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NASA's Destination Tomorrow(trademark) series consists of 30-minute educational television programs that focus on NASA research, past, present, and future and are designed for educators, parents, and adult (lifelong) learners. Programs in this award-winning series follow a magazine style format with segments ranging from 3-5 minutes to 6-8 minutes. An associated web site provides summaries of stories and links to related program material. The development of the programs is based on educational theory, principles, and research as they pertain to how adults learn and apply knowledge. The five programs in the 2000-2001 season were produced in English and dubbed in Spanish. Telephone interviews with managers of cable access television stations were conducted in January 2002. NASA's Destination Tomorrow(trademark) interviewees reported that (1) from a programming standpoint, the most appealing aspects of the series are its production quality and educational value, (2) programs in the series are 'better than average' when compared to other education programming, (3) the programs are very credible, (4) the programs are successful in educating people about what NASA does, and (5) the programs have been 'very well received' by their audiences.

This document is comprised of summaries of six papers presented at a symposium on the Safe Schools/Healthy Students Initiative, a federal grant to school districts intended to promote health and safety in schools and communities. The Initiative was designed to confront school violence, safety, and mental health needs through the provision of a broad array of prevention and intervention services. The papers illustrate the nature of school based interventions and corresponding evaluation efforts. They provide evidence of the effectiveness of the interventions in the local setting with implications for the transportability of the programs to other schools. Following a symposium introduction, by Oliver T. Massey, the included papers are: (1) "The Impact of Coordinated Community Mental Health Services: Safe Schools/Healthy Students" (Sharon Telleen and others); (2) "Results of a Longitudinal School-Based Intervention Study" (Michael Boroughs and others); (3) "Student Perceptions of School Safety in the Omnibus Survey" (Kelli S. Henson and others); (4) "Safety in Schools: Staff Perceptions" (Gina Santoro and others); (5) "Understanding School Safety: A Qualitative Inquiry" (Angela Perry and others); and (6) "Evaluation Activities at a Summer Camp for Youth Experiencing Homelessness" (Laura A. Nabors and Heather D. Lehmkuhl). A summary of the symposium discussion (by Kathleen H. Armstrong) completes the document. (Individual papers contain references.) (DB)

This paper describes a faculty-designed program evaluation procedure established at Appalachian State University in North Carolina, focusing on the Communication Department. The assessment potential of this process is examined and, following an explication of the process itself and the Program Evaluation Committee (PEC) Report, the five elements of the final report are explored: (1) centrality to the university's mission; (2) department overview; (3) faculty workload/reassigned time and scholarly activity; (4) program demand; and (5) program duplication. The paper outlines the eight-member PEC structure and functions, noting that the committee was not established as an assessment agency per se, and that its direct mission is summative rather than formative. The paper illustrates how this or similar program evaluation processes have the potential for assessing departmental effectiveness for departments wishing to take advantage of the opportunity. Academic program review evaluation criteria are appended. Contains 15 references. (CR)

NASA CONNECT is a standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (satellite and television) programs for students in grades 5-8. Each of the five programs in the 1998-1999 NASA CONNECT series included a lesson, an educator guide, a student activity or experiment, and a web-based component. In March 1999, a mail (self-reported) survey (booklet) was sent to a randomly selected sample of 1,000 NASA CONNECT registrants. A total of 401 surveys (351 usable) were received by the established cut-off date. Most survey questions employed a 5-point Likert-type response scale. Survey topics included: (1) instructional technology and teaching, (2) instructional programming and technology in the classroom, (3) the NASA CONNECT program, (4) classroom use of computer technology, and (5) demographics. About 68% of the respondents were female, about 88% identified "classroom teacher" as their present professional duty, about 75% worked in a public school, and about 67% held a master's degree or master's equivalency. Regarding NASA CONNECT, respondents reported that: (1) they used the five programs in the 1998-1999 NASA CONNECT series; (2) the stated objectives for each program were met (4.49); (3) the programs were aligned with the national mathematics, science, and technology standards (4.61); (4) program content was developmentally appropriate for grade level (4.25); and (5) the programs in the 1998-1999 NASA CONNECT series enhanced/enriched the teaching of mathematics, science, and technology (4.45).

