Designing and Implementing an Evaluability Assessment of a Career-Technical Education Program as the First Step towards Validating Program Effectiveness: A Case Study of Toledo Technology Academy

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Autor/in	Prasad, Vandita
Titel	Designing and Implementing an Evaluability Assessment of a Career-Technical Education Program as the First Step towards Validating Program Effectiveness: A Case Study of Toledo Technology Academy
Quelle	(2017), (278 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, The University of Toledo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-9890-9
Schlagwörter	Hochschulschrift; Dissertation; Vocational Education; Program Evaluation; Readiness; Public Schools; Secondary Schools; Program Design; Program Implementation; Data Collection; Data Analysis; Success; Information Management; Program Effectiveness; Ohio (Toledo) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausbildung; Berufsbildung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Sekundarschule; Programme design; Programmaufbau; Programmplanung; Data capture; Datensammlung; Auswertung; Erfolg; Procurement of information; Informationsbeschaffung
Abstract	Career Technology Education (CTE) program evaluations have been mostly completed for compliance and monitoring purposes. Hence, they have limited use in establishing program effectiveness or for program improvement. Moreover, engaging in program evaluations can be time consuming and costly, especially for programs that have not been evaluated in the past. In these situations, it is recommended that a determination of program readiness for an evaluation be conducted first through an evaluability assessment (EA). This study demonstrated how an EA could be conducted. The purpose of this study was to implement an EA of a local CTE program to determine if and to what extent the program had the systems in place that would generate formal evidence of its effectiveness as well as inform the program improvement process. This study was designed as a case study, targeting a specific CTE program--Toledo Technology Academy, a 7-12 Toledo Public School that prepares students in the area of Engineering and Sciences Technologies. The study methodology used the 5-task EA model outlined in the "Evaluability Assessment: Examining the Readiness of a Program for Evaluation" developed by the Juvenile Justice Evaluation Center (2003). Task 1 and 2 were conducted to understand program history, design, and implementation. Task 3 looked at the program's capacity for data collection, management, and analysis. Task 4 assessed the overall likelihood of TTA's program in attaining its goals and objectives. Finally, Task 5 analyzed TTA program&'s capacity for data collection, management, and analysis to determine if the collected data were useful in determining program effectiveness and improvement. For Tasks 4 and 5, first, specific EA rubrics were designed and then applied to the program. For Task 5, the rubrics were created for three of the 10 standards listed on the "Ohio's Quality Program Standards for Career Technical Programs" (2016). The findings indicated that the TTA program had a formal design and was implemented as designed. Overall the program collected an abundance of data, but data analysis was very minimal. Furthermore, TTA was highly likely to achieve its goals and objectives. However, the study revealed that though TTA data collection was adequate in some areas, it needed some or major improvement in others. The study produced numerous recommendations for the TTA program. It also made a significant methodological contribution (especially in the field of CTE evaluation) by presenting a detailed methodology for conducting an EA with simple steps that could be used by a CTE administrator. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01