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| Foreword | |
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| Acknowledgments | |
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| Preface | |
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| Perspectives on Program Evaluation | |
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| Overview | |
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| How Program Evaluation Contributes to School Improvement | |
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| Benefits of Site-Based Program Evaluation | |
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| Goals of Program Evaluation | |
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| Two Evaluation Methods | |
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| Assessing Program Processes | |
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| Linking Evaluation With Program Improvement | |
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| A Concluding Note | |
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| Chapter Highlights | |
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| How Program Evaluation Contributes to a Learning Organization | |
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| Overview | |
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| The Spirit of a Learning Organization | |
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| The School as a Learning Organization | |
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| Reflective Practice | |
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| Linking the Parts of the School Organization for Improved Performance | |
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| Applying a Systems Approach to Increase Student Achievement | |
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| A Concluding Note | |
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| Chapter Highlights | |
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| Using Program Evaluation to Improve the Curriculum - A Developmental Approach | |
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| Overview | |
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| Compatible Evaluation Methods | |
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| The Problem of Confounding | |
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| Internal Validity | |
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| Some Further Threats to Internal Validity | |
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| A Concluding Note | |
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| Chapter Highlights | |
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| An Experimental Approach for Evaluating Programs | |
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| Overview | |
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| Internal Validity-A Review | |
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| Building Control Into an Experiment | |
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| Random Assignment | |
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| Experimental Designs | |
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| Deciding Whether to Use One or Two Groups in an Evaluation Study | |
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| External Validity | |
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| A Concluding Note | |
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| Chapter Highlights | |
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| Program Evaluation Through Collaboration | |
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| Overview | |
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| Why Have an Evaluation Team? | |
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| Team Composition | |
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| Factors for Principals to Consider in Establishing the Evaluation Team | |
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| Forming an Evaluation Team | |
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| The Team in Operation | |
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| A Concluding Note | |
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| Chapter Highlights | |
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| Measuring Program Outcomes | |
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| Overview | |
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| Quantitative and Qualitative Data | |
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| Comprehensive Evaluation | |
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| Validity and Reliability of Evaluation Data | |
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| Validity | |
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| Reliability | |
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| Perspectives on Authentic Assessment | |
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| A Concluding Note | |
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| Chapter Highlights | |
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| The Evaluation Process: Phases 1, 2, and 3 | |
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| Overview | |
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| Phase 1-Describing the Program | |
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| Phase 2-Providing Direction for the Evaluation | |
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| Phase 3-Obtaining Information to Answer Evaluation Questions | |
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| Chapter Highlights | |
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| The Evaluation Process: Phases 4, 5, and 6 | |
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| Overview | |
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| Phase 4-Analyzing Data to Assess a Program's Impact | |
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| Phase 5-Evaluating the Program's Effectiveness and Offering Recommendations for Its Future Development | |
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| Phase 6-Writing the Evaluation Report | |
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| Chapter Highlights | |
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| Writing the Evaluation Report | |
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| Overview | |
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| Format and Content | |
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| What the Evaluation Report Represents | |
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| Chapter Highlights | |
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| Assessing the Evaluation Project | |
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| Overview | |
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| Purposes of Metaevaluation | |
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| Formative Metaevaluation | |
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| Summative Metaevaluation | |
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| A Concluding Note | |
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| Chapter Highlights | |
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| Revisiting the Principal's Leadership Role in Program Evaluation | |
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| Overview | |
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| The Multidimensional Responsibilities of the Principal in Program Evaluation | |
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| Attitudes of Principals Toward Assessing Programs | |
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| Beyond the Technical | |
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| Principals' Self-Assessment | |
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| A Concluding Note | |
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| Chapter Highlights | |
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| Appendix. A Mini-Guide for the Evaluation Team Leader | |
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| References | |
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| Index | |