standardized Tests, State Standards, Test Items, Evaluation Criteria
Henry, Gary T.; Smith, Adrienne A.; Kershaw, David C.; Zulli, Rebecca A. – American Journal of Evaluation, 2013
Performance-based accountability along with budget tightening has increased pressure on publicly funded organizations to develop and deliver programs that produce meaningful social benefits. As a result, there is increasing need to undertake formative evaluations that estimate preliminary program outcomes and identify promising program components…
Descriptors: Formative Evaluation, Program Evaluation, Program Effectiveness, Longitudinal Studies
Grubbs, Scott T. – American Journal of Evaluation, 2009
For the internal evaluator, the issue of trust can be one of the more difficult ethical matters to manage. An organization might choose to conduct an internal program evaluation for a variety of reasons, including capitalizing on the abilities of invested stakeholders to assess aspects of a program, building an institutional culture oriented…
Descriptors: Evaluators, Trust (Psychology), Program Evaluation, Program Improvement
Naidoo, Jordan – Center for Collaborative Education, 2002
All schools need to constantly reflect on the quality of their work and the progress and achievements that they make over time. The primary goal of an accountability system is to help schools improve through critical self-reflection. It enables students, teachers, and other members of the school community to evaluate their practices, especially…
Descriptors: Accountability, Educational Quality, Self Evaluation (Groups), Portfolios (Background Materials)