ERIC Number: ED167593
Record Type: RIE
Publication Date: 1978-Mar
Reference Count: 0
Commitment to Instructional Clients for R&E in the Cincinnati School System.
Felix, Joseph L.
Beginning in 1970, the Cincinnati Public Schools experienced a shift in emphasis from centralized evaluation to local school program development and evaluation. Three functional models currently operate to evaluate three programs: Title I, alternative integration, and disadvantaged students. Each is distinguished by the level of trust existing between local school and central administration. The models conform to Stufflebeam's CIPP model which involves four evaluation stages: (1) context (needs assessment); (2) input (selecting alternatives for meeting goals); (3) process (implementing the program); and (4) product (evaluating goals). The Local School Evaluator (LSE) is a centrally based but locally functioning specialist whose services can be explained within the CIPP framework. Process-product services include interpreting basic skill mastery reports, Title I school profiles, and data from alternative programs. Context-input services include standardized test item analyses, interpreting the annual school and community survey, and comparing results to previous years. (Author/CP)
Publication Type: Speeches/Meeting Papers; Reports - General
Education Level: N/A
Authoring Institution: N/A
Identifiers: Cincinnati Public Schools OH; Context Input Process Product Evaluation Model; Ohio (Cincinnati)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (62nd, Toronto, Ontario, Canada, March 27-31, 1978)