This article develops a simple model of teacher value-added to show how efficient use of information across subjects can improve the predictive ability of value-added models. Using matched student-teacher data from North Carolina, we show that the optimal use of math and reading scores improves the fit of prediction models of overall future…

This paper discusses two models that hold promise for helping evaluators understand and cope with different decision contexts: (1) the conflict Model (Janis and Mann, 1977) and the Social Process Model (Vroom and Yago, 1974). Implications and guidelines for using decisionmaking models in evaluation settings are presented. (BS)

This article explores ways in which evidence contributes to individual thought and to the formation of shared knowledge and shared decisions. It also distinguishes among sources of evidence intended to attribute causality and those designed merely to describe. It is based on data from a naturalistic study of 16 school districts. (BW)

Evaluation models have been taken as methodologies for actually conducting evaluations, instead of as persuasions or frameworks within which more specific constructs and methods must be placed. Although evaluation models do not provide methodologies, they do provide a guide for thinking about how an evaluation could be conducted. (Author/LC)

The Multiattribute Utility Model combines subjective goal definition with objective data analysis. Goals are defined, ranked, and weighted. Subjective opinions about their attainment are assigned against decision alternatives considered by the school. Bayesian analysis of data enables revision of prior opinions about the realization of goals…

A decision-making or utility theory model (which deals effectively with affirmative action goals and allows standardized tests to be placed in the service of those goals) is discussed as an alternative to traditional predictive admissions. (Author/PN)

The history of evaluation utilization in policy making and political features of program evaluation are discussed. A five-part continuum describes the evaluation process. Evaluation practice modifications contribute to real growth in evaluation use in congressional policy making as evaluation research improves the quality of information available…

Applications of social judgment theory are discussed with respect to policy formation and decisionmaking in educational contexts. Interactive computer technology is described, which can execute social judgment analyses, provide cognitive feedback to the policymaker on selected policy parameters, compare the policies of several policymakers, and…

This article describes the background and rationale for the Convening Process, created and evaluated by the U.S. Department of Education staff, and its relation to other efforts to increase the use of research and evaluation information. (Author/LMO)

The Judicial Evaluation Method (JEM) is useful for aiding decision-making bodies to formulate policies. Broad public participation in complex issues is provided by JEM. (The conceptualization, policy formulation stages, and participant roles are identified; and the model is applied in two case studies). (MH)

A principal-agent framework is used to examine potential gains in educational performance and potential threats to public accountability that school-based decision-making proposals pose. Analysis underscores the need to tailor the design of decentralized decision making to the sources of poor educational performance and threats to school…

Thirteen evaluation methods are analyzed by orientation. Typically, clients want politically advantageous studies; evaluators prefer questions-oriented studies; audiences favor a values orientation. Evaluators must recognize the narrow scope of question-oriented studies and the perspectives of client and audience. (CP)

The effect of indebtedness (undergraduate loan burden) after college graduation on the decision to pursue a graduate degree was studied for 899 individuals from the High School and Beyond study. Level of undergraduate debt was not a significant choice determinant. Some limitations of the methodology are discussed. (SLD)