The author presents a format for reporting the progress of an individual remedial program which would contain the following six sections: identifying data, summary of educational evaluation, nature of the remediation program, evaluation of the remediation program, conclusions, and recommendations. (PHR)

When procedures for developing recommendations are integrated into evaluation methods, it is easier to produce useful recommendations for program improvement. (RB)

Individual, small group, and program effectiveness can be evaluated quickly and painlessly using the binomial expansion. Describes this powerful, but seldom used, nonparametric method. Uses specific examples to illustrate its simplicity and elegance. Includes an abbreviated table of probabilities. (Author/ABB)

This article examines the Job Training Partnership Act (JTPA) and explores desirable evaluation methods and criteria suggested by the language in the current legislation and by the contemporary literature about program evaluation. Related problems and opportunities for JTPA evaluation are discussed. (CT)

Illustrates steps in the evaluation process, reports findings from the evaluation, demonstrates the importance of planning evaluations before programs are implemented, and encourages the use of evaluation techniques in program development. (JOW)

Discusses a plan for the evaluation of vocational education programs which is based on a social psychologocal model to establish consensus, and a structural paradigm to establish form. (GR)

Describes a closed-loop system and the necessary tools for the adaptation of quality control to education. (GR)

Two program goals were: (1) providing a community-based alternative for arrested juveniles who otherwise would have been referred to the juvenile justice system; and (2) reducing juvenile delinquency. Results from various measures indicated the program had little success in decreasing referrals but produced positive delinquency reduction effects.…

The assessment of the outcomes of social programs should always include estimates of the size of the effects produced. Various approaches to this problem are discussed. (Author)

Outlines several issues that distinguish studies and projects that have incorporated a cost-effectiveness analysis perspective from those that have not. (Author)

Describes the procedure followed in evaluating extension at the University of Missouri, reporting on the usefulness of the steps followed, and presenting some of the outcomes from this Extension evaluation at the institutional level. (WL)

Describes the Youth Development Learning Network's extended evaluation, a collaboration of funders, program administrators, youth workers, and evaluators, that illustrates the process of building capacity for youth and youth workers. (SLD)

Presents an approach to the evaluation of family support programs that does not violate the principles of family support. Tailoring the evaluation to the program service philosophy ensures that the evaluation process is integrated with the program to provide a more accurate picture of the program. (SLD)

Describes the evaluation of an intergenerational storytelling program, offering reflections on the evaluation of practice from an initial evaluation approach of interpretive responses to an ending framework of narrative for the evaluation. (SLD)

Conducted a meta-analysis of methodologies used to evaluate after school programs and attempted a synthesis of evaluation findings. Results show that evaluation reports demonstrate moderate compliance with the Program Evaluation Standards of the Joint Committee on Standards for Educational Evaluation but evidence did not allow for meta-analysis of…