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Evaluating Programs to Increase Student Achievement

Evaluating Programs to Increase Student Achievement

Second Edition
Edited by:

Foreword by Cozette Buckney

June 2008 | 208 pages | Corwin
Evaluating Programs to Increase Student Achievement, Second Edition, provides school leaders with practical guidelines and tools to evaluate the effectiveness of school programs. Using reader-friendly terms, the author thoroughly discusses the steps of the evaluation process so that practitioners of all experience levels and backgrounds will gain a solid conceptual foundation, and can plan and carry out program evaluations.

The revised edition includes:

-Additional examples to illustrate the program evaluation process

-An expanded discussion of the principal's role in the project

-A facilitator's guide for team leaders

Foreword by Cozette Buckney
1. Perspectives on Program Evaluation

How Program Evaluation Contributes to School Improvement

Benefits of Site-Based Program Evaluation

Goals of Program Evaluation

Two Evaluation Methods

Assessing Program Processes

Linking Evaluation With Program Improvement

A Concluding Note

Chapter Highlights

2. How Program Evaluation Contributes to a Learning Organization

The Spirit of a Learning Organization

The School as a Learning Organization

Reflective Practice

Linking the Parts of the School Organization for Improved Performance

Applying a Systems Approach to Increase Student Achievement

A Concluding Note

Chapter Highlights

3. Using Program Evaluation to Improve the Curriculum — A Developmental Approach

Compatible Evaluation Methods

The Problem of Confounding

Internal Validity

Some Further Threats to Internal Validity

A Concluding Note

Chapter Highlights

4. An Experimental Approach for Evaluating Programs

Internal Validity—A Review

Building Control Into an Experiment

Random Assignment

Experimental Designs

Deciding Whether to Use One or Two Groups in an Evaluation Study

External Validity

A Concluding Note

Chapter Highlights

5. Program Evaluation Through Collaboration

Why Have an Evaluation Team?

Team Composition

Factors for Principals to Consider in Establishing the Evaluation Team

Forming an Evaluation Team

The Team in Operation

A Concluding Note

Chapter Highlights

6. Measuring Program Outcomes

Quantitative and Qualitative Data

Comprehensive Evaluation

Validity and Reliability of Evaluation Data



Perspectives on Authentic Assessment

A Concluding Note

Chapter Highlights

7. The Evaluation Process: Phases 1, 2, and 3

Phase 1—Describing the Program

Phase 2—Providing Direction for the Evaluation

Phase 3—Obtaining Information to Answer Evaluation Questions

Chapter Highlights

8. The Evaluation Process: Phases 4, 5, and 6


Phase 4—Analyzing Data to Assess a Program’s Impact

Phase 5—Evaluating the Program’s Effectiveness and Offering Recommendations for Its Future Development

Phase 6—Writing the Evaluation Report

Chapter Highlights

9. Writing the Evaluation Report

Format and Content

What the Evaluation Report Represents

Chapter Highlights

10. Assessing the Evaluation Project

Purposes of Metaevaluation

Formative Metaevaluation

Summative Metaevaluation

A Concluding Note

Chapter Highlights

11. Revisiting the Principal’s Leadership Role in Program Evaluation

The Multidimensional Responsibilities of the Principal in Program Evaluation

Attitudes of Principals Toward Assessing Programs

Beyond the Technical

Principals’ Self-Assessment

A Concluding Note

Chapter Highlights

Appendix. A Mini-Guide for the Evaluation Team Leader

“The book is a comprehensive guide for school leaders, beginning with the role that administrators can take in promoting, supporting, and facilitating the assessment process, through the goals, process, and actual steps needed to review and evaluate programs.”

From the Foreword by Cozette Buckney

"Clear, concise, understandable information presented in a positive, upbeat, and respectful manner. I couldn’t wait to share this with other team members!"

Debbie Johnson, Principal
Lunt School, Falmouth, ME

"The author does all the right things: stays on task, stays focused, communicates clearly, gives correct and adequate information that practitioners can understand and implement, and presents the content in a scholarly and yet friendly style that promotes collaborative efforts."

Marie Kraska, Professor of Educational Foundations, Leadership, and Technology
Auburn University

"The author takes a difficult and formidable subject and makes it user-friendly to the K–12 practitioner."

Judy Brunner, Adjunct Professor
Southwest Missouri State University

Sample Materials & Chapters


Foreword by Cozette Buckney

For instructors

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ISBN: 9781412951258
ISBN: 9781412951241

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