How’s it Working? Evaluating Your Program

1. How’s it Working? Evaluating Your Program MAAPS Conference, 7 May 2010 Debra Smith & Judah Leblang Program Evaluation & Research Group School of Education, Lesley University

2. PERG • Founded 1976 • Over 600 program evaluation and research studies in various educational settings • Also offers professional development and consultation

3. Session participants will: • Be introduced to the basics of program evaluation through an example • Define a question or questions about their own program • Identify methods for collecting data that would help to answer their question/s • Discuss next steps

4. What is program evaluation? • A type of applied research focused on systematically collecting and analyzing data to help answer questions about a program, or some aspect of a program, in order to make decisions about it.

5. Purposes • Accountability • Program development • Generating knowledge

6. Formative vs Summative • Formative evaluation offers feedback along the way to improve programs • Summative evaluations “sum up” the results of a program at the end of a period of development or implementation.

7. Audiences • Funders • Program leaders • Program participants • Organizational partners • Others

8. Evaluation process 1. Goals/ logic model 6. Reporting 2. Questions PROGRAM 5. Data analysis 3. Evaluation plan 4. Data collection

9. An example: Evolutions • After school program begun in 2005, connected with Peabody Museum of Natural History at Yale University—initially involved approximately 40 low SES/ minority students

11. Evolutions program goals To provide opportunities for students to: • Prepare for post-secondary (college) education; • Learn about scientific—and other careers; • Expand their knowledge of and interest in science (science literacy); • Develop transferable skills for the future; and • learn about the Peabody Museum/museum careers.

17. Logic models • Map a coherent chain of connections between goals, resources, activities and what you expect (short term), want (over an intermediate period) and hope (in the long term) to happen. • They also reflect your assumptions and theory of action or change.

18. Logic Model Key Concepts

19. And EVO example

20. Logic models may look different.. Goal Long-term outcomes Activities Outputs Resources Rationale Mid-term outcomes Assumptions Short-term outcomes

21. Develop a logic model for your own program/ project

22. Evaluation process 1. Goals/ logic model 6. Reporting 2. Questions PROGRAM 5. Data analysis 3. Evaluation plan 4. Data collection

23. Questions: Think Goldilocks • Specific but not too detailed • Important but not too broad in scope

24. Key Questions: Part One • How does EVO prepare students for college or high school? • How are EVO students involved in developing an exhibit at the museum? • Do students develop increased “science literacy,” as defined by EVO staff?

25. Key Questions: Part Two • How (if at all) do students express more confidence about and interest in doing science? • Are students more aware of careers in science? • How (if at all) do students demonstrate increased knowledge of the college application process, and develop criteria for choosing a college that meets their needs?

26. What questions do you want to answer about your program?

27. Evaluation process 1. Goals/ logic model 6. Reporting 2. Questions PROGRAM 5. Data analysis 3. Evaluation plan 4. Data collection

28. Data collection methods • Observation • Interviews/ focus groups • Surveys • Document/artifact review

29. PERG Evaluation Matrix

30. Technical considerations: Validity • Will the data answer the questions? • Are we asking the right questions?

31. Triangulation • Is there adequate triangulation (use of multiple methods and/or data sources) to ensure validity?

32. Drafting your own matrix: What data will help you answer your questions?

33. Evaluation process 1. Goals/ logic model 6. Reporting 2. Questions PROGRAM 5. Data analysis 3. Evaluation plan 4. Data collection

34. Collecting data • Make sure your plan is doable given time and resources available. • Design instruments to focus your data collection, ensure consistency and avoid bias. • Be organized: take notes, develop a system for tracking/ filing your data.

35. Collecting data • Communicate clearly about what you are doing, why and how the findings will be shared and used. • Be mindful of human subjects protections. Does your organization have an institutional review board (IRB)?

36. The First Year: site visit • On-site data collection • Focus groups with students • Interviews with director, project staff • Observation of end of year event • Parent interviews

37. Evaluation process 1. Goals/ logic model 6. Reporting 2. Questions PROGRAM 5. Data analysis 3. Evaluation plan 4. Data collection

38. Analyzing data • What stands out? • What are the patterns? • What are the similarities? • What are the differences? • Is more information needed?

39. Reliability • Are the patterns in the data, or judgments about the data, consistent?

40. Validity, again • Is the data helping you answer the questions? • Is the data credible?

41. Evaluation process 1. Goals/ logic model 6. Reporting 2. Questions PROGRAM 5. Data analysis 3. Evaluation plan 4. Data collection

42. Reporting • Consider purpose and audience/s • Reporting relevant findings, questions/ recommendations • Engaging stakeholders in discussion • Using findings to inform next steps

43. Results of the first-year evaluation • The impact of the evaluation on EVO—more focused program, clearer objectives, suggestions for sustainability. • Evidence of program success: Retention, student engagement, positive changes in students’ view of doing science and scientists.

44. The Ongoing Evaluation--shaping the program: • Implementation of evaluator suggestions—examples: informational interviewing, developing a smaller exhibit, refining requirements for students

45. EVO: 2006-Today • Continued development and expansion of EVO—2006 until today: Expansion of the program from approximately 40 to more than 80 students, introduction of internships and Sci Corps. • Different areas of science focus—environmental awareness, geoscience, depending on funding sources.

46. Evaluation resources • W.K. Kellogg Foundation Evaluation Handbook www.wkkf.org/Pubs/Tools/Evaluation/Pub770.pdf • Kellogg Logic Model Development Guide www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf • Basic Guide to Program Evaluation www.managementhelp.org/evaluatn/fnl_eval.htm

47. Evaluation resources • Program Evaluation & Research Group Lesley University 29 Everett St. Cambridge, MA 02138 www.lesley.edu/perg.htm 617-349-8172 perg@lesley.edu