Project FORWARD—a partnership-based, case management-driven, holistic model to integrate a host of targeted interventions—will leverage at-risk individuals’ strengths while building new skills to preempt or address related causes of stress, dysfunction, and/or obstacles to long-term economic stability, healthy relationships, and overall wellness. The program will include an in-depth marriage and relationship skill-building workshop for at-risk adults and will cover competencies that include conflict resolution, anger management, problem solving, and communication. This will be complemented by and integrated with financial literacy training to reduce financial stresses. The main aims of the project are as follows: 1. To evaluate the effectiveness of the Love Notes 3.0 training program, through the use of a pre-test, post-test, and 6 month follow up study. 2. To examine the impacts of secondary program components including case management and economic stability programming through the use of surveys and focus group interviews.

NASA SCIence Files (tm) is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 60-minute instructional distance learning (television and web-based) programs for students in grades 3-5. Respondents who evaluated the programs in the 2002-2003 NASA SCIence Files (tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

NASA 'Why?' Files, a research and standards-based, Emmy-award winning series of 60-minute instructional programs for grades 3-5, introduces students to NASA; integrates mathematics, science, and technology by using Problem-Based Learning (PBL), scientific inquiry, and the scientific method; and motivates students to become critical thinkers and active problem solvers. All four 2000-2001 NASA 'Why?' Files programs include an instructional broadcast, a lesson guide, an interactive web site, plus numerous instructional resources. In March 2001, 1,000 randomly selected program registrants participated in a survey. Of these surveys, 185 (154 usable) met the established cut-off date. Respondents reported that (1) they used the four programs in the 2000-2001 NASA 'Why?' Files series; (2) series goals and objectives were met; (3) programs met national mathematics, science, and technology standards; (4) program content was developmentally appropriate for grade level; and (5) programs enhanced/enriched the teaching of mathematics, science, and technology.

A study was conducted in conjunction with a year-long tryout of the SWRL English Language and Concepts Program for Spanish-Speaking children to determine the effects of periodic and seasonal absenteeism on student performance. Procedures were established for obtaining enroute criterion-referenced pupil performance and attendance data from eight participating school districts. The schools included in the analysis represent various California demographic situations: metropolitan U.S./Mexico border area, schools in a large Spanish speaking community, schools in the inner city, schools in pocket areas surrounded by English speaking communities and county schools serving migrant families. Results showed that pupils who maintained continuous contact with the instruction attained the program objectives while those who were periodically absent did not. This happened in spite of systematic procedures employed by teachers to ensure that all pupils progressed through the program without skipping an instructional segment, irrespective of absence rate. (Author/BB)

Government Publishing Office U.S. Congress House of Representatives Committee on Oversight and Government Reform TRADE ADJUSTMENT ASSISTANCE FOR U.S. FIRMS: EVALUATING PROGRAM EFFECTIVENESS AND RECOMMENDATIONS Date(s) Held: 2012-11-14 112th Congress, 2nd Session GPO Document Source: CHRG-112hhrg77041 Superintendents of Documents ID: Y 4.G 74/7 Witnesses: Ms. Patricia M. Britton, Vice President of Business Development, Topflight Corporation, Glen Rock, PA Mr. Thomas G. Zieser, President and CEO, Jace Systems, Cherry Hill, NJ Mr. Drew Greenblatt, President, Marlin Steel Wire Products, Baltimore, MD Mr. Bryan Borlik, Director, Trade Adjustment Assistance for Firms, Economic Development Administration U.S. Department of Commerce Mr. Williams J. Bujalos, Director, Mid-Atlantic Trade Adjustment Assistance Center Mr. J. Alfredo Gomez, Acting Director, International Affairs and Trade, U.S. Government Accountability Office Related Items: Congressional Serial No. 112-190

