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Evaluations of High School Exit Examinations: What Have We Learned?
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| Presenter(s):
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| Nicki King,
University of California, Davis,
njking@ucdavis.edu
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| Abstract:
As of June, 2006, 23 of the nation's 50 states require that students pass some form of minimum competence test to receive their high school diplomas. Some states have devoted significant resources to evaluation of this significant new requirement for high school graduation. As a result of these evaluations, schools and citizens have access to information about the impacts and outcomes of these examinations, and as a result they have information on the pass rates of various income and racial groups, the number of students who are ultimately leaving school without diplomas, and the amount of remediation or extra assistance being provided to hello students pass the exams. Few, if any, of the evaluations calculate the cost of initiating this policy or follow graduates and non-graduates to determine the ultimate impact of the policy on the subsequent lives of former students. Without this information, it will be very difficult to make an ultimate determination of the value of the exit exam policy as an educational intervention.
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Using Evaluation as a Management Tool: The Experience of the Tennessee State Improvement Grant Evaluation
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| Presenter(s):
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| Chithra Perumal,
University of Kentucky,
cperu2@uky.edu
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| Brent Garrett,
Independent Consultant,
garrett@win.net
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| Abstract:
State and local programs often view evaluation as an information tool that provides information not only on efficacy and effectiveness but also at times for decision making (Blalock, 1990). But evaluation can also serve as a management tool in these arenas. The process of evaluation can help agencies to effectively deliver and organize activities. When evaluation is used as a management tool, evaluators establish working relationships with stakeholders and become key players in program improvement. This is crucial if we want evaluation results guiding program improvement, which is overall purpose of evaluation. This paper discusses the how the evaluation process was used as a management tool to facilitate the implementation of the Tennessee State Improvement Grant initiatives. It also discusses the evaluation steps that served as platforms for enacting program improvement strategies.
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Learning From Local Evaluations: How Math-Partnership Project Evaluations Informed State Policy
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| Presenter(s):
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| Helene Jennings,
Macro International Inc,
jennings@macroint.com
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| Nancy Carey,
Maryland State Department of Education,
ncarey@msde.state.md.us
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| Abstract:
A significant segment of the education community is focused on improving student performance in math and science. Currently, funding is available for STEM (science, technology, engineering, mathematics) initiatives from a number of sources. The Maryland State Department of Education (MSDE) has been implementing math-science partnership grants through a competitive process to consortia throughout the state, with the requirement that an independent evaluation be incorporated. These evaluations have been conducted by various organizations. Macro International is responsible for evaluating the initiatives of two consortia and will present the important outcomes from this program focused on improving teacher professional development, as well as lessons learned in the evaluation process. The MSDE education specialist overseeing the program will discuss how the findings of the local evaluations have significantly influenced the formulation of the next round of grants competed by the state. The interaction between the evaluation and program planning will be made explicit.
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