NCJ Number
51958
Date Published
1978
Length
20 pages
Annotation
A CASE STUDY ILLUSTRATES WAYS THE PLANNING PROCESS FOR EVALUATION CAN BE USED TO CLARIFY THE QUESTIONS TO BE ASKED, THE APPROPRIATE METHODOLOGIES TO BE USED, AND THE TYPES OF DATA WHICH WILL BE OF VALUE.
Abstract
THE DEVELOPMENT OF AN EVALUATION PLAN FOR THE EDUCATION FOR ALL HANDICAPPED CHILDREN ACT OF 1975 IS TRACED. DURING THE 2 YEARS BEFORE THE ACT TOOK EFFECT IN 1977, THE BUREAU OF EDUCATION FOR THE HANDICAPPED IN THE U.S. OFFICE OF EDUCATION DEVELOPED STRATEGIES FOR BOTH THE IMPLEMENTATION AND THE EVALUATION OF ITS PROVISIONS. THE THE ACT WAS QUITE COMPLEX AND INVOLVED COOPERATION BETWEEN FEDERAL, STATE, AND LOCAL AGENCIES, WITH THE STATE DESIGNATED AS THE PRIMARY PROVIDER OF EDUCATION FOR THE HANDICAPPED. THREE TYPES OF PLANNING STRATEGY WERE USED: ANALYSIS OF INFORMATION NEEDS, CONSULTATION WITH BOTH STATE OFFICIALS AND VARIOUS POTENTIAL USERS OF THE EVALUATION RESULTS, AND REVIEWS OF PREVIOUS EVALUATIONS, OF FEDERAL EDUCATION LEGISLATION. ACTIVITIES IN EACH OF THESE AREAS ARE DESCRIBED. IT IS POINTED OUT THAT CONSULTATION WITH POTENTIAL USERS OF THE DATA GAVE FRESH INSIGHTS AND HELPED TO MAKE THE ULTIMATE EVALUATION MORE USEFUL. SINCE PLANNING FOR EVALUATION BEGAN AT THE SAME TIME AS PLANNING FOR IMPLEMENTATION, IT WAS POSSIBLE TO PROVIDE FOR ADEQUATE COLLECTION OF DATA BY STATE AND LOCAL AGENCIES. IT ALSO GAVE AGENCIES TIME TO COLLECT BASE DATA FOR LONGITUDINAL STUDIES. THE DEVELOPMENT OF A FLEXIBLE AND QUICK REPORTING SYSTEM TO ENSURE USE OF THE DATA IS ALSO DESCRIBED. LESSONS LEARNED DURING THE COURSE OF THIS PLANNING ARE SUMMARIZED. A TABLE ILLUSTRATES HOW PLANNERS ANALYZED INFORMATION NEEDS. (GLR)