This article is from Iranian Journal of Psychiatry and Behavioral Sciences , volume 8 . Abstract Objective: The present study seeks to outline a holistic assessment method that was used in understanding problems experienced by an adolescent boy and in designing and implementing an individualized educational program.Methods: An adolescent child referred for concerns in learning was screened for learning disability using standardized inventories and test batteries. The Connors Parent and Teacher Rating Scales (short forms), Wechsler's Intelligence Scale for Children (WISC), the Vineland Social Maturity Scale (VSMS), and the Kinetic Family Drawing (KFD) test were used to assess the behavior, cognition, and social profile of the child. An individualized educational program was designed and this intervention was provided for 6 months by using parents as co-therapists. Participant and parent interview schedules were used in identifying underlying issues of concern. The child was reassessed 6 months after the intervention was provided. Results: Findings on the Connors Parent Rating Scale revealed scores that were greater than the 50th percentile on the domains of inattention and cognitive problems. On the Connors Teacher Rating Scale, we observed scores greater than the 50th percentile on the hyperactivity, cognitive problems, and the inattention domains. The WISC revealed that the child had a "Dull Normal" Intellectual functioning and there was also a deficit of 2 years on the social skills as tested by the Vineland Social Maturity Scale (VSMS). The Kinetic Family Drawing Test revealed negative emotions within the child. Post intervention, we noticed a remarkable improvement in the scores across all domains of behavior, social, and cognitive functioning.Conclusion: Designing an individualized education program that is tailored to the specific needs of the child and using parents as co-therapists proved to be an effective intervention.

Government Publishing Office U.S. Congress House of Representatives Committee on Transportation and Infrastructure EVALUATING THE EFFECTIVENESS OF DOT'S TRUCK AND BUS SAFETY PROGRAM Date(s) Held: 2012-09-13 112th Congress, 2nd Session GPO Document Source: CHRG-112hhrg75852 Superintendents of Documents ID: Y 4.T 68/2 Related Items: Congressional Serial No. 112-104

To provide an example of outcomes assessment that aligns with student affairs standards (Finney & Horst, 2019a), we share our process of assessing a mandated eight-week program for students on academic probation. Furthermore, our process highlights the value of using existing theory and research to inform assessment and program redesign efforts (Pope et al., 2019). Using a high-quality theory-based measure, we assessed several student learning and development outcomes (e.g., institutional commitment, academic self-efficacy) that theory and research indicated are necessary for students to achieve academic success. Based on the outcomes assessment results, we identified which aspects of the program seemed to be working and which aspects needed improvement. Finally, we close by providing recommendations for other professionals seeking to build and assess high-quality student affairs programs informed by theory and research. [The publication year on the PDF is incorrect, this article was published in 2023.]

The Upward Bound program seeks to promote high school completion and college attendance of high school students who come from low-income families or have parents who did not complete college. Specifically, Upward Bound projects provide academic instruction, career planning, and college application services, during the regular school year and during summer programs held at participating universities, beginning in grade 9 or 10 and continuing through high school graduation or the transitional summer beyond. Upward Bound offers a regular program and a program focused on math and science. About 40 percent of programs target rural high schools. An evaluation focused on the regular program at a northeastern public university serving 14 small rural high schools. About 92 percent of participating students at this site were White, versus only 20 percent nationally. Data collection included surveys of 53 of 99 students in the summer program and surveys and interviews with the students' guidance counselors. Findings focus on the academic, financial, and social reasons for applying to the program; the influences on recruitment of program recruitment activities, school staff, peers, family members, and personal goals; reasons for continuing in the program; student satisfaction; student attitudes toward recruiting future participants; reasons why eligible students do not apply or why participants drop out of the program; and possible reasons why female participants outnumber males. (Contains 11 references and 7 tables.)(SV)

This guide, which is intended for project directors, coordinators, and other professional staff involved in developing and delivering workplace education programs, explains the workplace education evaluation process, the main approaches to evaluation, and considerations in selecting appropriate evaluation instruments. Discussed first are the importance of program evaluation and measurable outcomes. Special attention is paid to the importance of evaluating "soft skills" training and elements business wants from evaluation (those which involve key players, use multiple evaluation measures, incorporate continuous feedback, use evaluation findings to review/revise training as needed, assess program outcomes through measurable outcomes). The similarities and differences between formative and summative evaluation are detailed, and several noninstructional factors that may influence training outcomes are mentioned. Described next are the four levels of Donald L. Kirkpatrick's model for evaluating training, which entails measurement of the following: training participants' reactions to training at the time of training; their learning of the training materials' content; their use of new skills on the job; and observable business results (the return on investment as a result of training). The strengths/weaknesses of using student reaction, student learning, student performance, and organization results as measures of program effectiveness are weighted. Contains 10 informational resources. (MN)

One of the challenges for educators is composing well-written, specifically stated outcomes of student learning. Developmental teacher training is a program designed to improve the effectiveness of university instructors. The program focuses on improving course methodology by guiding instructors through the development of correctly written and structured course objectives, effective and efficient delivery methodology including implementation of technology as a delivery medium, and proper outcomes evaluation of course effectiveness measured against the course objectives. This paper evaluates the effectiveness of the training. The outline used in the training is included in the appendix.

