This research report discusses how eight districts approach the program evaluation process. Specifically, the report explores how profiled districts prioritize programs to evaluate each year, determine evaluation goals and questions, and communicate evaluation results to different stakeholders. In addition, the report offers recommendations on increasing staff engagement and promoting a culture of continuous improvement in the program evaluation process. Keep reading for key observations from this research, and download the full report.
Selecting high-priority programsAt District H, department heads recommend programs for review to a program evaluation committee that includes the Director of Research and Evaluation and district administrators from the departments of Teaching and Learning and School Leadership. This committee scores all recommended programs across seven categories, such as alignment with strategic plan, program cost, and community and stakeholder interest. The committee then proposes evaluations for six to seven programs with the highest average scores, pending approval from the board and superintendent. This standardized approach allows departments to contribute to the evaluation process and thus mitigates potential misperceptions of program evaluation staff bias. By collecting feedback from departments, the program evaluation committee promotes collaboration with—and ultimately staff engagement in—the program evaluation process.
Customizing the program evaluation processProgram evaluation staff at most profiled districts develop customized evaluation processes, including customized success metrics, for each program under review based on program characteristics (e.g., program objectives, cost). Contacts at District C and District E note that, through a customized evaluation process, program evaluation staff can adapt the structure and scope of each evaluation to the context of the program. For example, program evaluation staff…