Collaborative Evaluation systematically invites and engages stakeholders in program evaluation planning and implementation. Unlike "distanced" evaluation approaches, which reject stakeholder participation as evaluation team members, Collaborative Evaluation assumes that active, on-going engagement between evaluators and program staff,…

Blending high-quality and rigorous research with pure evaluation practice can often be best accomplished through thoughtful collaboration. The evaluation of a high school drug prevention program (All Stars Senior) is an example of how perceived competing purposes and methodologies can coexist to investigate formative and summative outcome…

This manuscript describes the development and testing of an Internet-based cost survey that was designed by the authors for the National Assembly on School-Based Health Care (NASBHC) to capture the costs of school-based health programs. The intent of the survey was twofold. First, the survey was designed to collect comprehensive data on costs in a…

Describes the development of a pilot uniform data set (UDS) intended to serve as the primary data collection mechanism for all grants and standard cooperative agreements funded by the U.S. Office of Minority Health. The UDS is the product of a formative research project with implications for other program evaluations. (SLD)

Describes the use of the program logic model as an integrative framework in the multimethod evaluation of a middle school curriculum delivery program. Shows how the logic model was used to focus data collection, organize data, and interpret the data in an integrative framework. Focuses on the area of computer skills to illustrate the usefulness of…

Presents a framework to describe typical constraints that program evaluators face. The framework encompasses the usual evaluation costs and other factors that impede data collection or the implementation of strong evaluation designs. These are characterized as internal/substantive or external/political. (SLD)

An ethnographic approach with added quantitative and qualitative data collection and analysis was used to study the extent and nature of technology-based materials in 15 elementary school mathematics classrooms. The blend of methods provided rich and varied information and gave insights either type of analysis could not provide alone. (SLD)