This brief describes new requirements for vocational education program improvement and evaluation mandated by the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. Recommendations to enhance the impact of program improvement and evaluation activities are included. The first two sections discuss developing new state accountability systems and improving programs through annual evaluation, local program improvement plans, and joint program improvement plans. The third section addresses ensuring increased achievement for special populations through the following methods: encouraging efforts to serve special populations; using more than the minimum number of measures; evaluating access, learning, and labor market outcomes; selecting measures that assess change over time; and selecting measures that allow for fair comparisons. A discussion of supplementary services necessary to program improvement and eight references complete the document. (KC)

The concern with competency-based education is not whether it is any different from the more traditional approaches but whether it is worth the considerable effort it involves. There are several aspects of a competency-based program to be considered in its evaluation. The first is whether or not there is a justifiable need for the specified competency. Secondly, the market, if any, must be identified. The testing of the program or specific competency must be considered to assure that the test population is comparable to the population for which the program is to be used. The program should be compared for effectiveness to the alternatives on the educational market. It must be tested over an extended period of time to determine its long-range impact. An evaluator of competency-based programs must also determine if there are any undesirable side effects of the program and whether the process itself has any damaging attributes. It is also necessary to determine whether the positive results of a field test are actually due to the program or to some outside factor. After evaluation of all the aspects of the program and its development, the program as a whole must be considered in light of its cost to see if it is a cost effective improvement for the schools. (HMD)

NASA CONNECT is a standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (satellite and television) programs for students in grades 6-8. Each of the five programs in the 1999-2000 NASA CONNECT series included a lesson, an educator guide, a student activity or experiment, and a web-based component. In March 2000, a mail (self-reported) survey (booklet) was sent to a randomly selected sample of 1,000 NASA CONNECT registrants. A total of 336 surveys (269 usable) were received by the established cut-off date. Most survey questions employed a 5-point Likert-type response scale. Survey topics included (1) instructional technology and teaching, (2) instructional programming and technology in the classroom, (3) the NASA CONNECT program, (4) classroom use of computer technology, and (5) demographics. About 73% of the respondents were female, about 92% identified "classroom teacher" as their present professional duty, about 90% worked in a public school, and about 62% held a master's degree or master's equivalency. Regarding NASA CONNECT, respondents reported that (1) they used the five programs in the 1999-2000 NASA CONNECT series; (2) the stated objectives for each program were met (4.54); (3) the programs were aligned with the national mathematics, science, and technology standards (4.57); (4) program content was developmentally appropriate for grade level (4.17); and (5) the programs in the 1999-2000 NASA CONNECT series enhanced/enriched the teaching of mathematics, science, and technology (4.51).

The issue of evaluation in adult literacy is addressed in this paper. It is assumed that evaluation is a necessary and vital function in an adult literacy program because it helps administrators understand their efforts, increases information available about a program's functioning, builds an image, and facilitates the discovery of information on unexpected program results. Three major topics are the focus of the discussion: (1) the perceived barriers to conducting evaluations of adult literacy programs, such as measurement or design problems, staff issues, relevance, and resource issues; (2) the range of evaluations of literacy programs that have been undertaken recently; and (3) recommendations for policies and practices that can be implemented to encourage the collection of useful and valid evaluation data, including disseminating information collected, requiring documentation of program results, encouraging volunteer literacy programs to collect data on program effectiveness, and clarifying incentives for conducting program evaluation. Contains 10 references. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)

The NASA SCI Files is an Emmy award-winning series of instructional programs for grades 3-5. Produced by the NASA Center for Distance Learning, programs in the series are research-, inquiry-, standards-, teacher- and technology-based. Each NASA SCI Files program (1) integrates mathematics, science, and technology; (2) uses Problem-Based Learning (PBL) to enhance and enrich the teaching and learning of science; (3) emphasizes science as inquiry and the scientific method; (4) motivates students to become critical thinkers and active problem solvers; and (5) uses NASA research, facilities, and personnel to raise student awareness of careers and to exhibit the "real-world" application of mathematics, science, and technology. In April 2004, 1,500 randomly selected registered users of the NASA SCI Files were invited to complete a survey containing a series of questions. A total of 263 surveys were received. This report contains the quantitative and qualitative results of that survey.

