Methods and Processes for District-Wide Literacy Evaluation

Methods and Processes for District-Wide Literacy Evaluation

Salika A. Lawrence (Medgar Evers College, City University of New York, USA) and Minkie O. English (Analytical Consultant, USA)
DOI: 10.4018/978-1-5225-0669-0.ch002
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Abstract

This study examined how quantitative and qualitative data collection methods helped evaluators learn about classroom, school, and district level practices during a school district evaluation. Findings indicate (a) qualitative methods provide more accurate information about micro level, every day practices, while macro level data are useful for comparative, cross-context review of practice to inform program and/or administrative decisions; and (b) comprehensive evaluation of literacy programs require stakeholders to collaborate across the spectrum, working with a wide range of varied data collection processes at both macro and micro levels. Dove-tailing quantitative and qualitative data collection methods can reveal macro level information about practice that can align with micro level classroom-based practice or reveal discrepancies across contexts. Recommendations are identified for collecting data and developing an action plan with stakeholders.
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Perspectives

Program evaluations use a wide array of methodologies to examine practices inside and outside of classrooms. There are strengths and limitations to each design. Evaluation procedures with multiple data sources and stakeholders have different constituencies who bring unique perspectives, which can lead to comprehensive, in-depth, examination of practice.

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