In the context of the evolution of education program evaluation and the current emphasis on scientific precision, this special issue presents several of the challenges to program evaluation that scholars are facing today. In addition, it shares recent insights and experiences that will contribute to continued improvement of program evaluation and responds to the call for more exactness without losing sight of the lessons learned from evaluation over the past several decades. The eight papers address five main areas: evaluation design, instrumentation, implementation, politics, and analysis. As a whole, this issue is designed shed light on the five issues, as well as provide information useful for those interested in increasing the rigor of education research to increase the ability to improve schools.
Volume 77, Number 4, 2003
Contents: L.M. Desimone, Editor's Introduction. G. Borman, Experiements for Educational Evaluation and Improvement. M. Berends, M. Garet, In (Re)Search of Evidence-Based School Practices: Possibilities for Integrating Natinally Representative Surveys and Randomized Field Trials to Inform Educational Policy. B. Birman, A. Porter, Evaluation Education Funding Streams. R. Blank, Using Surveys of Enacted Curriculum to Advance Evaluation of Instruction in Relation to Standard. S.N. Kirby, D.F. McCaffrey, J.R. Lockwood, J.S. McCombs, S. Naftel, H. Barney, Using State School Accountability Data to Evaluation Federal Programs: A Long Uphill Road. B.C. Gamse, M.A. Millsap, B.D. Goodson, When Implementation Threatens Impacts: Challenging Lessons From Evaluating Educational Programs. A. Datnow, S. Sutherland, The Politics of Researching Comprehensive School Reform Efforts. D. Kaplan, Methodological Advances in the Analysis of Individual Growth With Relevance to Education.