Many US Army Corps of Engineers (USACE) breakwaters and jetties have become permeable to sand transport and wave transmission, a condition which results in increased operation and maintenance dredging costs and increased risks and delays to navigation. Causes of the permeability may be wave damage to armor and concomitant loss of core material, differential settling of rubble material below a monolithic cap, or the use of only large blocks to construct the original section. Whatever the cause, the engineering problem facing a coastline planner or engineer is to economically rehabilitate a coastal rubble- mound structure by permanently closing the large voids in a specified zone of its interior. This report is the second milestone in a multiyear project to better understand cementitious, chemical, and bituminous materials, and injection techniques applicable to USAGE projects that are experiencing detrimental levels of sediment infiltration or wave energy transmission. Other products of this research investigation will include results of field monitoring of recommendations and tests arising from these laboratory evaluations, and development of guidance for field use of cementitious, chemical, and bituminous sealants specifically directed toward coastal projects. Laboratory investigations consisted of tests for injecting sealant materials in a model structure to describe their flow behavior and sealing ability inside a scaled, submerged, rubble-mound structure.

NASA CONNECT is an Emmy-award-winning series of instructional (distance learning) programs for grades 6-8. Produced by the NASA Center for Distance Learning, the nine programs in the 2003-2004 NASA CONNECT series are research-, inquiry-, standards-, teacher-, and technology-based and include a 30-minute program, an educator guide containing a hands-on activity, and a web-based component. The 1,500 randomly selected NASA CONNECT registered users were invited to complete an electronic (self-reported) survey that employed a 5-point Likert-type scale. Regarding NASA CONNECT, respondents reported that the programs (1) enhance the teaching of mathematics, science, and technology (4.53); (2) are aligned with the national mathematics, science, and technology standards (4.52); (3) raise student awareness of careers requiring mathematics, science, and technology (4.48); (4) demonstrate the application of mathematics, science, and technology (4.47); and (5) present women and minorities performing challenging engineering and science tasks (4.50).

A system designed to assist training managers or evaluators in increasing the effectiveness of military training programs has been developed, tested, and refined. The Training Program Evaluation (TPE) system offers advantages over traditional approaches of assessing program effectiveness. TPE involves the direct observation of training and testing and does not rely on second-hand accounts of training given by trainers or trainees. Neither does TPE require the construction and administration of specially designed tests to evaluate soldier performance, but uses instead the tests routinely given after each block of instruction. During its development, TPE was frequently field tested to determine its utility to the Army. The major test of TPE came during the M1 tank Operational Testing Cycle III (OT-III), where TPE was used to evaluate the effectiveness of the M1 transition training program and to suggest program improvements. The utility of TPE was demonstrated during the M1 OT-III, where several agencies used TPE to gather training effectiveness information that was used to improve the training program. Lessons learned during the field testing of TPE have been incorporated into the TPE system, resulting in a useful product. (Author/KC)

This paper describes the development, implementation, and results of a 3-stage model of program assessment for teacher education. A survey instrument of 46 items was developed utilizing Loadman and Gustafson's National Database for Teacher Education. Data were derived from a telephone interview survey of 201 out of approximately 400 recent teacher education graduates of Indiana University at South Bend to assess their perceptions of the adequacy of their training both in general education and in professional preparation programs. The study involved: comparisons of results to those reported in a national survey; analyses to reveal changes across time and demographic dimensions; and a factor analysis of the survey items in an effort to assess the program and refine the conceptual framework of the instrument. Consistent with previous studies, results indicate more positive evaluations from more recent graduates and from graduates who have never taught. In addition, although initial intuition in this study suggested three item categories, the data collected suggested a more informative conceptual framework composed of at least six factors that seem to correspond to curricular blocks of courses (professional skills, general professional knowledge, specialized professional knowledge, humanities, educational foundations, and mathematics/science). The factor structure appears to be well suited to identifying relative strengths and weaknesses in teacher education programs. Findings are displayed in two tables and four bar graphs. (Contains 10 references.) (LL)

