Program Evaluation

Abstract

New state laws pertaining to “accountability” in education increase the importance of good program evaluation. A critical review of the literature is presented that distinguishes formal evaluation of a learning disabilities program as a whole from diagnostic evaluation of an individual child. The value of total program evaluation for making more scientifically-based decisions in future programming is demonstrated. Formal program evaluation is viewed on three levels: (1) evaluation of specific programs run by a local educational agency; (2) evaluation of programs across a whole state; and (3) evaluation of programs nation-wide. Several general models for program evaluation are described and criticized. The view is advanced that fewer models should be built in the future and that more agencies should be formed which offer help in devising custom-made program evaluation schemes for ongoing learning disabilities programs.