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Using a Program Theory Model to Clarify the Collaboration, Guide the Program,and Direct an Outcomes-based Evaluation
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| Presenter(s):
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| Kathryn Race,
Race and Associates Ltd,
race_associates@msn.com
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| Abstract:
Based on an exemplar case study approach involving a 3-year evaluation, this paper highlights how a program theory model was used by stakeholders and the evaluation team in a collaboration of ten major museums and local parks in a large metropolitan city to conduct an outcomes-based evaluation of a multi-phased, hybrid after-school school and family outreach program. Highlighting the efforts and findings that have culminated in this evaluation, the paper presents how the program theory model served to help clarify the responsibilities of the collaboration, guide the development of new curriculum created during this period, and drive an outcomes-based evaluation that measured program fidelity as well as priority program outcomes. In this example, evaluation served a continuous management tool function where data gathering and assessment were incorporated to the extent possible as an integral part of the services provided by the program.
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The Evaluation of Complex Theory Based, Professional Development Programs With “Show Me the Numbers” Expectations
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| Presenter(s):
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| Maryann Durland,
Durland Consulting,
mdurland@durlandconsulting.com
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| Abstract:
STARS is a Chicago Public School professional development program for school teams consisting of the principal and 4-5 team members. STARS stands for School Teams Achieving Results for Students. STARS, a theory-driven program, targets results in three areas – organizational structure, impact on instructional practices and increased teacher leadership. The Year 1 – 2005-06 Evaluation focused on understanding, exploring, and defining implementation. The evaluation findings indicated that there were three levels or models of implementation. Further exploratory analysis indicated that there are statistically significant differences among the three models on measures of student achievement. Year 2 Evaluation, 2006-07 developed specific metrics for testing the model framework as a discriminate for determining level of implementation. This paper focuses on two issues, the first is the complex, longitudinal nature of evaluation when evaluating theory based programs, and the second is meeting the expectations of program stakeholders for “numbers, data, and links to results”.
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