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Using A Mixed Methods Design to Conduct an Evaluation of International Baccalaureate Programs in Texas Schools
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| Presenter(s):
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| Jacqueline Stillisano, Texas A&M University, jstillisano@tamu.edu
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| Hersh Waxman, Texas A&M University, hwaxman@tamu.edu
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| Yuan-Hsuan Lee, Texas A&M University, jasviwl@neo.tamu.edu
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| Judy Hostrup, Texas A&M University, jhostrup@usa.net
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| Beverly Alford, Texas A&M University, alfordb@tamu.edu
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| Kayla Braziel Rollins, Texas A&M University, kaylarollins@gmail.com
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| Abstract:
This paper reports on an evaluation study commissioned to examine the impact of International Baccalaureate Primary Years Programs (PYP) and Middle Years Programs (MYP) on mathematics and reading achievement of students in Texas schools. Using a mixed-methods design, the evaluation team examined the factors that contributed to the performance of PYP and MYP students on Texas achievement exams and how those factors differentially influenced reading and mathematics achievement of students of varying demographic profiles. Quantitative data from the Texas Assessment of Knowledge and Skills were analyzed, comparing IB schools to similar schools in the same district. In addition, in-depth case studies were conducted with eight IB Texas schools (four PYP and four MYP). These case studies provided a comprehensive picture of experiences, challenges, and opportunities related to planning and implementing an IB program and allowed evaluators to address qualitative outcomes that are often difficult to measure through quantitative methodology alone.
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Partners of Education: Evaluation as a Step Towards Quality of Education
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| Presenter(s):
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| Ligia Elliot, Cesgranrio Foundation, ligiaelliot@yahoo.com.br
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| Lucia Favero, Partners Association of Education, lucia.favero@parceirosdaeducacao.org.br
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| Monica Guerra, Partners Association of Education, monica.guerra@parceirosdaeducacao.org.br
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| Abstract:
In Brazil, the Program Partners of Education intends to contribute to the improvement of students’ achievement and promotes its actions by means of partnerships between executive directors and institutions that decide to participate and their sponsored public schools. Students from Schools Partners are systematically evaluated and their results guide pedagogical actions and activities planned to aid teachers and their students’ classes. In 2007 and 2009, Cesgranrio Foundation was in charge of students’ evaluation from different Schools Partners. Tests on curriculum subject matters for eight grades of fundamental education and for three grades of middle school were applied in April and November.
This paper presents some highlights of the 2009 evaluation process by comparing results obtained in specific items which were included into the first and the second tests.
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Alignment and Synthesis: Efforts to Improve the Quality of Parent Engagement Evaluation in a Large Urban School District
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| Presenter(s):
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| Wenhui Yuan, Fort Worth Independent School District, hugh.yuan@fwisd.org
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| Susan M Wolfe, Susan Wolfe and Associates LLC, susan.wolfe@susanwolfeandassociates.net
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| Abstract:
How to improve the quality of an evaluation in a complex context is a concern for evaluators. This study will display the evaluators’ efforts and strategies for evaluation quality improvement for a parent engagement program in a large urban school district. Three aspects will be discussed: (1) aligning the evaluation designs, (2) coordinating the evaluation implementation, and (3) synthesizing the information. Further, the authors will investigate constraints on conducting an evaluation in the context of a large urban school district. The discussion will be framed in the context of the Joint Committee’s Program Evaluation Standards.
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Profiles of Advocacy: Narrative Portrayals of School Superintendents’ Educational Practice and Social Action
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| Presenter(s):
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| Keith Trahan, University of Pittsburgh, kwt2@pitt.edu
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| Cynthia Tananis, University of Pittsburgh, tananis@pitt.edu
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| Cara Ciminillo, University of Pittsburgh, ciminill@pitt.edu
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| Abstract:
In this presentation, we exhibit and examine narrative evaluation methods. While naturalist inquiry attends to theory-building based on practice, narrative provides a compelling and accessible means of telling a program’s story. Thus, narrative evaluation builds program-theory and provides means of communication. The Forum for Western Pennsylvania School Superintendents provides professionally relevant strategies to apprehend the complexity of issues facing the field of education and alleviate a sense of isolation often accompanying the position of superintendent. Building upon previous evaluation activities that focused on naming and further developing its program theory, we use narrative evaluation both to formatively speak to the Forum and help it publically speak as an advocate for children and youth. Thus, narrative evaluation holds promise for expanding evaluation utilization; not only do programs being evaluated draw benefit, but also other programs might benefit from both the product and process of such evaluation methods.
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