In the Washington State juvenile justice system, serious or repeat offenders receive the full panoply of due process rights and procedures, with the exception of jury trials; minor offenders are diverted to community boards that require community service or victim restitution; and status offenders are removed from the courts' jurisdiction and…

A discussion of the role of domain-referenced testing in educational accountability. (HB)

Consumer satisfaction with mental health services is one of the process objectives inherent in the general goals for community mental health centers funded federally by the National Institute of Mental Health. Programs must demonstrate that patients and other service consumers agree that their needs are being met by existing services and patterns…

Describes, for the student affairs officer, the importance of evaluating the context within which university-related decisions are made before choosing any proposed management techniques. (Author)

The development and documentation of procedures to conduct a comprehensive follow-up survey in addition to the compilation of the perceptions of recent graduates regarding the quality of their preparation for teaching were the goals of this investigation. The sample consisted of 196 1973-74 graduates of teacher preparation programs under the aegis…

This discussion describes an evaluation model designed to complement a curriculum development project, the primary goal of which is to structure a performance based program for preservice teachers. Data collected from the implementation of this four-phase model can be used to make decisions for developing and changing performance objectives and…

The Maryland Accountability Program (MAP), initiated in response to 1972 state legislation, has been planned and implemented to promote an understanding of the relationship among the quality of education, the characteristics of educational programs, the process of education and needed and available human and material resources, and, on the basis…

Criteria representative of an exemplary reading program and defining the components and levels of school accountability for the Michigan Right to Read program are presented in this paper. Several components, including administration and organization, students/learners, needs assessment, delivery system/curriculum, delivery system/resources,…

If museums and libraries are to compete for both public and private funds in an accountability-driven environment, they must develop evaluation practices that provide the most compelling picture of the impact of their services. The two essays in this document present clear arguments for the adoption of a specific approach to evaluation known as…

Bills passed by the U.S. House of Representatives and the U.S. Senate in spring 2001 to reauthorize the Elementary and Secondary Education Act (ESEA) reinforce and strengthen the education accountability provisions contained in the Improving America's Schools Act (IASA) of 1994. This paper evaluates the accountability provisions in this…

In response to trends toward greater accountability expectations for educational programs, a study evaluated the success of the implementation of Ohio's Individual Career Plan (ICP). The ICP is a document initiated by students no later than grade 8 that helps to outline initial career goals and educational plans to reach those goals. A core…

This report seeks to further the debate about the overall reform impact of Colorado's charter schools. It focuses on the characteristics and performance of the first 32 charter schools in the state, ones that have been operating for at least 2 years as of the end of the 1997-98 school year. The document identifies promising trends: the performance…

This report provides an evaluation of the academic impact of afterschool programs. Although afterschool programs for children have been operating for many years in some communities, the afterschool movement is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in…

A cost/benefit study of fourteen area vocational technical schools in Kansas was conducted to assess payback periods and long run accrued benefits for vocational programs using an analysis model devised for this study. The majority of programs studied were economically successful but were highly succeptible to placement rates. (DS)