This article is from Implementation Science : IS , volume 8 . Abstract Background: Variation in effectiveness of continuous quality improvement (CQI) interventions between services is commonly reported, but with little explanation of how contextual and other factors may interact to produce this variation. Therefore, there is scant information available on which policy makers can draw to inform effective implementation in different settings. In this paper, we explore how patterns of change in delivery of services may have been achieved in a diverse range of health centers participating in a wide-scale program to achieve improvements in quality of care for Indigenous Australians. Methods: We elicited key informants’ interpretations of factors explaining patterns of change in delivery of guideline-scheduled services over three or more years of a wide-scale CQI project, and inductively analyzed these interpretations to propose fine-grained realist hypotheses about what works for whom and in what circumstances. Data were derived from annual clinical audits from 36 health centers operating in diverse settings, quarterly project monitoring reports, and workshops with 12 key informants who had key roles in project implementation. We abstracted potential context-mechanism-outcome configurations from the data, and based on these, identified potential program-strengthening strategies. Results: Several context-specific, mechanism-based explanations for effectiveness of this CQI project were identified. These were collective valuing of clinical data for improvement purposes; collective efficacy; and organizational change towards a population health orientation. Health centers with strong central management of CQI, and those in which CQI efforts were more dependent on local health center initiative and were adapted to resonate with local priorities were both favorable contexts for collective valuing of clinical data. Where health centers had prior positive experiences of collaboration, effects appeared to be achieved at least partly through the mechanism of collective efficacy. Strong community linkages, staff ability to identify with patients, and staff having the skills and support to take broad ranging action, were favorable contexts for the mechanism of increased population health orientation. Conclusions: Our study provides evidence to support strategies for program strengthening described in the literature, and extends the understanding of mechanisms through which strategies may be effective in achieving particular outcomes in different contexts.

This article is from BMC Public Health , volume 14 . Abstract Background: In Brazil, like many countries, there has been a failure to identify mental health problems (MHP) in young people and refer them to appropriate care and support. The school environment provides an ideal setting to do this. Therefore, effective programs need to be developed to train teachers to identify and appropriately refer children with possible MHP. We aimed to evaluate teachers’ ability to identify and appropriately refer students with possible MHP, and the effectiveness of a psychoeducational strategy to build teachers’ capability in this area. Methods: To meet the first objective, we conducted a case-control study using a student sample. To meet the second, we employed longitudinal design with repeated measures before and after introducing the psychoeducational strategy using a teacher sample. In the case control study, the Youth Self-Report was used to investigate internalizing and externalizing problems. Before training, teachers selected 26 students who they thought were likely to have MHP. Twenty-six non-selected students acted as controls and were matched by gender, age and grade. The underlying principle was that if teachers could identify abnormal behaviors among their actual students, those with some MHP would likely be among the case group and those without among the control group. In the longitudinal study, 32 teachers were asked to evaluate six vignettes that highlighted behaviors indicating a high risk for psychosis, depression, conduct disorder, hyperactivity, mania, and normal adolescent behavior. We calculated the rates of correct answers for identifying the existence of some MHP and the need for referral before and after training; teachers were not asked to identify the individual conditions. Results: Teachers were already able to identify the most symptomatic students, who had both internalizing and externalizing problems, as possibly having MHP, but teachers had difficulty in identifying students with internalizing problems alone. At least 50.0% of teachers learned to identify hypothetical cases as problematic and to make the appropriate referral, and 60.0% of teachers who before training could not identify normal adolescence learned to do so. Conclusions: The strategy was partially effective but could be improved mainly by extending its duration, and including discussion of actual cases.

This report contains the results of the evaluation conducted for the 2001-2002 NASA 'Why?' Files program that was conducted in March 2002. The analysis is based on the results of 139 surveys collected from educators registered for the program. Respondents indicated that (1) the programs in the series are aligned with the national mathematics, science, and technology standards; (2) the programs are developmentally (grade level) appropriate; and (3) the programs enhance and enrich the teaching and learning of mathematics, science, and technology.

