Keeping Schools Open As Community Learning Centers - July 1997

A r c h i v e d  I n f o r m a t i o n

Appendix H
The Evaluation Process

  1. Focus on Program Goals and Objectives as a Guide for Evaluation
Indicators of success should be built around the original goals and specific objectives that the program was designed to achieve. For programs based on the purposes described in this guide, goals would define the desired results of extending learning time and undertaking drug and violence prevention practices. Performance assessment should focus on the following questions:
  1. Clarify Assumptions about Program Processes
Think about the assumptions your program is making about what management structures and processes will work in your community. Does information flow clearly? Is there a clear understanding of responsibilities and a system of accountability? These assumptions should drive program activities and an evaluation will test the accuracy of the assumptions. If results do not improve, either the assumptions were wrong or an anticipated event did not take place.
  1. Select Indicators of Success
Indicators of success should be established for all aspects of a program. Programs will want to assess whether they are achieving the goals they have set for meeting their students' needs by examining student performance, drug use and violence reduction, parental satisfaction, and impact on the community. Programmatic and management issues will need to be assessed by an appropriate set of indicators measuring the smoothness of operation, the flow of information, the system of accountability, and whether services are provided at the level of quality intended.

Effective evaluations use several types of information to measure results. It is essential to establish short-term indicators of success to introduce the practice of continuous improvement in a program. Information on rates of attendance, disruptive incidents, or teacher evaluations may provide a short-term means of assessing a program's progress towards its goals. Short-term indicators of program processes could include surveys of all levels of staff about their understanding of their responsibilities and their satisfaction with the system of accountability.

After-School Math and Science Enrichment Programs Build on Regular School Curricula

Chicago Public Schools collaborate with the national ASPIRA program to offer afternoon enrichment opportunities to 100 Hispanic students at three middle schools. The activities coincide with students' classroom curricula, emphasizing hands-on participation in science and math. In addition, 600 middle- and high-school students participate in 17 ASPIRA clubs in Chicago, where they build leadership skills and a commitment to their communities.

Students can obtain individual tutoring on weekday afternoons and Saturday mornings at the ASPIRA central office, which also houses a resource center with information on preparing for college entrance exams. Forty middle school students at risk of academic failure participate in ASPIRA's six-week summer school and receive follow-up sessions during the fall semester.

Volunteers and successful ASPIRA graduates work with paid teachers to manage programs and provide tutoring. Of approximately 450 high school seniors participating in various components of ASPIRA Chicago in 1995-96, 329 were accepted for postsecondary education.

An ASPIRA program in Chicago serving 30 students costs $25,000. Funding comes from federal grants and the national ASPIRA Association.

Recognizing the importance of evaluating the project, Northwestern University is developing a longitudinal study of the Chicago after-school and summer programs that will monitor student grades, academic progress, dropout rates, and enrollment in postsecondary education.

  1. Collect Information on Results
Evaluations collect information on participants, activities and services, staff and other resources, collaborative partners, and community perceptions. Sources of information include:
  1. Analyze and Use Information for Continuous Improvement
Evaluation creates tools for improving strategies or services and refining goals and objectives. An evaluation can show whether a program has reached its objectives and whether the failure to meet an objective was caused by inadequate implementation or flawed assumptions. This knowledge helps programs fine-tune approaches and set goals, creating a continuous loop of useful feedback.

For More Information on Conducting Evaluations

There are a variety of books and other materials available that provide in-depth information on how to conduct evaluations. The U.S. Department of Education's handbook Understanding Evaluation: The Way to Better Prevention Programs (available from 1-800-USA-LEARN) provides information specifically on evaluating drug prevention programs. Other possible resources are a local college or university or your state Department of Education.

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[Appendix G: Obtain Qualified Staff] [Table of Contents] [Appendix I: The Six Elements of Quality in School-Age Child Care]