Program Evaluation

CEEE team design and conduct program evaluations for internal program management and for external clients. These evaluations occur both in the planning stages of proposed work and as the program develops and is completed.

Goals of each stage in the evaluation process:

1. First Stage: Determine the adequacy of content and resources to conduct the program;
2. Second stage: CEEE team observes and evaluates existing data to correct, if necessary, the program's direction.
3. Third stage: CEEE team collects and analyzes data (both qualitatively and quantitatively) to determine the program's success, to decide if continuation is merited and, most importantly, to make both the program and its lessons available to other clients.

Previous evaluations have focused on a range of issues with emphasis on the following school reform issues: (a) Standards and assessment, (b) Curriculum and program implementation for states, and (c) Districts and schools.

In addition, CEEE has evaluated (a) success of remedial programs for local school districts, (b) existing district programs for English language learners with recommendations for change, and (c) implementation and success of literacy programs in local districts. Click here, for specific examples of program evaluations.

As the United States Department of Education now requires, all CEEE evaluations focus not only on whether the program is compliance with federal legislation, but also on a system of research and evaluation centered on results and the success of educational interventions. Specifically, CEEE's evaluations center on four types of program evaluation:

1. Continuous improvement;
2. Performance data;
3. Implementation studies, and
4. Field trials of specific interventions.