The accountability issue of training and development among employees is evaluating the effectiveness of a training program in order to determine whether it accomplishes its goals and objectives, appraise the value of training, identify training gaps and to get rid of any training that isnt necessary. In this descriptive study, the effectiveness of training program of this university campus is evaluated in terms of faculty participants and the department heads viewpoints. Using an adapted and modified training effectiveness questionnaire, the faculty’s perceived learning right after the activity, application of knowledge and skill acquired three months later, and the department head’s evaluation of the faculty’s demonstrated learning in terms of its impact on job behavior and job performance were taken into account. Results show faculty participants “agree” that the activity courses have achieved their individual objectives, they have acquired deeper understanding about the subjects of the training program, and their performance level will rise as a result of their attendance to the training. Further, they “agree” that the TSPs have the full readiness to perform the activity courses, the resource persons are experts within the area of competence, the facilities were equipped with the highest quality standards. In terms of impact on their job performance and their application of learning three months after the conclusion of the activity courses, faculty participants “somewhat agree” they had the chance to make the best use of the skills they have learned from the activity courses and their job performance level have increased as a result of their attendance to the activity courses. Meanwhile, the department heads “somewhat agree” they have noticed an increase in the faculty’s performance in the workplace since their attendance to the training and they have noticed indicators that proved faculty participants benefited from the acquired skills in the training. The top two reasons why faculty failed to apply the knowledge and skills learned in the capability trainings are “they havent had the opportunity” and “they are very busy”. Dr. Bernadette R. Barro | Aldrin B. Golondrina "Evaluating Effectiveness of Training Program in Eastern Samar State University - Can-Avid: Strengthening its Commitment to Continuous Improvement" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49628.pdf Paper URL: https://www.ijtsrd.com/management/strategic-management/49628/evaluating-effectiveness-of-training-program-in-eastern-samar-state-university---canavid-strengthening-its-commitment-to-continuous-improvement/dr-bernadette-r-barro

Hearing Before the Subcommittee on Highways and Transit of the Committee on Transportation and Infrastructure

This report contains the results of the evaluation conducted for the 2000-2001 NASA CONNECT(TM) program conducted in March 2001. The analysis is based on the results collected from 154 surveys collected from educators registered for the program. Respondents indicated that the objectives for each program were met; the programs were aligned with the national (mathematics, science, and technology) standards; the programs were developmentally (grade level) appropriate; and the programs in the 2000-2001 NASA CONNECT(TM) series enhanced/enriched the teaching of mathematics, science, and technology.

LXD Research was engaged by 95 Percent Group to conduct a third-party, mixed-methods efficacy study of their 95 Phonics Core Program (95 PCP) to evaluate the impact on fourth and fifth grade literacy outcomes over the school year 2023-2024. LXD analyzed the formative assessment data from i-Ready, focusing on overall scale scores, subdomains, and performance level growth, as well as the summative assessment data of the Delaware System of Student Assessment's English Language Arts State Test (DeSSA). LXD also conducted qualitative research activities including educator surveys, administrator interviews, and site observations to evaluate the implementation and training from the perspective of participating educators. Results indicated that one year of 95 PCP positively impacted the fourth and fifth grade literacy by improving their i-Ready Overall Scale Scores from beginning-of-year (BOY) to end-of-year (EOY). Additionally, on the DeSSA ELA State Test, both grades significantly improved from Spring 2023 to Spring 2024. The educator insights provided context for our quantitative findings, and showed that there was a learning curve for the fourth and fifth grade classroom teachers regarding both the content and science of reading practices. Teachers did report feeling more comfortable with program use by EOY, and reported meaningful growth in their students' reading abilities. These educator perspectives, paired with the significant quantitative findings, indicated the efficacy of 95 PCP for fourth and fifth grade students.

While numerous parent-training programs have been developed over the years, few systematically address the unique difficulties of single-parent families. A 10-week training program. "Parenting Alone Successfully (PALS)," was designed to assist single parents encountering difficulties in the management of their children's behavior. This consumer-oriented program sought to address the needs of single parents who responded to a questionnaire about their problems and parent-training program needs. Parents learned several behavioral interaction skills during weekly consultations with a trainer. The parent and trainer planned treatment strategies for problems and goals identified in the sessions. Results of the evaluation show a decrease in children's problem behavior and an increase in parents' use of praise and teaching skills in the structured setting of the program. (Author/CS)

Montana is proud to have completed over three decades of participation in the Youth Risk Behavior Survey (YRBS). These results are valuable to educators, school boards, and communities, including parents and students, in understanding the health risks of Montana students, enabling districts to design local health and physical education curriculum to address local needs. In addition, these results drive state collaboration as well as program and policy decisions. The Montana Office of Public Instruction uses these results to establish benchmarks for reducing adolescent risk behaviors and increasing pro-social behaviors, designing state priorities for health programs, and evaluating the effectiveness of many health-related programs across the health and education systems. During the spring of the 2020-2021 school year, when schools faced many challenges, 98% of all school districts, and 22,576 students in grades 7 through 12 completed the survey. The 2021 YRBS results are the students' story and a "snapshot in time" of their experiences. This American Indian Students Report contains frequency distributions, point of interest (POI) graphs, and trend charts. [A list of the Survey's co-sponsors can be found on page 70 of the PDF. Cover title varies: "2021 Montana Youth Risk Behavior Survey -- American Indian Student Report."]

