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The Use of Stakeholder-based Theories in the Evaluation of a School Policy: Proposing an Empirically Based Evaluation Framework
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| Presenter(s):
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| Shahpar Modarresi, Montgomery County Public Schools, shahpar_modarresi@mcpsmd.org
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| Faith Connolly, Naviance, faith.connolly@naviance.com
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| Abstract:
A stakeholder-based theory framework was undertaken to conduct a formative evaluation of a new grading and reporting policy in an educational setting. A multi-method approach was employed to empirically examine the extent and consistency of the policy implementation at the district level. This paper begins with a description of the policy followed by the evaluation objectives. Next, the literature pertaining to the theoretical approaches to stakeholders' involvement in evaluations is described. Then, the methodology is presented including the components of the theoretical framework used to conduct this evaluation followed by its findings. The concluding section presents practical and structural (e.g., political, social, utilization) challenges that were encountered in the evaluation process and propose an analytical framework to cope with these challenges.
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Understanding Technology Literacy: A Contextual Framework for Evaluating Educational Technology Integration
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| Presenter(s):
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| Randall Davies, Brigham Young University, randy.davies@byu.edu
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| Abstract:
Federal legislation currently mandates the integration of technology into the school curriculum because it is commonly believed that learning is enhanced through the use of technology. The challenge for educators is to understand how best to use technology while developing the technological expertise of their students. This session outlines a contextual framework for evaluating technological literacy designed to helps us understand and promote technology integration properly. It also can be used to inform technology enhanced instructional systems development.
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Challenges of Evaluating School Reform: Lessons Learned From a Multi-State Small Learning Communities Project
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| Presenter(s):
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| Roy Kruger, Northwest Regional Educational Laboratory, krugerr@nwrel.org
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| Annie Woo, Northwest Regional Educational Laboratory, wooa@nwrel.org
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| Abstract:
Challenges associated with evaluating school reform projects stem from: 1) the long-term, broad nature of the goals of such projects; and 2) conflicts associated with differences among stakeholders. Evaluators need to look at both its technical and cultural contexts. This study explored the impact of Small Learning Communities organizational structures in assisting schools in addressing the Adequate Yearly Progress (AYP) demands of the No Child Left Behind (NCLB) legislations. The study is the research synthesis of the evaluation of the effectiveness of the SLC model in eight school districts (32 individual schools) in four states. In addition to the collection of student achievement data, surveys and interviews with administrators, teachers, and students were conducted for the purpose of measuring the effectiveness of the project in: a) developing effective smaller learning communities; b) providing the students with both intellectually challenging and emotionally supportive learning environment; and c) increasing student achievement.
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Response to Intervention (RTI): An Evaluation Conundrum
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| Presenter(s):
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| Bill Thornton, University of Nevada, Reno, thorbill@unr.edu
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| Janet Usinger, University of Nevada, Reno, usingerj@unr.edu
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| George Hill, University of Nevada, Reno, gchill@unr.edu
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| Abstract:
Response to Intervention (RTI) has captured the imagination of the K-12 school system. However, RTI's widespread and somewhat random use in public schools for both students with Individual Education Plans (IEP) as well as the general student population has created significant challenges for program evaluators. Because RTI follows a permissive rather than prescriptive model, at its very foundation, fidelity of implementation is illusive in that the needs of the students drive the specific interventions. Capturing what is happening at the building level does not necessarily provide sufficient evidence to suggest RTI's impact. The University of Nevada, Reno Department of Educational Leadership has had several doctoral students undertake evaluation dissertations that approach RTI from different perspectives. The purpose of this session will be to describe the various approaches that have been undertaken in evaluating RTI, as well as the results of the dissertations that have been completed.
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Charter School Evaluation: Trends, Challenges, and Prospects
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| Presenter(s):
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| James Sass, Independent Consultant, jimsass@earthlink.net
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| Abstract:
Over the past two decades, charter schools have grown from a concept to a small movement to an established constituency in public education. The increasing number and importance of charter schools provide both opportunities and challenges for evaluators. Much evaluation work is needed for analyzing the effectiveness of charter school policies, assessing the strength of individual charter schools, and promoting charter schools' improvement. Challenges include charter laws that vary greatly from state to state, the difficulty in establishing appropriate comparison groups, and the uniqueness of individual charter schools. This review will address these opportunities and challenges at three levels: summative evaluation of large-scale charter school policies and the charter school movement, high-stakes evaluation of individual schools by authorizers and accrediting agencies, and formative evaluation of individual schools and school associations. While addressing past developments and current trends, this paper will also provide prospects for the future of charter school evaluation.
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