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A systematized review (Ovid MEDLINE, Ovid EMBASE) will be conducted to assess program evaluation methods utilized by hospital antimicrobial stewardship programs in high-income countries. Program evaluation methods retrieved from the literature will then be assessed for incorporation of the four standards of program evaluation (utility, feasibility, propriety, accuracy).

Latina students are underrepresented in JD programs across the country. We have designed a mentoring program aimed at creating a pipeline of Latina students from our BA in Law program at the University of Arizona to JD programs. the project will provide Latina students, a population which is particularly underrepresented in the legal field, with an even more engaging experience by offering additional support and preparation through a specialized mentor and training seminar (the intervention). Of undergraduates considering advanced degrees, only 15% are considering a JD. The implication is that students have less access to information and fewer available resources for advice about a JD than other graduate degrees. This is more salient for Latinx students, who are less likely to have relatives with college or advanced degrees. We can expect the future population of lawyers to be more representative but still fail to reach par without further effort. Overarching goal: to provide Latina BA students with a more engaging experience through additional support and preparation (the intervention) using a randomized experiment design, which will allow a causal inference about the effect of the intervention.

A 2-week laboratory learning experience was held for a group of 35 strangers who were to comprise the entire staff of a new high school. The general objective was to promote an effective social system characterized by (1) a high degree of proficiency in communication, decisionmaking, problem-solving, and conflict management; and (2) an atmosphere of interpersonal trust and freedom for innovation and experimentation. The effectiveness of the laboratory experience was assessed by (1) a staff questionnaire that measured change in anticipated behavior on several dimensions, (2) a student questionnaire that assessed changes in the students' perception of school norms, and (3) various other outcome criteria such as observations from regular consultation visits to the new school and the turnover rate in staff after the first year. These measures indicate that there were significant and desirable changes, both over time and in comparison to similar measures obtained from a control school, and that the changes could be attributed in part to the training interventions. (Author)

The project was developed to improve career guidance services for adults, particularly ethnic minorities and women. General objectives for the project were (1) to identify viable career guidance, counseling, placement, and followup approaches being used with adult populations, (2) to implement and field test two of these approaches and design prototype materials based on the identified models, and (3) to disseminate a catalog of viable adult career guidance approaches. One of the selected programs was offered in a San Jose, California, neighborhood with a high ethnic minority population. It was based on a program operating in Huntsville, Alabama, and consisted of a 5-week class on career decisionmaking. The second program, an 8-week career exploration workshop, focused on the special concerns of women and was based on a program developed at the University of Kansas. A kit, containing materials used during the implementation as well as the evaluation instruments, was prepared for each program. (These kits and evaluations are included in this final report.) Evaluation data revealed that the ethnic model (the first program) was successful in helping individuals who participated to reach program objectives, but attracted very few individuals. It was suggested that presentation and format of the program be revised if it is to be a transportable model. Evaluation of the women's program (the second program) was positive and the program was considered a viable, transportable adult career guidance program. (TA)

The evaluation of a program designed to assist principals recently appointed to their positions is the focus of this article. Researchers conducted a variety of qualitative assessments including focus group interviews, a review of training session feedback forms, participant reflective writing, and an assessment of training materials and program agendas. Researchers analyzed this data to look for aspects of participant knowledge, skills, and applications of program information. Participant feedback provided insights into program benefits and needed refinements. Article provides insights into assessment tools that people responsible for delivering principal support programs could consider to provide them with a more comprehensive examination of their program than traditional session feedback forms provide. Article also provides program recommendations that other program designers could consider to improve their existing principal support programs. (Contains 4 figures.)

The Mobility Assistance Program (MAP) was established to assist U.S. Department of Education employees affected by the reduction in force (RIF). MAP's mission was to provide career transition and outplacement job search assistance to RIF-affected employees. It provided these services: job search, personnel support, training, and professional individual and group counseling. Based on the definition of the MAP mission goals and objectives, the MAP evaluation design consisted of these components: assessment of program implementation, program delivery, and program impact and cost/benefit comparisons. The methodology consisted of review of MAP records and materials, administration of surveys, and MAP staff interviews. Collected data and information strongly suggested that MAP achieved the goals and objectives related to its mission. Program activity was implemented generally as planned with significant employee participation. Program services were effectively delivered and had positive impacts on the career transition and outplacement job search process for RIF-affected employees. A possible pattern of benefits exceeding costs for the MAP implementation was suggested. An overriding theme of recommendations was a need for the ongoing provision of career planning and job placement assistance. (YLB)

This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers' professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed. (Contains 1 figure and 2 tables.)

