ABSTRACT
This chapter presents a model that can be used to investigate whether and how school efforts make a difference to the young people they teach. The prevailing view is that schools and teachers should not be involved with monitoring and evaluation beyond filling out questionnaires, answering interview questions and opening up their practice to observation. Evidence-based programs are those that have undergone a rigorous evaluation process and demonstrate effectiveness with specific population groups. One evaluation model that has been used extensively by and with schools is the action research cycle. The key issue for all monitoring and evaluating activities in schools is ensuring that the data collected is used to inform planning and subsequent changes, which will ultimately serve to make schools a better place for all students and staff. Children may also be asked to solve school and other societal problems.
