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ERIC Number: ED156850
Record Type: RIE
Publication Date: 1978-Apr-8
Pages: 18
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The New Congressionally Mandated Studies: Notes toward Species Identification.
Datta, Lois-ellin
The new NIE (National Institute of Education) projects, Compensatory Education Study (Hill et al., 1976, 1977a, 1977b) and the Vocational Education Study (David et al., 1978), along with an earlier Safe Schools Study, are being considered in the evaluation community as possible new paradigms for research. Results of previous evaluation studies reveal several problems, among which were overly technical findings, reports arriving too early or too late, poorly designed evaluations, data requested only to bolster previous positions, etc. Characteristics for the new evaluations involve direct routes to Congress, considerable time allocation, and absence of constraints in the legislation on the design, measures, or analysis. Despite the improvements in the approach to evaluation, several problems are still encountered: (1) Congress often indirectly affects the evaluation paradigm when committee memberships change, resulting in a lack of knowledge concerning the design of a project and its purpose; (2) although an agency chosen to handle mandated studies needs to be able to quickly hire and fire personnel to procure talent for short periods and to quickly contract work, staffs to manage projects must be accommodated within agency ceilings, job expenditures must be negotiated with Congress, and inhibiting civil service procedure must be followed; (3) difficulty is encountered by evaluation teams who must effect communication with diverse groups within an organization; and (4) mandated studies cannot conflict. Though there is little research on mandated studies, it is concluded that evaluation cannot evolve quickly and adaptations must be made while the evaluation is in progress. (VB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: National Institute of Education
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, March 27-31, 1978)