In June 2005, the State of Ohio enacted the Educational Choice Scholarship Program (EdChoice, initially called the Educational Choice Scholarship Pilot Program), which offered scholarships to students assigned to public schools considered consistently poor-performing by the Ohio Department of Education, to take effect during the 2006-07 academic year. The purpose of this report is to provide an analysis of the effects of the EdChoice program on students and schools in Ohio using the most appropriate tools for causal inference possible, as determined by the authors, given how the program was implemented. Throughout the report, the authors present occasional references from the related scholarly literature; these references are intended to be representative but not comprehensive. Although the nature of program implementation precludes the use of experimental methods, it does still provide opportunities for quasi-experimental research designs. The authors investigate three interrelated questions: (1) When students are offered the opportunity to attend private schools under the EdChoice program, which students ultimately attend private schools? (2) What are the effects of the EdChoice program on the reading and mathematics performance of students who continue to attend traditional public schools? (3) What are the effects of participation in the EdChoice program on the reading and mathematics performance of students who move to the private sector as a consequence of the program? The evidence regarding the effects of EdChoice program suggests that while higher-performing students tend to leave public schools to attend private schools under the EdChoice program, the students who remain in the public schools--at least, those public schools that were comparatively high achieving--generally perform better on statewide tests as a consequence of EdChoice vouchers being available to students in a school. On the other hand, those students who leave these comparatively high-achieving public schools to go to private schools appear to perform worse than they would have had they remained in the public schools (which is estimated to have improved as a consequence of the introduction of EdChoice). Together, it appears that EdChoice has benefitted the majority of students, but the students who actually left the public schools--at least those on the margin of eligibility--perform worse on statewide tests. Although test performance is only one measure of educational success, these findings suggest that a detailed exploration of the possible causes of the negative test-score results (for instance, which private schools participate in the program, policies on school-grade retention, test-curriculum alignment, and the like) may be warranted. Two appendices are included: (1) Analysis of overall effects in the initial 2006-07 eligibility wave; (2) Tables. [Foreword by Aaron Churchill and Chad L. Aldis.]

Secondary-level English language learners (ELLs) are at risk of falling behind academically because of unaddressed gaps in academic language and literacy skills. The Everyday ExcELLence Institute was a collaboration between the Multilingual, Curriculum, Instruction, & Assessment and Professional Support & Development departments and was intended to provide secondary-level ELL teachers with practical instructional routines that could be used in a variety of content areas. This report summarizes data from the ExcELLence Institute training for teachers which occurred in 2012-2013. Included are demographic data for program participants, information on teacher reactions to the training and on their implementation of the strategies they learned, as well as data on the impact of training on the academic performance of students of those teachers. A total of 493 teachers attended the Everyday ExcELLence Institute, teaching in the areas of reading/ELA, mathematics, science, or social studies. Results showed that teachers were satisfied overall with the quality of the training. Teachers reported using most ExcELLence Institute strategies fairly frequently, but did express concern over the amount of ongoing support they had available, particularly from principals and others administrators. Finally, performance of English as a Second Language (ESL) students whose teachers received training showed some evidence for beneficial effects compared to ESL students whose teachers did not receive training. These effects depended on the teacher's core area and on the subject area tested, and teachers who implemented the strategies well appeared to have a greater impact on their students.

The Bidwell Training Center, Inc., in Pittsburgh, Pennsylvania, evaluated the effectiveness of IBM's Principle of the Alphabet Literacy System (PALS), an interactive instructional program to teach adolescents and adults writing and reading skills. Bidwell's goal was to use PALS to teach large numbers of adults who read below the fifth-grade level. Every effort was made to implement the PALS program strictly as outlined by IBM. However, the center conducted 15-week cycles rather than the recommended 20-week cycles, with open entry. The computer lab, which cost approximately $50,000, was sectioned into three major work stations. Students used INfo-window stations, a double-sided instructional videodisc, a work journal, word processing stations, and a typing program. Students who tested at grades 2-4 level at the beginning of the program fared best, advancing an average of 1.7 grade levels by the end of the program. Students below this level were little helped, but would have been screened out by IBM. Bidwell concluded that PALS can be an effective tool in teaching adults to read and write, but suggested both improvements to the program and ways to incorporate PALS into a holistic instructional approach using phonemics, linguistics, language expression, structural analysis, and multilevel comprehension techniques. (KC)

This manual is a beginning guide to program evaluation. Designed for program evaluators who have little or no previous experience in manipulating data, this guide is designed to demonstrate how to evaluate different aspects of a vocational rehabilitation program--and use those findings for program improvement. The use of averages, percentages, and computers is discussed in relation to vocational rehabilitation data classifications. A separate section on the reporting of program evaluation results is also included in this practical guide. (SJL)

This manual is a beginning guide to program evaluation. Designed for program evaluators who have little or no previous experience in manipulating data, this guide is designed to demonstrate how to evaluate different aspects of a vocational rehabilitation program--and use those findings for program improvement. The use of averages, percentages, and computers is discussed in relation to vocational rehabilitation data classifications. A separate section on the reporting of program evaluation results is also included in this practical guide. (SJL)

The catalogue presents information on resources related to the systematic delivery of comprehensive service to children with special needs as mandated by P.L. 94-142, the Education for All Handicapped Children Act. Four aspects of service delivery are focused upon: interagency collaboration, personnel development, program evaluation, and compliance monitoring. The first section lists the descriptors (subject matter, target audiences, and physical format) assigned to materials in the catalogue. The next four sections present document summaries of resources with information on author, title, publisher, publication date, funding institution, availability, language, physical format, pagination, cost, target audience, subject descriptors, and a brief overview. Materials are indexed by title and by subject descriptor. (CL)

