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ERIC Number: EJ866134
Record Type: Journal
Publication Date: 2009
Pages: 5
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0271-6062
Program Evaluation Know-How
Protheroe, Nancy
Principal, v89 n2 p30-32, 34-35 Nov-Dec 2009
In the assessment-driven environment of today's schools, questions about effectiveness and impact on student learning often focus on the school as a whole. An often-missed piece is taking a critical look at specific programs and approaches. Program evaluation is a tool that can help do this. Program evaluation can help to answer a range of common-sense--but critically important--questions. School improvement and data-driven decision making are two terms that all school leaders hear almost every day. Program evaluation brings together these two concepts by focusing data collection and analysis in an organized way in order to improve programs and, through improvement of these component programs, to improve schools. Educators have the skills and ability to conduct evaluations since they "do not have to be experts in these topics to carry out a useful program evaluation." Many evaluation techniques are easy to execute; can make use of data that are already being gathered; and can be performed on a scale that is practical for teachers, principals, and other school leaders. The challenge, then, is to conduct an evaluation that yields useful data--while not diverting undue amounts of staff time from teaching and other important responsibilities. This article discusses three critical questions that can help organize the evaluation process: (1) What are we looking for?; (2) How will we look for it?; and (3) How will we use the data? (Contains 3 online resources.)
National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail: naesp@naesp.org; Web site: http://www.naesp.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A