While the concept of physician liability and accountability can be traced back to Hammurabi, the history of hospital liability and accountability for care provided is contemporary. The concept of risk management evolved as hospitals looked for methods which could be used to protect themselves form liability. Army facilities like civilian institutions, attempt to minimize financial losses through effective risk management programs. This study develops a methodology for evaluating the effectiveness of risk management programs at U. S. Army medical treatment facilities. It employs an objective method in which liability claims data are compared with potentially compensable events identified through incident reporting and other methods using established criteria. It shows that AMEDD risk management programs rely primarily upon incident reporting and tend to focus on slips and falls to the exclusion of medically related patient injuries. Excellent recommendations for systemic improvements are made. Keywords: Military medicine, Medical services, Health care, Facilities.

A unique system designed to assist training managers or evaluators in increasing the effectiveness of training programs has been developed, tested, and refined. The Training Program Evaluation (TPE) system offers advantages over traditional approaches of assessing program effectiveness. TPE involves the direct observation of training and testing and does not rely on second-hand accounts of training given by trainers or trainees. Neither does TPE require the construction and administration of specially designed tests to evaluate soldier performance, but utilizes instead the tests routinely given after each block of instruction. During its development, TPE has undergone frequent field testing to determine its utility to the Army. The major test of TPE came during the M1 tank OT-III, where TPE was used to evaluate the effectiveness of the M1 transition training program and to suggest program improvements. The utility of TPE was clearly demonstrated during the M1 OT-III, where several agencies used TPE to gather training effectiveness information that was used to improve the training program. This report describes the development of TPE and its field trial during the M1 tank OT-III.

NASA CONNECT(tm) is a research and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6-8. Respondents who evaluated the programs in the 2001-2002 NASA CONNECT(tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

An evaluation of a prekindergarten program was conducted to assess its merit and to assist in the formative revision of program activities. The program operated in a public elementary school in a rural area close to a metropolitan area. Classroom observations, telephone interviews with 25 parents, surveys of 2 elementary school teachers, and interviews with the prekindergarten staff provided evaluation data. Results indicate that the program enhances the social, emotional, and cognitive development of the students. Because only two elementary school teachers responded, their information was not used in final program evaluation. The parent surveys suggest a high degree of parent involvement and positive perceptions of parents about the program. The evaluation results will be presented to funding sources. The evaluation process provided several usable suggestions to improve the program, and it highlighted the need for more cooperation between the prekindergarten and the elementary school housing it. Two tables present study data. Appendixes contain the telephone questions for parents, the questions for program staff, and the teacher survey. (SLD)

This paper was designed to provide background information for participants of the "Statewide Evaluation of Programs and Services with Students with Disabilities" Policy Forum scheduled for August 30 and 31, 1994. The paper provides information regarding program evaluation issues, to stimulate discussion and to give examples of resources available to assist State education agencies in planning and implementing program evaluation procedures as required annually by Federal law. Twenty-eight documents and reports are abstracted to provide specific perspectives and recommendations regarding the range of special education program evaluation issues and challenges. The reports include, among others, products of the National Center on Educational Outcomes, the National Center for Policy Options in Special Education, and Project FORUM of the National Association of State Directors of Special Education. (JDD)

NASA CONNECT is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the 2002 2003 NASA CONNECT series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Tutoring has been widely accepted as a remedy for academic deficiencies, yet actual short and long range results of tutorial programs are seldom examined. In this study 201 students from four associate degree nursing programs received tutorial assistance in freshman courses. Results indicated that students and tutors perceived tutoring as helpful in learning course material; a higher proportion of tutored students received satisfactory grades than did a control group; attrition rates of tutored and control groups were not significantly different; and State Board Examination scores of tutored and control groups were not significantly different. (Author)