The objectives of this High School Redirection Project were to redirect potential dropouts to continue full-time education and training with an educational-vocational plan, to provide high school dropouts with job skills that will enable them to enter the labor market on the highest possible level while continuing to upgrade their skills on a part-time basis, and to test a curriculum designed for out-of-school youths and adults in which the skills of training, basic education, and job orientation (group counseling) are directly related to the skills needed for success on the job. This project functioned with the Manpower Development Training Program (MDTP) in a cooperative school and work program. The basic education curriculum included English, general mathematics, civil service preparation, job skills, and a group guidance session. Students' jobs fell into three categories: clerical, health occupations, and maintenance. Evaluation was based on questionnaires, interviews, observation visits, and examination of school records. (KG)

Prince Edward Island NewStart tested the efficiency of an organized visiting homemaker service project involving the preparation of nine mature, unemployed or underemployed women to meet crisis situations, especially in disadvantaged homes. The 12 week training program was divided into five units--home nursing (47 hours), home economics (62 hours), social work (47 hours), psychology (nine hours), child care (34 hours)--taught by professionals in their respective fields. Classes were held in seminar fashion, with emphasis on discussion and role playing, and liberal use of audiovisual aids. For financial and other reasons, only ten placements were made in the three months following training; but these were relatively long term. Although findings show that the more disadvantaged women worked better as visiting homemakers, it was felt that with sound training, good supervision, and careful placement, other homemakers can also contribute to the rehabilitation of many families. It was recommended that an additional two weeks of classroom study in home economics, social work, and psychology be added, as well as more on the job training. (Five references, placement data, and a training program outline are included.) (LY)

The Michigan School Readiness Program (MSRP) is a state-funded prekindergarten program in Saginaw for 4-year-olds from the inner city with the goal of providing an environment that develops school readiness skills. The seven program components are: cognitive, psychomotor, affective, parent participation/education, curriculum, staff development, and community collaboration/participation. An annual evaluation was conducted for the 1996-97 school year. A total of 300 students attended the program at 1 of 10 sites. The Prekindergarten Saginaw Objective Reference Test assessed student achievement on a posttest-only basis. The Affective Rating Scale was used on a pre-post basis. Findings indicate that MSRP students attained all the cognitive and affective objectives and three of the four psychomotor objectives. Over 80 percent of families participated in the classroom or on field trips. Over 90 percent of families participated in parent meetings and completed home activities with their children. An early childhood education curriculum committee met to discuss literacy for young children and revised first grade report cards to reflect change in reading and writing. The program supervisor met with the Michigan Department of Education Interagency Advisory Council and the Health Education Advisory Board. All staff attended at least 75 percent of the inservice sessions offered. It was concluded that the MSRP in its eighth year of operation was very successful, having maintained 25 of 26 objectives. It was recommended that building results be analyzed to formulate a plan to reduce differences in program impact across buildings. (Eight appendices include a description of the program, data collection instruments, and data by school building.) (KB)

The Reach Out to Schools Social Competency Program is a 40-lesson elementary school curriculum that teaches children and their teachers to build positive, supportive relationships in the classroom. It is organized around three units: creating a cooperative classroom environment, building self-esteem and positive feelings, and solving people problems. The teacher research being conducted by participants in the Reach Out to Schools Program on the impact of the program in their classrooms and their teaching styles is described. The program is currently used in 18 school systems (47 schools) in the Boston (Massachusetts) area. Approximately 3,500 students and over 200 teachers have participated in the program. Training is provided for teachers and principals, and a parent component is being developed. Fifteen interviews were conducted with teachers new to the program in 1990-91. Subsequently, 65 teachers, 561 students, and 4 principals assessed the impact of the program in their classrooms. Teachers who have completed at least 1 year in the program may participate in a teacher research group. In these groups, teachers have conducted research projects that are clarifying program impacts. The program evaluation and teacher research have helped improve the curriculum, identify areas of success, and pose questions for further research. Efforts like the Reach Out to Schools Program and the Teacher Research Group demonstrate that teachers are ready and able to redefine their roles within the classroom, the school, and the research community. (SLD)

This final report describes the development and evaluation of a project that was funded by the U.S. Department of Education to develop, evaluate, revise, and disseminate a video-assisted, competency-referenced curriculum to teach naturalistic intervention strategies in inclusive, early intervention settings. The project, called Strategies for Preschool Intervention in Everyday Settings (SPIES), was designed for inservice and preservice education of team members representing a variety of disciplines. The proposed curriculum is formatted into the following six modules: (1) Creating Teaching Opportunities; (2) Providing Help; (3) Incidental Teaching; (4) Tracking Progress; (5) Prior to Preschool; and (6) Planning across the Day. The modules include both videotape and print materials, and are available in both English and Spanish. A condensed CD-ROM version allows instructors to customize the information to their personnel development activities. Over 100 users from several states including interdisciplinary agency personnel, families, university faculty, and students participated in a formative and summative evaluation. Project personnel revised the curriculum after each field test. Evaluation methods and accomplishments of the project are described in the report. The summary of results indicates that preservice and inservice educators are able to use SPIES to teach others and that participants learn about naturalistic intervention strategies from the experience. An outreach project was submitted to the U.S. Department of Education requesting funds to disseminate the SPIES curriculum and to provide support to those who use it. Summary tables of participants' ratings in evaluations are included. (SG)

