As is the case with many Centres for Teaching and Learning, prior to the global health crisis in 2020 our Centre primarily obtained feedback to inform its programming based on participation and satisfaction. As a result of the crisis, we could not rely on previous sources of information and needed to implement new strategies for evidencing the…

Three perspectives on combining quantitative and qualitative methods in one evaluation are reviewed: mutually exclusive; separate but equal; and integrated. Ways to corroborate, elaborate, or initiate findings from the other method are illustrated, using a large-scale, three-year evaluation of regional educational service agencies. (Author/GDC)

The Dwight D. Eisenhower Mathematics and Science Regional Consortiums Program has provided approximately $15 million per year since 1992 to 10 regional organizations. The Consortia are carrying out a statutory charge to assist in the improvement of local instruction in mathematics and science. This report provides a description of the Regional…

This document contains five symposium papers on the California Evaluation Improvement Program (EIP). Since 1974, a network of eight regional centers have annually assisted approximately 6,000 educators with educational program evaluation. Established to train middle management personnel to evaluate their own programs, the EIP centers now also…

The practical side of a program evaluation as performed at a Texas Education Service Center supporting and serving 50 school districts of 14 counties in South Texas is described. The role of the evaluators as perceived by the users of the evaluation and the procedures for evaluating programs several levels away from students who are to feel the…

Staff development activities are the subject of a resource guide directed at educators of migrant children. One county participating in the Florida Migratory Child Compensatory Program was selected to serve as a model. Planning for activities should be individually-based, problem-oriented, goal-directed, time-factored, and participant-controlled.…

This report includes several contributions concerned with the PACE program of the Elementary Secondary Education Act, Title III. One editorial reviews five previous studies of PACE and another is devoted to the need for "process evaluation" of Title III projects. Also included are descriptions of three PACE projects, in Los Angeles,…

Major changes have occurred in compensatory education evaluation practices and policies since the introduction of the Title I Evaluation and Reporting System (TIERS) and the Technical Assistance Centers (TAC) in 1976. This paper has three purposes: (1) to discuss these changes at the state and local levels; (2) to illustrate these changes with…

How the "Levels of Program Objectives Model" (LPOM) can be used to carry out objectives-based evaluation is explained. The LPOM explains the relationship between an instructional program of a district and various programs supporting the district program. The evolution of an objective-based evaluation approach within the context of an…

The purpose of this document is to evaluate the assistance provided by the Orange County Supplementary Educational Center in terms of its policy objectives, procedural responses, and procedural implementation. (Author/AG)

The effectiveness of four technical assistance-oriented services/products of one regional educational laboratory was studied. The services/products studied included a thinking skills activities workbook for classroom teachers, a videotape for rural educators on exemplary software for developing the thinking skills of at-risk students, a research…

The report for the 8-county West Virginia Multi-Purpose Center for Curriculum Improvement, funded under Title III of the Elementary and Secondary Education Act, represents a comprehensive evaluation of the numerous activities with which the center was involved. The first section of the document presents general characteristics of the project area,…

This report studies the procedures and effectiveness of evaluation sections in projects approved under the ESEA Title III Projects to Advance Creativity in Education (PACE) program and makes recommendations for their improvement. Nineteen special consultants reviewed the evaluation sections of a random sample of 379 PACE proposals submitted in…