Identifies the purpose and need for a vocational evaluation process in the correctional setting. Discusses the five steps in such a process: preliminary intake procedure, primary data gathering, hypothesis formulation phase, hypothesis testing phase, and outcome and/or follow-up. CCT)

Presents an assessment tool for Women's Studies Programs, a survey based on the student-oriented instruments found in "The Courage to Question: Women's Studies and Student Learning" and "Students at the Center: Feminist Assessment," both edited by Caryn Musil. Evaluates the survey as an assessment tool and for gathering student data. (DSK)

Discusses preservation education programs and describes a workshop follow-up program by SOLINET (Southeastern Library Network) designed to measure the effects of training, provide ongoing support, and develop a long-term mechanism for evaluating workshop effectiveness. Presents results obtained after collecting qualitative and quantitative data…

Describes an evaluator's experiences constructing a World Wide Web site to collect evaluation data and discusses the technical and design challenges presented by data collection via the Web. Discusses eight lessons of Web-based data collection and outlines the advantages of the approach. (SLD)

Limiting data collection to a sample group is one way to increase effectiveness in dealing with data. The paper describes how to draw a sample group (random sampling, stratified random sampling, purposeful sampling, and convenient or opportunity sampling) and discusses how to determine the size of the sample group. (SM)

Although academic libraries have a long tradition of program assessment, in the past the results have been more meaningful internally than externally. Recent changes in the conceptualization of libraries' role in higher education and advances in measurement tools will likely provide answers to different questions, particularly the relationship of…

Results-based management (RBM) is an approach to programme planning and management that integrates strategy, people, resources, processes and measurements to improve decision-making, transparency and accountability. The Commonwealth of Learning (COL) began the adoption of a RBM model with its 2003-2006 Three-Year Plan. This led to a significantly…

The Department has developed a Race to the Top program review process that not only addresses the Department's responsibilities for fiscal and programmatic oversight, but is designed to identify areas to differentiate support based on individual State needs, as well as certain topics where States can leverage work with each other and with experts…

The State-specific summary report serves as an assessment of Massachusetts' Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. Massachusetts' Year 1 accomplishments include: capacity building within its Department of Elementary and…

This State-specific summary report serves as an assessment of North Carolina's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. Delaware created new structures at the State level to support both State and LEA (local education…

This State-specific summary report serves as an assessment of Ohio's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. Prior to the first year of its Race to the Top grant, Ohio revised some Ohio Department of Education (ODE) job…

This State-specific summary report serves as an assessment of New York's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. New York significantly increased its capacity to provide support to its local educational agencies (LEAs). At…

This State-specific summary report serves as an assessment of Rhode Island's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. According to the State, in Year 1, Rhode Island greatly increased statewide capacity to begin…

This State-specific summary report serves as an assessment of Tennessee's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. Tennessee received its Race to the Top grant in July 2010 as part of the first round of the competition.…

This study was concerned with designing, organizing, executing, and analyzing a goal assessment program for a large suburban high school district. (Author/RK)