This final report describes the development and evaluation of a project that was funded by the U.S. Department of Education to develop, evaluate, revise, and disseminate a video-assisted, competency-referenced curriculum to teach naturalistic intervention strategies in inclusive, early intervention settings. The project, called Strategies for Preschool Intervention in Everyday Settings (SPIES), was designed for inservice and preservice education of team members representing a variety of disciplines. The proposed curriculum is formatted into the following six modules: (1) Creating Teaching Opportunities; (2) Providing Help; (3) Incidental Teaching; (4) Tracking Progress; (5) Prior to Preschool; and (6) Planning across the Day. The modules include both videotape and print materials, and are available in both English and Spanish. A condensed CD-ROM version allows instructors to customize the information to their personnel development activities. Over 100 users from several states including interdisciplinary agency personnel, families, university faculty, and students participated in a formative and summative evaluation. Project personnel revised the curriculum after each field test. Evaluation methods and accomplishments of the project are described in the report. The summary of results indicates that preservice and inservice educators are able to use SPIES to teach others and that participants learn about naturalistic intervention strategies from the experience. An outreach project was submitted to the U.S. Department of Education requesting funds to disseminate the SPIES curriculum and to provide support to those who use it. Summary tables of participants' ratings in evaluations are included. (SG)

This study evaluates the effectiveness of continued remedial problem counseling for those students in a large high school who were disciplined for serious breeches of school conduct and for those showing deteriorating behavior. After being disciplined, the offender was referred to the project counselor for intensive project counseling, lasting for two months. At the end of the school year, each student in the project and an equal number of non-project students were asked to complete a questionnaire regarding the school's disciplinary system and the counseling effort. The project students were likely to feel inadequate in interpersonal relationships yet they were found to accept personal responsibility for school problems. Following counseling the typical project student was likely to show better attitudes toward the school and discipline. Counseling was considered to be of more personal value by the student than the discipline. They appreciated, more than the control group, the help of a counselor. (KJ)

The use of of the Automatic Interaction Detector (program AID3 of the OSIRIS statistical package) to study a university program is discussed. The performance of students who took general physics lecture and laboratory concurrently is compared to the performance of those who took them separately. Five years of data are analyzed, covering 1,997 students. The educational outcomes investigation uses the AID3 program to examine a variety of independent variables, including Scholastic Aptitude Test (SAT) scores, physics lecture grade, student major, student level, high school rank, and student sex. The AID3 analysis indicates that the importance of the concurrent laboratory depends strongly on when in the analysis it is considered. The demographic measures that make a difference in explaining grades in physics class include: overall grade average, SAT math score, high school rank, and the year in which the student took the course. Finally, some nonadditive interactions occur in the data. It is demonstrated that the research method allows researchers to consider a large number of variables as possible explainers of course performance without making the restrictive assumptions required by other techniques. (SW)

In 1999 Michigan implemented the Michigan Merit Award program, a program to motivate high school students to take their studies more seriously. The program offers 1-year college scholarships to students who meet or exceed state standards on Michigan Educational Assessment Program (MEAP) tests in reading, mathematics, science, and writing. This paper discusses the Michigan program and similar state programs. Section 1 documents the lack of engagement of American high school students and compares the time they devote to schoolwork with the time their foreign counterparts spend on schoolwork. Section 2 assesses the social costs of student disengagement and lack of effort. Section 3 analyzes the structure of the Michigan Merit Award program and shows how it attacks the problem of motivating students to become more engaged in their studies. Section 4 provides evidence on the likely effects of the programs by reviewing studies of other moderate-stakes external-examination systems in other states and several Canadian provinces. Appended are detailed and official descriptions of the Michigan Merit Award program and information on the design and validity of the MEAP, which is used to measure academic achievement in the state. (Contains 31 references.) (WFA)

The Fatherhood Advancing Communities Together II (FACT-II) program serves low-income parents (mothers and fathers) in Contra Costa County. The program has two key goals: to improve the healthy functioning of parents’ families and to develop parents’ capacity for self-sufficiency. FACT-II offers services across three main areas: healthy relationships, responsible parenting, and economic stability. This study will evaluate the impact of the program on employment, earnings, child support payments, child support modifications, and receipt of public assistance.

To further build the evidence around effective strategies for helping individuals with low incomes find and sustain employment, the Office of Planning, Research, and Evaluation (OPRE) within the Administration for Children and Families (ACF), at the U.S. Department of Health and Human Services, is sponsoring the Next Generation of Enhanced Employment Strategies (NextGen) Project. This project is identifying and testing innovative, promising employment interventions designed to help individuals facing complex challenges secure a pathway toward economic independence. The Work Success program is one program that is being evaluated under the NextGen Project. Work Success, implemented in Utah, aims to assist adults with low incomes find a job. It combines intensive group and individual coaching with workshops on topics such as resume writing, job search strategies, and interviewing skills. The evaluation of Work Success is exploring the implementation of the program and its impacts on study participants’ self-regulation skills, employment, earnings, self-sufficiency, and other measures of well-being. The evaluation is being conducted by Mathematica.

To further build the evidence around effective strategies for helping individuals with low incomes find and sustain employment, the Office of Planning, Research, and Evaluation (OPRE) within the Administration for Children and Families (ACF), at the U.S. Department of Health and Human Services, is sponsoring the Next Generation of Enhanced Employment Strategies (NextGen) Project. This project is identifying and testing innovative, promising employment interventions designed to help individuals facing complex challenges secure a pathway toward economic independence. The Work Success program is one program that is being evaluated under the NextGen Project. Work Success, implemented in Utah, aims to assist adults with low incomes find a job. It combines intensive group and individual coaching with workshops on topics such as resume writing, job search strategies, and interviewing skills. The evaluation of Work Success is exploring the implementation of the program and its impacts on study participants’ self-regulation skills, employment, earnings, self-sufficiency, and other measures of well-being. The evaluation is being conducted by Mathematica.

Includes bibliographies and index

At Creighton Univesity, a Jesuit university in Nebraska, freshmen defined as at risk academically were required to participate in a student success program, the Master Student Course (MAST). The MAST program was designed to help these at-risk students develop college-level study and thinking skills and to provide an opportunity for examination of motivation and goals. The focus of the program was on time management, effective reading, effective note taking, library orientation and use skills, test preparation, and test taking strategies. In the 4 years since the program began, data have been collected on: (1) 89 students randomly selected from the 1989 and 1990 freshman classes; (2) the MAST-Pass group of 82 at-risk students from 1989 and 1990 freshman classes who passed the MAST course; (3) the MAST-Fail group of 28 at-risk students who failed or withdrew from the MAST program; and (4) 66 at-risk students who were eligible for MAST but who did not participate. Groups who took the MAST course were compared with those who did not on dimensions of previous academic performance, ability level, subsequent retention level, and subsequent academic performance. The findings revealed that MAST-Pass students had statistically significantly better academic performance during the semester the course was offered, compared to their previous semester, and compared to other groups who did not take or successfully complete the course. (NB)

At Creighton Univesity, a Jesuit university in Nebraska, freshmen defined as at risk academically were required to participate in a student success program, the Master Student Course (MAST). The MAST program was designed to help these at-risk students develop college-level study and thinking skills and to provide an opportunity for examination of motivation and goals. The focus of the program was on time management, effective reading, effective note taking, library orientation and use skills, test preparation, and test taking strategies. In the 4 years since the program began, data have been collected on: (1) 89 students randomly selected from the 1989 and 1990 freshman classes; (2) the MAST-Pass group of 82 at-risk students from 1989 and 1990 freshman classes who passed the MAST course; (3) the MAST-Fail group of 28 at-risk students who failed or withdrew from the MAST program; and (4) 66 at-risk students who were eligible for MAST but who did not participate. Groups who took the MAST course were compared with those who did not on dimensions of previous academic performance, ability level, subsequent retention level, and subsequent academic performance. The findings revealed that MAST-Pass students had statistically significantly better academic performance during the semester the course was offered, compared to their previous semester, and compared to other groups who did not take or successfully complete the course. (NB)

An evaluation was conducted on the effectiveness of classroom services authorized by 1969 Oregon legislation and provided to trainable mentally retarded (TMR) children between 4 and 21 years of age. During the 1969-70 school year, services were provided to 483 TMR children in 15 different projects administered by the Mental Health Division and 14 agencies contracted by the Division. Change evidenced by TMR students in the areas of self help skills, language development, and motor development was measured by Gunzberg's Progress Assessment Chart, Parsons Language Sample, and Teaching Research Motor Development Scale, respectively. Scales were used to evaluate students (368 were both pre- and posttested) in all 15 projects in October 1969 and again in April 1970. Thirty-five tables and graphs report the t-test values obtained for the TMR population in each of the three measures and in each of the subtests of each measure, t-test values determined by school for each measure and subtest, and t-test values by age level for each measure and subtest. Based upon comparison of pre- and posttest scores, it was concluded that TMR children along the entire age span of 4 to 21 years could and did learn from well organized, structured programs, in spite of the variables unique to each program. (KW)

This report evaluates the second year of the MacMagic program at Davidson Middle School in San Rafael, California. The program uses Macintosh computers, video cameras, tape recorders, and other related technology in a team teaching environment to enhance thinking and learning in an integrated English, history, and multimedia course. Children from different cultural backgrounds, and with differing abilities and perspectives, work together toward shared goals and rely on each other for instructional support as each tries to master new technological hurdles. Observations of an eighth grade class that was taught through this method indicated that the MacMagic program was different from other English and history classes because it was built on: (1) a definite approach to teaching; (2) the use of complementary staff expertise through team teaching; (3) the opportunity to use additional time for instruction and student work; (4) a constant attempt to tailor class assignments and instructional interactions to encourage student interest and motivation; and (5) a set of instructional tasks that vary in their cognitive, social, and procedural complexity. The MacMagic program also provides significant support for students whose first language is not English through its focus on group activities, multimedia technology, and small classes. (MDM)

As Phase IV of a comprehensive evaluation of the NASA-affiliated Langley Research Center's (LaRC) scientific and technical information (STI) program, a study was conducted to assess the usage, importance, and perceived quality of Langley-generated STI among academic and industrial research personnel, and to determine ways in which that information could be made more accessible to potential users. To obtain feedback on the STI program's effectiveness, a survey questionnaire prepared jointly by the evaluation project director and Continental Research was sent to 497 academic and industrial engineers and scientists who agreed to participate in the study. Of these, 381 returned the questionnaires by the deadline, computer tabulations were performed, and the responses were summarized. Analysis of the data revealed that NASA STI was important to the research conducted by the majority of the survey respondents, although a significant lack of familiarity with selected NASA STI products and services among the survey population was indicated. Survey data are categorized by topic and presented in 13 tables. Included are recommendations, a reference list and six appendices, among which are the project plan for the review of LaRC STI services and a copy of the survey instrument. (Author/JL)

The materials in this manual are designed to help workshop leaders prepare for and present a workshop for school board members on program evaluation. The board's role in program evaluation is primarily to set the goals and philosophy of the district, to establish policy for program evaluation, to examine the congruence between the district's philosophy and its programs, and to make program decisions on the basis of this information. The workshop's four basic segments justify school board involvement in the curriculum, cover the school board's role in program evaluation, discuss the use of evaluation information in decision-making, and apply the workshop lessons to individual district situations. The workshop manual consists of six sections: an introduction; three sections on planning, presenting, and evaluating the workshop; a selection of resource materials; and a booklet for workshop participants. The discussion of planning covers the focus and scope of the workshop, its organization, and familiarization with relevant materials. The presentation section includes sequential descriptions of workshop activities and instructions for conducting those activities. The resource materials provided include a paper on evaluating instructional programs, and masters from which transparencies can be reproduced for projection at the workshop. (Author/PGD)

The Title I/Chapter 1 Technical Assistance Centers (TACs) were originally created to provide assistance to state and local education agencies in implementing the Title I evaluation and reporting system. However, over a 10-year period, TAC role has changed significantly. Its service foci have evolved from providing evaluation assistance to helping clients in the use of evaluation data for the improvement of program operations and outcomes. The evolving service foci reflect the influence of the fervor of the school reform movement and the nudging of federal directives to expend increasingly greater amounts of TAC resources on program improvement. Based on experience in 13 western states and the Pacific territories, this paper traces the evolution of service delivery, identifies the forces that have shaped the evolution, and discusses implications for future TAC work. (Author)

This report is essentially a "map" of the available reports prepared to evaluate the Comprehensive School Mathematics Program (CSMP) over a nine-year period. These evaluations were conducted during the development and pilot testing of CSMP by an evaluation staff independent of the program developers and guided by an external evaluation panel, in cooperation with approximately 40 school districts. An initial chart serves to classify the reports; then a brief (usually one-page) summary is given for each evaluation report and cooperative research study. (MNS)

This report is essentially a "map" of the available reports prepared to evaluate the Comprehensive School Mathematics Program (CSMP) over a nine-year period. These evaluations were conducted during the development and pilot testing of CSMP by an evaluation staff independent of the program developers and guided by an external evaluation panel, in cooperation with approximately 40 school districts. An initial chart serves to classify the reports; then a brief (usually one-page) summary is given for each evaluation report and cooperative research study. (MNS)

This report is essentially a "map" of the available reports prepared to evaluate the Comprehensive School Mathematics Program (CSMP) over a nine-year period. These evaluations were conducted during the development and pilot testing of CSMP by an evaluation staff independent of the program developers and guided by an external evaluation panel, in cooperation with approximately 40 school districts. An initial chart serves to classify the reports; then a brief (usually one-page) summary is given for each evaluation report and cooperative research study. (MNS)

This report documents the evolution and development of four learning communities in Victoria, which are involved in local government. It investigates the challenges and complexities involved in getting these communities off the ground and what roles, if any, vocational education and training (VET) institutions have played. Key principles emerging from the study include the importance of recognising different stakeholders' values and perspectives, appreciating multiple outcomes and proactively managing the relationships between various groups of stakeholders. Key findings include that local government has enormous potential and resources to contribute to the community and that VET is a necessary part of the system but has not been particularly proactive in the four cases described in this study. It is concluded that new hybrid forms of professional practice, that is, modes of work that combine disciplines, areas of practice, and ways of working, are required. This study highlights that local government can play a key role in education, particularly in relation to lifelong learning. The analysis of these sites identified a range of key success factors, as well as factors inhibiting the development of these learning communities. [The author/project team was funded to undertake this research via a grant under the National Vocational Education and Training Research and Evaluation (NVETRE) Program. This report was produced with funding provided through the Australian Department of Education, Science and Training. For "Creating Synergies: Local Government Facilitating Learning and Development through Partnerships--Support Document," see ED493943.]

Previous research has found that 80 percent of all adults incarcerated for felonies either had regularly used illegal drugs or abused alcohol, been convicted of a drug or alcohol violation, were under the influence of drugs and/or alcohol at the time of their crime, committed a crime to support their habit, or exhibited some combination of these characteristics. The key to reducing crime, the prison population and the enormous associated costs is to reduce the substance abuse among offenders. The Drug Treatment Alternative-to-Prison (DTAP) Program in Brooklyn, New York gives every indication of doing just this with some of the most difficult offenders who have not been convicted of violent crimes. The program is open to addicts who have repeatedly sold drugs, have not been convicted of a violent crime, are willing to engage in treatment and communal living, do not have a history of violence or severe mental disorder, and are facing a mandatory prison sentence. CASA's five-year evaluation of the program reveals the following: DTAP participants have rearrest rates that are 26 percent lower and reconviction rates that are 36 percent lower two years after leaving the program than those of the matched comparison group; participants are 67 percent less likely to return to prison; DTAP graduates had rearrest rates that were 33 percent lower, re conviction rates that were 45 percent lower, and were 87 percent less likely to return to prison; and graduates are three and one-half times likelier to be employed than they were before arrest. DTAP is proposed as a promising example of what law enforcement can do to reduce the number of addicted drug offenders in America's prisons. (Contains 56 references and 3 tables.) (GCP)

A model of program development and evaluation was developed at Genesee Community College, utilizing a system theory/process of deductive and inductive reasoning to ensure coherence and continuity within the program. The model links activities to specific measurable outcomes. Evaluation checks and feedback are built in at various levels so that program changes can be made without redesigning the whole program. The model consists of the following six steps: (1) define the purpose of the course or program; (2) identify three to six general activities which will achieve the defined purpose; (3) break down each activity to three to six more specific activities, making sure that the outcomes remain consistent; (4) continue to breakdown the activities to new levels of specificity until all activities are clearly defined and understood; (5) identify all input and output at each level of activity; (6) determine relationships among the activities; and (7) identify constraints, such as attitudes, policies, and funding, which influence outcomes. The completed model should be checked to ensure that activities and outcomes are properly matched at each level and that all outcomes are clearly defined in measurable, behavioral terms. Graphic depictions of these steps are appended. (WJT)

The Special Education Professional In Training (SEPIT) program is a tuition assistance program designed to alleviate critical shortages of special education teachers and clinicians in New York City Public Schools. It gives individuals the opportunity to pursue post-baccalaureate study and obtain placement in bilingual and monolingual special education teaching and evaluation. The New York City Board of Education pays for each participant to obtain a maximum of 12 college credits in special education to qualify for a certificate as a Preparatory Provisional Substitute Teacher. In exchange for tuition assistance, each participant must sign a contract that indicates that he/she will provide a minimum of 1 year of service in a special education setting. This evaluation of the program found it to be successful in placing teachers in special schools. Of 46 respondents to a questionnaire, 45 had completed the program and worked in the New York City Public Schools. Overall, the participants rated the program highly. However, they asked that the Board of Education be more helpful and flexible with their job placement, be more prompt in paying their college tuition to avoid their receiving late fees, and be more efficient in processing paperwork. (JDD)

This study was guided by a research question regarding the efficacy of the AlcoholEdu program in increasing the use of protective behaviors among incoming college freshman of different drinking risk groups. Specifically, the researcher sought to determine which drinker risk groups, if any, showed the greatest degree of willingness to change alcohol use habits in the areas of (a) consumption, (b) use of protective behavioral strategies, and (c) negative consequences, when gender, ethnicity, age of first alcohol consumption, and family history of alcoholism served as contributing variables. The present study, in exploring one of the latest evolutions of the alcohol prevention process, illustrated a variety of findings that were not only significant from a statistical perspective, but also meaningful from the view of either confirming the results of prior research or presenting an unexpected possibility. The descriptive analysis addressing movement between drinker categories supported the literature in that, despite underage status of freshmen students, the majority of these students consumed alcoholic beverages to some extent prior to entering the college environment. Interesting results also occurred among those identified in the pre-test as heavy episodic drinkers. When the results were separated by gender, statements in the literature (Barnett et al., 2006) suggesting that heavy-drinking men were less likely to have the desire to change their habits as compared to women were confirmed. Examining consumption rates by the numbers, the findings of the present study supported the findings of Wall (2007) and Lovecchio et al. (2010) that AlcoholEdu may play an important role in reducing alcohol consumption. One of the most unexpected results of the analysis involved the incurrence of negative consequences. Despite the literature stating the magnitude of negative consequences faced by college drinkers, particularly those in the heavy episodic group (Busteed, 2008; Schaus et al., 2009; White & Swartzwelder, 2009), most students in the present study did not claim to have incurred these effects of drinking. As the results indicated, the issue of underage alcohol use among college students was just as prevalent as historical evidence has indicated. Postsecondary institutions have an opportunity to guide students to act responsibly with respect to alcohol. Though no single solution will solve associated issues, the right blend of approaches can transform an entire university's culture and way of thinking among its members. The evidence provided by this study supports the continuance of including AlcoholEdu as one of the first steps to which students are exposed in building a culture of responsible alcohol use. (Contains 3 figures and 3 tables.) [For a related report, "Evaluation of an Online Alcohol Education Program for First-Time-in-College Students," see ED519084.]

Public schools in Albuquerque, New Mexico, used a Title IV Part A grant to assist American Indian elementary and secondary school students in receiving passing grades and improving school-related behaviors. Canoncito Navajo Reservation, the Isleta Pueblo, and urban Indian students in Albuquerque participated in the program. Personnel consisted of a project coordinator, resource teacher, 39 tutors, and a secretary. Administration, evaluation, and training programs were centralized, while service delivery was adapted to each community's needs. Twenty-one Canoncito students in grades 6-12 exceeded program objectives in 7 school-related skill areas, while their parents met objectives for parent participation. The Isleta component served 51 middle school and 123 high school students; the urban component served 75 elementary school, 132 middle school, and 134 high school students. Both components met objectives of 50% of students maintaining/improving their grades and improving in eight school-related skill areas. Significant majorities of cooperating classroom teachers (Canoncito 90%, Isleta 76%, Urban 62%) indicated that students' success justified time spent on tutoring outside classrooms. A grant extension provided tutoring to 129 additional students during summer session. The program evaluation contains recommendations for improvement, tables summarizing program data, summary of responses to tutor questionnaire, and copies of reporting forms. (LFL)

OBJECTIVES: To give teachers experience in business firms to help them improve teaching of vocational courses. DURATION: July-August 1970. AUDIENCE: Nine teacher participants are listed in the areas of business education, industrial arts, distributive education, industrial and technical education, occupational education, and guidance counseling. CURRICULUM: Details are not included, but participants were placed with the New York Telephone Company, IBM, Holiday Inns, insurance companies, and department stores. TEACHING METHODS: Formal teaching apparently was not involved, and experiences varied according to the company with which the participant was placed. MATERIALS OR FACILITIES: No special materials are identified. EVALUATION: The director states that participants benefited a great deal from the experience, enabling them to improve their teaching methods in business and vocational courses. MODIFICATIONS: Teacher participants made 11 recommendations for modifications in stipends, reimbursement for travel, communication with school districts, information for participating businesses, greater involvement of counselors, and diversification of the types of businesses participating. (MBM)

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 series over the first five seasons (1998-99 through 2002-03) 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 the grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

An experimental apparatus and test procedure was developed to compare the performance of two solid lubricant coatings for air lubricated compliant foil gas bearings in the temperature range of 25 to 315 C. Polyimide bonded additive (SBGC) were tested extensively for durability and frictional characteristics. A partial arc bearing constructed of Inconel X-750 was coated on the bore with one of these coatings. The foil was subjected to repeated start/stop cycles. Performance comparisons reveal that although both coatings survive thousands of start/stop cycles, only the PBGF coated bearing achieves the specified 9000 start/stops. There is enough wear on the SBGC coated bearing to warrant termination of the test prior to 9000 start/stop cycles due to coating failure. The frictional characteristics of the PBGF are better at the elevated temperatures than at lower temperatures; a marked increase in sliding friction occurs as the temperature decreases. The SBGC maintains relatively constant frictional characteristics independent of operating temperature.

The document includes three major parts. The first presents general information on the philosophy and objectives underlying vocational, technical, and adult education in Wisconsin and the roles of the state, districts, and schools. The second part presents guidelines for associate degree programs. Included are: (1) criteria, (2) curriculum, (3) plans and policies for accreditation, (4) procedures for program approval, (5) program evaluation procedures, (6) outline for self-study, (7) procedures for formulating evaluation committees, (8) district's responsibility for evaluation committee arrangements, (9) general program evaluation schedule, (10) committee instructions for program evaluation, (11) sub-committee assignments for program evaluation, and (12) a checklist for program evaluation. The third part of the document presents guidelines for vocational diploma programs, including diploma program criteria and procedures for new full-time diploma program approval. The state office forms for new program approval and guidelines for review of a comprehensive district are appended. (JK)

This document presents the evaluation plan and the evaluation activities and findings for the project described in VT 020 441 available in this issue. This project was designed to be an exemplary project using an environmental focus to establish career education in a Minnesota school district. Evaluation activities are divided into the components of management, in-service, and program. Under each component a number of evaluation activities are discussed. For the most part, evaluation consisted of documenting that the program was operational and that the staff was implementing proposal project strategies. Based upon meetings with the project staff, site visits at the project schools, and review of the quarterly reports the evaluation team concluded that the project was well managed and that staff were generally familiar with and committed to project goals. It was found that, in practice, career education and environmental education were taught as separate entities. Teachers rated their experiential activities (e.g., shop experience) highly. Some changes in student attitudes toward occupations were documented by pre-post attitudinal inventories. Specific findings and recommendations are detailed in narrative and tabular form. (MF)

The issue of the perceived success of human services program evaluations is the specific focus of this paper. Five areas that affect the potential for producing effective program evaluation form a framework for discussing factors related to perceived success. The areas include inappropriate conceptualization of what an evaluation can accomplish, what to evaluate and how to evaluate. Inappropriate recognition of the limitations of existing program data and inappropriate training of most evaluators also affect the evaluation. There is little consensus about what constitutes a successful evaluation, beyond the recognition that success is related to the utilization of the information generated through the evaluation process. Some consider success to be the extent to which information generated on the impact of the program affects policy decisions regarding the future of that program. Some view an evaluation as "successful" if the program is better articulated. Others expect the information generated by the evaluation to lead to more effective management. In other words, perceived success of program evaluations has a variety of meanings for the same and different audiences. (Author/CM)

The purpose of this study was to evaluate the psychometric properties of a newly developed instrument intended to measure faculty competence as it pertains to their role as advisors, particularly in medical and professional programs. A total of 166 students completed the Faculty Advisor's Skills and Behaviors Inventory (FASBI). The psychometric properties of the FASBI were evaluated using the Rasch Rating Scale Model. Results indicate the FASBI is a psychometrically-sound instrument capable of producing valid and reproducible measures.